BACKGROUND & AIMS: OBJECTIVE:Nurse educators need an enhanced understanding of factors contributing to nursing student success to decrease attrition and increase retention. Improved understanding of factors related to successful nurse preparation could improve educational processes and facilitate student success, thereby addressing the worldwide nursing shortage as well as increasing the competence and expertise of new graduates. Student-faculty trust and related characteristics have been identified as factors associated with student success (Applebaum, 1995). Research investigating trust in communications and education has been conducted with students in other disciplines but not with nursing students. This research investigated the complex relationships between students' trust in faculty, the students' mood states, and students' educational performance and outcomes. METHOD:The study utilized a quantitative, cross-sectional, descriptive, and correlational design. Student volunteers were recruited from a baccalaureate nursing education program located in the southwest United States. Participants completed three instruments: the Health Sciences Reasoning Test (HSRT), Profile of Mood States (POMS), and Interpersonal Trust Scale (ITS). The resulting scores were compared and contrasted along with selected demographic variables. RESULTS:The study identified a significant relationship between total mood disturbance and interpersonal trust. The trends in the POMS subscales of Anger and Confusion are of particular interest, as the two factors strongly influenced shifts in Total Mood Disturbance. As students progressed through the nursing program, experiences of Anger and Confusion increased with each progressive semester and were accompanied by corresponding decreases in trust. CONCLUSIONS:The results complement established findings relating mood and cognitive function. Alterations in the student's level of trust potentially could share relationships with cognition and critical thinking, although perhaps not in a direct and linear fashion.

背景与目标：

BACKGROUND & AIMS: :Parents and school staff play important roles in promoting children's oral health. Our study goals were to investigate whether an intervention targeting parents and school staff can improve the oral-health behavior and oral-health status of schoolchildren. Three-hundred and ninety-two schoolchildren in six schools in Tehran participated in a group randomized trial from September 2010 to March 2011. Schools were randomly allocated into three groups: comprehensive, student, and control. Intervention in the comprehensive group consisted of strategies to encourage children, their parents, and school staff to increase the frequency of toothbrushing and flossing. In the student group, the intervention targeted only children. The control group received no intervention. The primary outcome was change in oral-health behaviors (brushing and flossing), while the secondary outcomes were changes in oral hygiene and Community Periodontal indices and in Health Belief Model components. Multilevel modeling was employed for data analyses. Students who were in the comprehensive intervention group brushed and flossed significantly more frequently compared with those in the student intervention group. Although students' gingival health improved significantly in the comprehensive intervention group, such significant improvement was not seen in the student group. In conclusion, promising results are seen when the oral-health education targets both school and home settings.

背景与目标： : 家长和学校工作人员在促进儿童口腔健康方面发挥着重要作用。我们的研究目标是调查针对父母和学校工作人员的干预措施是否可以改善学童的口腔健康行为和口腔健康状况。德黑兰六所学校的392名学童参加了从2010年9月到2011年3月的分组随机试验。学校被随机分为三组: 综合，学生和对照。综合小组的干预措施包括鼓励儿童，其父母和学校工作人员增加刷牙和使用牙线的频率的策略。在学生群体中，干预针对的是独生子女。对照组不接受干预。主要结局是口腔健康行为 (刷牙和使用牙线) 的变化，而次要结局是口腔卫生和社区牙周指数和健康信念模型成分的变化。采用多级建模进行数据分析。与学生干预组相比，综合干预组的学生刷牙线和牙线的频率明显更高。尽管综合干预组学生的牙龈健康状况显着改善，但在学生组中并未看到这种显着改善。总之，当口腔健康教育针对学校和家庭环境时，可以看到令人鼓舞的结果。

