Considering the growing role of ultrasound-guided procedures in musculoskeletal medicine, training as regards these interventions is pivotal. While hands-on training on cadavers can be considered optimal, it has several drawbacks, e.g., high cost, poor availability, and technical challenges regarding preservation. Apart from cadavers, different approaches to practicing needle guidance are taught in ultrasound workshops whereby phantoms from meat (e.g., chicken breast), cheese or gelatin are used. Likewise, this article aims to provide a detailed description as to how different gelatin-based phantoms can be prepared. In line with the EURO-MUSCULUS/USPRM (European Musculoskeletal Ultrasound Study Group/Ultrasound Study Group of the International Society of Physical and Rehabilitation Medicine) protocols/background, the authors describe particular basic and advanced phantoms to be used for practicing different technical/manual skills pertaining to common ultrasound-guided procedures. The present manuscript can be considered a practical and ready-to-use "recipe book" for readers who are interested in the wide spectrum of interventional ultrasound.
- MeSH
- fantomy radiodiagnostické * MeSH
- intervenční ultrasonografie * MeSH
- klinické kompetence MeSH
- lidé MeSH
- muskuloskeletální nemoci diagnostické zobrazování rehabilitace MeSH
- rehabilitační lékařství * výchova MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Evropa MeSH
Construct: The Knowledge of Malnutrition - Geriatric 2.0' (KoM-G 2.0) instrument was designed to quantify nursing staff malnutrition knowledge in inpatient medical and rehabilitation care facilities, as well as home health care. It has been used to assess grasp of current clinical practice guidelines and proficiency in addressing issues related to malnutrition. It provides insight into familiarity with and capacity to tackle issues pertaining to malnutrition in clinical practice. Furthermore, it has been used assess the effectiveness of educational interventions aimed at improving nursing professionals knowledge and awareness of malnutrition. Background: The quality of nursing education affects malnutrition risk assessment, monitoring of food intake, and effectiveness of nutrition care. Improvements in malnutrition education require determining the current level of knowledge and benchmarking with other countries. In the Czech Republic, no nationwide assessment of nursing staff malnutrition knowledge has ever been conducted. Approach: The purpose of the study was to translate the KoM-G 2.0 instrument, gather initial validity evidence, and evaluate nursing staff knowledge of malnutrition in inpatient medical, rehabilitation care facilities, and home care in the Czech Republic. All inpatient healthcare facilities and home healthcare facilities in the Czech Republic were invited to participate. The Czech version of the internationally standardized KoM-G 2.0 (KoM-G 2.0 CZ) was used to assess nursing staff malnutrition knowledge between 3 February 2021 and 31 May 2021. A total of 728 nurses began the questionnaire, and 465 (63.9%) of respondents completed it and were included in the study. Data analyses examined instrument difficulty, discriminability, and reliability, as well as sources of variation in knowledge scores. Findings: The psychometric characteristics of the KoM-G 2.0 CZ instrument included the difficulty index Q (0.61), the discriminant index (ULI 0.29, RIT 0.38, upper-lower 30% 0.67), and Cronbach alpha (0.619). The overall mean of correct answers was 6.24 (SD 2.8). There was a significant impact of educational attainment and nutrition training on KoM-G 2.0 CZ scores. Conclusions: Our findings provide initial validity evidence that KoM-G 2.0 CZ is useful and appropriate for assessing malnutrition knowledge among Czech nursing staff. Our research identified gaps in knowledge and examples of good practice in understanding malnutrition that can be applied internationally. The knowledge of academic nurses was greater; therefore, we suggest they play a key role in nutritional care. We recommend continuous education to improve understanding of malnutrition in this setting.