BACKGROUND & AIMS: :America is in the grips of a diabetes epidemic. Underserved communities disproportionately bear the burden of diabetes and associated harms. Diabetes self-management education and training (DSME/T) may help address the epidemic. By empowering patients to manage their diabetes, DSME/T improves health outcomes and reduces medical expenditures. However, participation in DSME/T remains low. Insurance coverage offers 1 approach for increasing participation in DSME/T. The impact of DSME/T insurance coverage on advancing diabetes-related health equity depends on which types of insurers must cover DSME/T and the characteristics of such coverage. We conducted a legal survey of DSME/T coverage requirements for private insurers, Medicaid programs, and Medicare, finding that substantial differences exist. Although 43 states require that private insurers cover DSME/T, only 30 states require such coverage for most or all Medicaid beneficiaries. Public health professionals and decision makers may find this analysis helpful in understanding and evaluating patterns and gaps in DSME/T coverage.

背景与目标： : 美国正处于糖尿病流行的控制之中。服务不足的社区不成比例地承担着糖尿病和相关危害的负担。糖尿病自我管理教育和培训 (DSME/T) 可能有助于解决这一流行病。通过赋予患者管理糖尿病的能力，DSME/T改善了健康结果并减少了医疗支出。然而，对DSME/T的参与仍然很低。保险范围为增加对DSME/T的参与提供了一种方法。DSME/T保险承保范围对推进糖尿病相关健康公平的影响取决于哪些类型的保险公司必须承保DSME/T以及这种承保范围的特点。我们对私人保险公司、医疗补助计划和医疗保险的DSME/T保险要求进行了法律调查，发现存在实质性差异。尽管有43个州要求私人保险公司承保DSME/T，但只有30个州要求大多数或所有医疗补助受益人承保此类保险。公共卫生专业人员和决策者可能会发现此分析有助于理解和评估DSME/T覆盖范围的模式和差距。

BACKGROUND & AIMS: THE AIM OF THE STUDY:The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. MATERIALS AND METHOD:This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. RESULTS:The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p < .001). The posttest mean score of the control group fell to 258.18 on the posttest after a pretest mean score of 260.79, and this difference was statistically significant (p < .001). According to the posttest results, the problem-solving skills of education group increased significantly (p < .001), while the control group's score fell significantly (p < .001). CONCLUSION:This study determined that critical thinking education improves problem-solving skills.

背景与目标：

BACKGROUND & AIMS: BACKGROUND:National Cholesterol Education Program (NCEP) guidelines have been used to define treatment goals in patients with hypercholesterolemia. However, epidemiology-based guidelines are unable to identify all subjects with coronary artery disease for aggressive lipid intervention. OBJECTIVE:We sought to evaluate the additive value of multislice computed tomography (MSCT) angiography to the NCEP guideline classification for lipid treatment. METHODS:Multislice computed tomography was performed in 114 consecutive patients (mean age 57+/-14 y; 59% male) without known coronary artery disease. Subjects were classified into 3 categories (low-, intermediate-, and high-risk) according to their Framingham risk scores (FRS). RESULTS:Traditional cardiac risk factors were common: hypertension 59%, diabetes 13%, and smoking 22%. On the basis of the FRS, 11% (n=12/114) of the patients met high-risk criteria requiring aggressive cholesterol reduction. Of those in the low- and intermediate-risk groups, MSCT found coronary plaque in 76% (n=77/102), with moderate or severe plaque in 38% (n=39/102), thus reclassifying them in the high-risk category. Use of statin drugs increased from 32% at baseline to 53% (p=0.002) based on MSCT results; statin dose was increased in 31% of the patients who were already on a statin. The mean low-density lipoprotein cholesterol (LDL-c) decreased from 114 mg/dL to 91 mg/dL after MSCT (p<0.001). CONCLUSION:Multislice computed tomography reclassifies a high percentage of patients considered to be low- to intermediate-risk into the high-risk category based on their coronary artery lesions. Thus, the rise in MSCT use at present may have a large impact on clinician practice patterns in lipid-lowering therapy.

背景与目标：

BACKGROUND & AIMS: BACKGROUND:The purpose of this study was to assess graduate and undergraduate international respiratory therapy students' perceptions of the impact of their international educational experience on their life experience and development. METHODS:Data were collected through a validated descriptive survey. Four main dimensions of development were assessed: professional respiratory therapist (RT) role, global understanding, personal development, and intellectual development. RESULTS:The sample size was 62. Just over half of the subjects held a graduate degree in respiratory therapy, and 47% held an undergraduate degree in respiratory therapy. Female participants accounted for 13% of participants. The dimensions of development that were the most affected for RT undergraduate students were professional RT role and global understanding, whereas personal development was the most impacted area of development for graduate RT students. The time spent abroad for education had a positive correlation with the students' perceptions of development of their professional RT role (rs = 0.43, P = .001), personal development (rs = 0.26, P = .047), and overall survey development score (rs = 0.28, P = .036). Former graduates had a significantly higher perception of development of their professional practice (P = .035) and cultural interaction (P = .03) than did current students. CONCLUSIONS:International education has a large overall positive impact on students' life experience and development. The study findings support the value of promoting international education in RT programs due to its role in advancing students' development and the internationalization of RT education.

背景与目标：

BACKGROUND & AIMS: :This discussion paper seeks to explore an approach that metal health nurses can adopt that ensures the patient is at the centre of training and professional development opportunities. Although nurse training and education is shaped by practice and theory, the lived experiences of the patients as an educational resource often become lost in the milieu of 'doing' nursing. We argue that in addition to theoretical knowledge and practice knowledge, there is the need to harness the equally important patient experience knowledge. Drawing upon Ptolemaic concepts, this paper explores the potential tensions for mental health nurses resulting from the imbalance in power when engaging in therapeutic relationships with patients. It is argued that in order for mental health nurses to become more effective, they need to learn how to relinquish some of their power, even where this gives rise to uncomfortable tensions for the nurse. Such tensions result from the centrality afforded to theoretical knowledge and ritualized practice that underpins nursing and the difficulties this may cause for many nurses in accepting the value of patient experience as a primary source of knowledge. The difficulties of adopting this approach point to a need for mental health nurses and nurse educationalists to take a more reflexive approach to their patient encounters and within their encounters with each other.

背景与目标： : 本讨论文件旨在探索金属保健护士可以采用的方法，以确保患者处于培训和专业发展机会的中心。尽管护士的培训和教育是由实践和理论决定的，但作为教育资源的患者的生活经验常常在 “做” 护理的环境中丢失。我们认为，除了理论知识和实践知识外，还需要利用同样重要的患者经验知识。本文借鉴托勒密的概念，探讨了与患者进行治疗关系时权力不平衡所导致的精神卫生护士的潜在紧张关系。有人认为，为了使精神卫生护士变得更有效，他们需要学习如何放弃一些权力，即使这会给护士带来不舒服的紧张情绪。这种紧张关系是由理论知识和仪式化实践所提供的核心作用所造成的，这些理论知识和仪式化实践是护理的基础，以及这可能给许多护士在接受患者经验作为主要知识来源的价值方面带来的困难。采用这种方法的困难表明，精神卫生护士和护士教育家需要对患者的遭遇以及彼此的遭遇采取更具反身性的方法。