- MeSH
- dospělí MeSH
- klinické kompetence normy MeSH
- lidé středního věku MeSH
- lidé MeSH
- personál sesterský výchova MeSH
- podvýživa * MeSH
- průřezové studie MeSH
- průzkumy a dotazníky MeSH
- psychometrie * MeSH
- zdraví - znalosti, postoje, praxe MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Česká republika MeSH
- MeSH
- funkční vyšetření srdce MeSH
- kardiologie * organizace a řízení MeSH
- klinické kompetence MeSH
- lékové předpisy MeSH
- lidé MeSH
- management péče o pacienta * metody organizace a řízení MeSH
- nemoci srdce farmakoterapie terapie MeSH
- praktické lékařství organizace a řízení MeSH
- předání pacienta do jiné péče organizace a řízení MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- směrnice pro lékařskou praxi MeSH
BACKGROUND: Despite efforts to improve undergraduate clinical pharmacology & therapeutics (CPT) education, prescribing errors are still made regularly. To improve CPT education and daily prescribing, it is crucial to understand how therapeutic reasoning works. Therefore, the aim of this study was to gain insight into the therapeutic reasoning process. METHODS: A narrative literature review has been performed for literature on cognitive psychology and diagnostic and therapeutic reasoning. RESULTS: Based on these insights, The European Model of Therapeutic Reasoning has been developed, building upon earlier models and insights from cognitive psychology. In this model, it can be assumed that when a diagnosis is made, a primary, automatic response as to what to prescribe arises based on pattern recognition via therapy scripts (type 1 thinking). At some point, this response may be evaluated by the reflective mind (using metacognition). If it is found to be incorrect or incomplete, an alternative response must be formulated through a slower, more analytical and deliberative process, known as type 2 thinking. Metacognition monitors the reasoning process and helps a person to form new therapy scripts after they have chosen an effective therapy. Experienced physicians have more and richer therapy scripts, mostly based on experience and enabling conditions, instead of textbook knowledge, and therefore their type 1 response is more often correct. CONCLUSION: Because of the important role of metacognition in therapeutic reasoning, more attention should be paid to metacognition in CPT education. Both trainees and teachers should be aware of the possibility to monitor and influence these cognitive processes. Further research is required to investigate the applicability of these insights and the adaptability of educational approaches to therapeutic reasoning.
BACKGROUND AND PURPOSE: Centers for training in autonomic nervous system (ANS) disorders are not widely available and the recent coronavirus 2019 pandemic temporarily reduced training opportunities in autonomic medicine across European countries. Here we evaluated the current state of education, clinical skills and postgraduate educational preferences on ANS disorders of European neurology residents and consultants. METHODS: A 23-item questionnaire was developed and distributed online amongst European neurology residents and consultants via mailing lists of the European Academy of Neurology. The questions assessed demographics, current training opportunities and learning preferences in ANS disorders. Six multiple-choice questions were used to self-evaluate knowledge of ANS disorders. RESULTS: In all, 285 individuals answered the survey (60% female, mostly 25-34 years of age). All respondents considered clinical autonomic skills necessary for good clinical neurological practice, and 92% would like to increase their ANS knowledge. Female respondents and those who trained in Southern/Eastern/Greater Europe more frequently judged ANS skills important for clinical practice than male respondents (p = 0.012) and respondents from Northern/Western Europe (p = 0.011). Female and younger respondents felt less confident in managing ANS disorders (p = 0.001 and p < 0.001, respectively). Respondents below 45 years of age (p < 0.001) and those with lower confidence in managing ANS disorders (p = 0.004) were more likely to recommend that ANS education is embedded in the residency curriculum. CONCLUSIONS: Most European neurology residents and consultants reported a need for more autonomic education, with additional gender, age and regional differences. These findings underscore the importance of increasing the educational content on autonomic medicine in European medical and postgraduate curricula.
- MeSH
- autonomní nervový systém patofyziologie fyziologie MeSH
- dospělí MeSH
- klinické kompetence * MeSH
- konzultanti MeSH
- kurikulum * MeSH
- kurzy a stáže v nemocnici * MeSH
- lidé středního věku MeSH
- lidé MeSH
- nemoci autonomního nervového systému terapie MeSH
- neurologie * výchova MeSH
- průzkumy a dotazníky MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Evropa MeSH
PURPOSE: During the initial phase of the pandemic, healthcare professionals faced difficulties due to the limited availability of comprehensive learning resources on managing patients affected with coronavirus disease 2019 (COVID-19). The COVID-19 Skills Preparation Course (C19_SPACE) was tailored to meet the overwhelming demand for specialized training. The primary objective of this study was to assess the efficacy and impact of this program on enhancing clinical knowledge and to identify factors affecting this improvement. METHODS: As part of the project, data were collected prospectively to measure the baseline knowledge. After the descriptive statistics, multiple and multivariate logistic regression models were executed to identify the factors associated with knowledge increase. RESULTS: The final sample included 3140 medical doctors (MDs) and 3090 nurses (RNs). For the primary analysis, the mean value of the baseline knowledge test score of MDs was 62.41 (standard deviation, SD = 13.48), and it significantly (p < 0.001) increased to 84.65 (SD = 11.95). Factors influencing overall knowledge scores were female sex (AOR = 1.34 [1.04-1.73]), being a specialist qualified for intensive care medicine (adjusted odds ratio, AOR = 0.56, [0.33-0.96]), and performance on the pre-test (AOR = 0.91, [0.90-0.92]). As for the RNs, the mean value of the total knowledge score was 63.25 (SD = 13.53), which significantly (p < 0.001) increased to 81.51 (SD = 14.21). Factor associated with knowledge was performance on the pre-test (AOR = 0.92 [0.92-0.93]). CONCLUSIONS: C19_SPACE effectively increased the clinical knowledge of doctors and nurses. The effect was more pronounced in the program's target group of healthcare workers with less experience in the intensive care unit (ICU). Other factors associated with knowledge enhancement were sex and being a specialist in intensive care.