BACKGROUND & AIMS: BACKGROUND:Although teen pregnancy rates decreased dramatically in the United States over the past decade, the rates of sexually transmitted infections (STIs) among adolescents and young adults increased. STI rates disproportionately affect African American youth and young adults. Innovative, accessible, and culturally relevant sexual health interventions are urgently needed. OBJECTIVE:This study aimed to identify the optimal modality for a game-based sexual health intervention; develop the educational, entertainment, and technological aspects of the serious game; and demonstrate its usability and acceptance by the target population. METHODS:This project was grounded in formative data collection with community-based participatory research principles and practices combined with a user-centered design and development approach. Sexually Active Adolescent-Focused Education (SAAFE) was developed using input and feedback from African American youths aged 15 to 21 years who participated in a youth advisory board and focus group discussions to inform the co-design and cocreation of the serious game. The process was highly iterative with multiple sessions for user input following design changes. It proceeded in 3 stages. Social cognitive theory and problem-solving theory were leveraged to provide evidence-based, trauma-informed education through a serious game. Usability testing assessed the quality of user experience with the prototype. RESULTS:Across all 3 stages, a total of 86 self-identified African American males and females aged 15 to 21 years from the District of Columbia and Birmingham, Alabama, participated. Participants requested a dating simulation game. They wanted SAAFE to be customizable, realistic, entertaining, educational, modern, and experiential, linking consequences to their gameplay decisions. Usability testing resulted in an initial System Usability Survey score of 77.7, placing the game in the 82nd percentile and above average for usability. CONCLUSIONS:Initial results suggest that the SAAFE prototype is a promising intervention to engage African American youth in sexual health education using a role-playing game. If proven efficacious, the game has the potential to meet the need for sex education, counterbalance unhealthy portrayals of sex in popular media, and respond to the disparities in the STI epidemic.

背景与目标：

BACKGROUND & AIMS: OBJECTIVES:To test an educational intervention designed to improve lactation knowledge, attitudes, and beliefs of NICU nurses and to improve their intentions to provide mothers with lactation support. DESIGN:Quasi-experimental, time-series pretest/posttest. SETTING:NICU of a Midwestern, free-standing, tertiary-care children's hospital. PARTICIPANTS:Convenience sample of 64 NICU nurses and 2 separate convenience samples of mothers of infants hospitalized in the NICU (n=19 and 13, respectively). METHODS:Nurses were measured on study outcomes at multiple time points, beginning with 2 weeks before and ending at 3 months after attendance to a 4-hour educational program. Mothers were sampled before and 3 months after the intervention. MAIN OUTCOME MEASURE(S):Nurses' lactation knowledge, attitudes, beliefs, and intentions to support lactation and mothers' perceptions of lactation support in the NICU. RESULTS:Findings suggest that this educational intervention was effective for improving NICU nurses' lactation knowledge and attitudes, and that these improvements were maintained over time. Further, the supportive atmosphere for lactation in this NICU significantly improved following the implementation of the educational intervention for nurses. CONCLUSION:Intermittent, short educational programs which include practical how-to's and motivational encouragement for staff may provide the empowerment nurses need in order to be supportive of lactation.

背景与目标：

BACKGROUND & AIMS: :The near-ubiquitous use of smartphones and the rapid emergence of free, widely used, social media platforms have combined to turbocharge the dissemination of information at a scale and speed that would have been unimaginable just a few years ago. Increasingly, internet-savvy pathologists of all ages from every corner of the world are flipping the paradigm of traditional academia by posting educational content online free of charge, unencumbered by the limitations of traditional print media and educational conferences. These platforms are being used in innovative ways, not just to disseminate research findings, but also to create new knowledge through using them to empower research collaborations. In this review, we outline ways in which social media platforms, such as Twitter, Facebook, and YouTube, are being used by pathologists to enhance academic work and facilitate the dissemination of research. We outline key differences between the various platforms with respect to pathology academics and research, and describe key areas in which these platforms have already made an impact. These include rapid dissemination of research findings to a worldwide audience, live transnational discussion of journal articles and conference proceedings, intercontinental networking between pathologists for academic purposes, free education on a global scale at minimal or no cost, and research collaborations initiated on and facilitated by social media platforms. Finally, we provide practical tips for pathologists who wish to adopt these novel 21st-century technologies to enhance their academic endeavours.

背景与目标： : 智能手机几乎无处不在的使用和免费、广泛使用的社交媒体平台的迅速出现，共同推动了信息传播的规模和速度，这在几年前是不可想象的。来自世界各个角落的各个年龄段的精通互联网的病理学家越来越多地通过免费在线发布教育内容来颠覆传统学术界的范式，而不受传统印刷媒体和教育会议的限制。这些平台正在以创新的方式使用，不仅是为了传播研究结果，而且还通过使用它们来增强研究合作的能力来创造新知识。在这篇评论中，我们概述了病理学家使用Twitter，Facebook和YouTube等社交媒体平台来增强学术工作并促进研究传播的方式。我们概述了各种平台在病理学学术和研究方面的主要差异，并描述了这些平台已经产生影响的关键领域。其中包括向全球受众快速传播研究成果，期刊文章和会议记录的现场跨国讨论，病理学家之间出于学术目的的洲际网络，在全球范围内以最低或免费的费用进行免费教育，以及在社交媒体平台上发起并促进的研究合作。最后，我们为希望采用这些新颖的21世纪技术来增强其学术成就的病理学家提供实用技巧。

BACKGROUND & AIMS: :This paper outlines a program for promoting mental health in the population by "giving away our skills" as mental health professionals. This kind of program can be started on a shoestring by a community mental health center, family service agency, or adult education program. It consists of teaching parent-child communication courses, with selected parents then becoming instructors to build a network of nonprofessional personpower. The paper explores strategies of setting up programs. It explores the shifting role of the professional toward a colleague relationship with nonprofessionals. Finally, it presents research on the program's effectiveness with parents and the impact on the lives and self-images of the nonprofessional instructors themselves.

背景与目标： : 本文概述了通过 “放弃我们的技能” 作为精神卫生专业人员来促进人口精神卫生的计划。这种计划可以由社区精神卫生中心，家庭服务机构或成人教育计划开始。它包括教授亲子交流课程，然后由选定的父母成为讲师，以建立非专业的人格力量网络。本文探讨了项目设置的策略。它探讨了专业人员在与非专业人员建立同事关系方面的角色转变。最后，它介绍了该计划对父母的有效性以及对非专业教师本身的生活和自我形象的影响的研究。

BACKGROUND & AIMS: OBJECTIVES:To describe the protocol of a randomized controlled trial to evaluate the effectiveness and mechanisms of three behavioral interventions. METHODS:Participants will include up to 343 Veterans with chronic pain due to a broad range of etiologies, randomly assigned to one of three 8-week manualized in-person group treatments: (1) Hypnosis (HYP), (2) Mindfulness Meditation (MM), or (3) Education Control (EDU). PROJECTED OUTCOMES:The primary aim of the study is to compare the effectiveness of HYP and MM to EDU on average pain intensity measured pre- and post-treatment. Additional study aims will explore the effectiveness of HYP and MM compared to EDU on secondary outcomes (i.e., pain interference, sleep, depression, anxiety and PTSD), and the maintenance of effects at 3- and 6-months post-treatment. Participants will have electroencephalogram (EEG) assessments at pre- and post-treatment to determine if the power of specific brain oscillations moderate the effectiveness of HYP and MM (Study Aim 2) and examine brain oscillations as possible mediators of treatment effects (exploratory aim). Additional planned exploratory analyses will be performed to identify possible treatment mediators (i.e., pain acceptance, catastrophizing, mindfulness) and moderators (e.g., hypnotizability, treatment expectations, pain type, cognitive function). SETTING:The study treatments will be administered at a large Veterans Affairs Medical Center in the northwest United States. The treatments will be integrated within clinical infrastructure and delivered by licensed and credentialed health care professionals.

背景与目标：

BACKGROUND & AIMS: :The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or underappreciated in deaf education. The authors point out that social capital theory, as applied to deaf education, generates a number of potentially productive areas for improving outcomes among deaf students, and for future research in the field. The article includes discussion of a number of positive steps to promote bridging social capital among deaf students.