- MeSH
- COVID-19 * epidemiologie MeSH
- distanční studium metody MeSH
- dospělí MeSH
- klinické kompetence * normy statistika a číselné údaje MeSH
- lékaři MeSH
- lidé středního věku MeSH
- lidé MeSH
- pandemie MeSH
- prospektivní studie MeSH
- SARS-CoV-2 MeSH
- zdravotní sestry statistika a číselné údaje MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
BACKGROUND: Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear. AIM: To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum. DESIGN: This study used an interpretive phenomenological qualitative study design. SETTINGS AND PARTICIPANTS: Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong. METHODS: Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process. RESULTS: Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is 'identifying a reliable learning source', by which they can 'rationalize their nursing practice', and enabling them to 'establish care standard through critical thinking', and eventual 'fostering their professionalism' to improve health outcomes and reduce potential harms. CONCLUSION: Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP.
- MeSH
- dospělí MeSH
- klinické kompetence * normy MeSH
- kvalitativní výzkum * MeSH
- lidé MeSH
- ošetřovatelství založené na důkazech * MeSH
- rozhovory jako téma metody MeSH
- studenti ošetřovatelství * psychologie MeSH
- studium ošetřovatelství bakalářské * normy metody MeSH
- Check Tag
- dospělí MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Hongkong MeSH
Pokročilá prax v ošetrovateľstve je pomerne mladou rolou. Kreovala sa v dôsledku potrieb a požiadaviek doby. V súčasnosti národné politiky deklarujú, že situácia vďaka stúpajúcej krivke výskytu neinfekčných a chronických ochorení je s momentálnym systémovým nastavením dlhodobo neudržateľná. Je potrebné posilniť ľudské zdroje obzvlášť v oblasti ošetrovateľstva v primárnej starostlivosti. Slovenské zdravotníctvo vníma sestru s pokročilou praxou od roku 2018. Hlavným cieľom príspevku odborného charakteru je priblížiť sestru - praktika v primárnej starostlivosti ako jednu z kategórií pokročilej praxe v ošetrovateľstve, ktorej prioritným odborným zameraním je komplexný manažment ošetrovateľskej starostlivosti a poskytovaných služieb. Príspevok vysvetľuje nomenklatúru a koncepciu pokročilej praxe v ošetrovateľstve, jej zaradenie v kontexte vzdelávania na základe európskeho a národného kvalifikačného rámca, stručne popisuje históriu a vývoj z dôvodu pochopenia opodstatnenosti jej potreby v súčasnej náročnej dobe, a predkladá podmienky pre jej integráciu prostredníctvom odporúčaného vzdelania a praktickej prípravy. Uplatnenie pokročilej praxe v ošetrovateľstve so zdôvodnením podporujú mnohé medzinárodné a európske organizácie, vrátane ICN a EFN. Potreba vnímania ošetrovateľstva ako odboru na pokročilej úrovni, a pochopenia roly ako takej, sú predpokladom zefektívnenia ošetrovateľskej a zdravotnej starostlivosti s významne pozitívnymi výsledkami pre pacientov/ klientov, ale aj pre samotné sestry a ich pracovnú spokojnosť.
Advanced practice nursing is a relatively modern topic. It has been shaped by the needs and demands of the times. At present, national policies declare that the situation due to the rising curve of non-communicable and chronic diseases is unsustainable in the long term with the current system set-up. There is a need to strengthen human resources, particularly in the field of nursing (specifically advanced practice nursing, according to the ICN), in order to be able to cope effectively with health promotion, prevention and disease management. The Slovak health sector has seen the advanced practice nurse since 2018. The main aim of this paper of a professional nature is to present the nurse practitioner as one of the categories of advanced practice in nursing, whose priority professional focus is the management of nursing care and services provided to patients/clients in primary health care. The paper explains the nomenclature and concept of advanced practice in nursing, its inclusion in the context of education based on the European and National Qualifications Framework, briefly describes its history and development in order to understand the rationale for its need in the current challenging times, and presents the conditions for its integration through recommended education and practical training according to the model of other countries where the role is established. A summary of the positive benefits of establishing advanced practice nursing in primary health care is the conclusion of this paper.