背景与目标： : 作者使用社会资本理论的要素来探索美国聋人教育的迅速变化。他们认为，聋人学生与成年人之间的关系和关系网络的形成具有在聋人教育中通常未被发现或未被重视的价值。作者指出，应用于聋人教育的社会资本理论产生了许多潜在的生产性领域，可以改善聋人学生的学习结果，并用于该领域的未来研究。本文讨论了一些积极的步骤，以促进聋哑学生之间的社会资本的桥梁。

BACKGROUND & AIMS: :According to a common definition, interprofessional education (IPE) is described as "occasions when two or more professions learn from and about each other to improve collaboration and the quality of care". The Leonardo project under the name European Interprofessional Education Network (EIPEN) in health and social care, has been dealing with the challenges of interprofessional education. The EIPEN project tries to develop a transnational network of universities and employers in the six participating countries and at the same time to promote good practices in interprofessional learning and teaching in health and social care. IPE provides opportunities for students and practitioners to learn with, from and about each other during qualifying and post-qualifying training and in their practice. IPE in health and social care includes the education and training of practitioners in human and animal medicine, dentistry, nursing, physiotherapy, occupational therapy, pharmacy and all other health professions including public and environmental health and health promotion, and social work. The outcomes of the EIPEN Project will provide means, material and guidelines for the enhancement of professional education in the multi-disciplinary field of Health Informatics. The methodology on the development of the Greek Interprofessional Network was based on a series of workshops aiming to document the educational process in healthcare institutes and universities followed by the assessment of the needs for the development of an interprofessional environment. The outcomes will provide means, material and guidelines for the enhancement of professional education in the multi-disciplinary field of Health Informatics.

背景与目标： : 根据一个共同的定义，专业间教育 (IPE) 被描述为 “两个或多个专业相互学习并相互学习以改善协作和护理质量的场合”。以欧洲专业间教育网络 (EIPEN) 为名的莱昂纳多项目在健康和社会护理方面一直在应对专业间教育的挑战。EIPEN项目试图在六个参与国建立一个由大学和雇主组成的跨国网络，同时促进专业间学习和保健和社会护理教学的良好做法。IPE为学生和从业人员提供了在资格和资格后培训以及他们的实践中相互学习，相互学习和相互学习的机会。健康和社会护理领域的IPE包括对人类和动物医学，牙科，护理，物理治疗，职业治疗，药学和所有其他健康专业 (包括公共和环境健康与健康促进以及社会工作) 从业人员的教育和培训。EIPEN项目的成果将为加强健康信息学多学科领域的专业教育提供手段，材料和指南。希腊跨专业网络发展的方法基于一系列讲习班，旨在记录医疗机构和大学的教育过程，然后评估跨专业环境发展的需求。结果将为加强健康信息学多学科领域的专业教育提供手段，材料和指南。

BACKGROUND & AIMS: OBJECTIVES:Quality improvement and patient safety (QIPS) competencies are increasingly important in emergency medicine (EM) and are now included in the CanMEDS framework. We conducted a survey aimed at determining the Canadian EM residents' perspectives on the level of QIPS education and support available to them. METHODS:An electronic survey was distributed to all Canadian EM residents from the Royal College and Family Medicine training streams. The survey consisted of multiple-choice, Likert, and free-text entry questions aimed at understanding familiarity with QIPS, local opportunities for QIPS projects and mentorship, and the desire for further QIPS education and involvement. RESULTS:Of 535 EM residents, 189 (35.3%) completed the survey, representing all 17 medical schools; 77.2% of respondents were from the Royal College stream; 17.5% of respondents reported that QIPS methodologies were formally taught in their residency program; 54.7% of respondents reported being "somewhat" or "very" familiar with QIPS; 47.2% and 51.5% of respondents reported either "not knowing" or "not having readily available" opportunities for QIPS projects and QIPS mentorship, respectively; 66.9% of respondents indicated a desire for increased QIPS teaching; and 70.4% were interested in becoming involved with QIPS training and initiatives. CONCLUSIONS:Many Canadian EM residents perceive a lack of QIPS educational opportunities and support in their local setting. They are interested in receiving more QIPS education, as well as project and mentorship opportunities. Supporting residents with a robust QIPS educational and mentorship framework may build a cohort of providers who can enhance the local delivery of care.

背景与目标：