Scoring methods in script concordance tests : an exploratory psychometric study

BACKGROUND:Despite the increasingly popular role of script concordance test (SCT) scoring methods in the evaluation of clinical reasoning, studies examining these methods in nursing are relatively scarce. This study explored the psychometric properties of five SCT scoring methods. METHOD:An SCT was administered to 12 experts and 43 learners. Scores were calculated using five methods and descriptive statistics. Differences in scores were assessed with the Mann-Whitney U test, and Spearman correlation coefficients were calculated for the different methods. RESULTS:The median scores of both experts and learners differed substantially according to the scoring method used. Learners' scores were statistically different from experts' scores (p < .01) for each method. Spearman coefficients (range, 0.44 to 0.95) were positive for the different methods. CONCLUSION:Further research is needed to refine the influence of SCT scoring methods for use in certifying assessment of clinical reasoning in nursing. [J Nurs Educ. 2023;62(10):549–555.

Écart entre savoir enseigné et savoir appris en éducation physique et sportive

Ce compte-rendu de recherche en didactique des sports de combat prend comme pratique sociale de référence le karaté et a pour objet l’analyse du rapport entre le savoir enseigné et le savoir appris dans le contexte scolaire de l’Education Physique et Sportive (EPS), en lycée professionnel. Il s’avère en effet que les élèves, confrontés à l’apprentissage du karaté, apprennent certes des savoirs qui sont enseignés, mais aussi en acquièrent d’autres dont on trouve la trace notamment au moment de l’épreuve de combat, et dont on fait l’hypothèse qu’ils ont été appris. Dans cette optique, la question de recherche porte sur l’utilisation par l’élève du savoir enseigné et sur le repérage de celui qui n’a pas été enseigné, mais qui apparaît au cours de l’épreuve.Afin de trouver des traces de ce savoir, une méthodologie d’ingénierie didactique a été suivie, en référence aux travaux de Artigue (1990), qui a permis une sélection de certaines variables et un cadre d’observation adéquate. De plus, l’étude de cas, par son « analyse détaillée et fouillée » (Van der Maren, 1996) a été incontournable, le croisement de ces données assurant la validité de cette recherche

Rapid, one-pot procedure to synthesise 103Pd:Pd@Au nanoparticles en route for radiosensitisation and radiotherapeutic applications

The radioisotope palladium (103Pd), encapsulated in millimetre-size seed implants, is widely used in prostate cancer brachytherapy. Gold nanoparticles (Au NPs) distributed in the vicinity of 103Pd radioactive implants, strongly enhance the therapeutic dose of radioactive implants (radiosensitisation effect). A new strategy under development to replace millimetre-size implants, consist in injecting radioactive NPs in the affected tissues. The development of 103Pd@Au NPs distributed in the diseased tissue, could increase the uniformity of treatment (compared with massive seeds), while enhancing the radiotherapeutic dose to the cancer cells (through Au-mediated radiosensitisation effect). To achieve this goal, it is necessary to develop a rapid, efficient, one-pot and easy-to-automatise procedure, allowing the synthesis of coreshell Pd@Au NPs. The novel synthesis route proposed here enables the production of Pd@Au NPs in not more than 4h, in aqueous media, with minimal manipulations, and relying on biocompatible and non-toxic molecules. This rapid multi-step process consists of the preparation of ultra-small Pd NPs by chemical reduction of an aqueous solution of H2PdCl4 supplemented with ascorbic acid (AA) as reducing agent and 2, 3-meso-dimercaptosuccinic acid (DMSA) as a capping agent. Pd conversion yields close to 87% were found, indicating the efficiency of the reaction process. Then Pd NPs were used as seeds for the growth of a gold shell (Pd@Au), followed by grafting with polyethylene glycol (PEG) to ensure colloidal stability. Pd@Au-PEG (TEM: 20.2 ± 12.1 nm) formed very stable colloids in saline solution as well as in cell culture medium. The physico-chemical properties of the particles were characterised by FTIR, XPS, and UV-vis. spectroscopies. The viability of PC3 human prostate cancer cells was not affected after a 24-h incubation cycle with Pd@Au-PEG NPs to concentrations up to 4.22 mM Au. Finally, suspensions of Pd@Au-PEG NPs measured in computed tomography (CT) are found to attenuate X-rays more efficiently than commercial Au NPs CT contrast media. A proof-of-concept was performed to demonstrate the possibility synthesise radioactive 103Pd:Pd@Au-PEG NPs. This study reveals the possibility to synthesise Pd@Au NPs rapidly (including radioactive 103Pd:Pd@Au-PEG NPs), and following a methodology that respects all the strict requirements underlying the production of NPs for radiotherapeutic use (rapidity, reaction yield, colloidal stability, NPs concentration, purification)

Améliorer la détection et le traitement des psychoses débutantes au Québec : L’Association québécoise des programmes pour premiers épisodes psychotiques (AQPPEP) y voit

Juin 2004 : l’AQPPEP (Association québécoise des programmes pour premiers épisodes psychotiques) (http://www.aqppep.com/) voit le jour. Son rôle est de favoriser les échanges cliniques et scientifiques entre les professionnels et les chercheurs qui s’intéressent aux personnes atteintes de psychose débutante, et de permettre une détection plus précoce de la psychose. Elle vise également une prise de conscience de cette problématique par la population et les instances gouvernementales. À cette fin, l’AQPPEP a organisé la première journée québécoise de sensibilisation à la psychose, et développé un des rares sites internet francophones dans ce domaine. Dans un esprit de concertation, l’Association constitue un outil pour affronter les problèmes que plusieurs cliniques pour premiers épisodes psychotiques rencontrent, pour partager et développer des solutions communes entre elles.June 2004: the Quebec association of early psychosis programs, AQPPEP (Association québécoise des programmes pour premiers épisodes psychotiques), was created. The Association’s objectives is to promote clinical and scientific discussions between health care professionals and researchers sharing an interest for people suffering from an early psychosis, and to improve earlier detection of psychosis. It also aims at increasing awareness of the problem in the general population and governments. To reach these goals, AQPPEP has organized the first early psychosis awareness day in Quebec and developed one of the rare French language web sites in this area. Finally, the Association is a tool to better face, in a concerted approach, some difficulties that many first episode clinics have to deal with, in order to share or develop common solutions.Junio de 2004: se crea la AQPPEP (Asociación Quebequense de Programas Para los Primeros Episodios Psicóticos) (http://www.aqppep. com/). Su papel consiste en favorecer los intercambios clínicos y científicos entre los profesionales y los investigadores que se interesan en las personas que sufren de psicosis inicial, y permitir una detección más temprana de la psicosis. También busca la toma de conciencia de este problema por parte de la población y las instancias gubernamentales. Para ello, la AQPPEP organizó el primer día quebequense de sensibilización a la psicosis y desarrolló uno de los pocos sitios Internet francófonos en este campo. Con un espíritu de concertación, la Asociación constituye una herramienta para afrontar los problemas que encuentran varias clínicas para los primeros episodios psicóticos, además de compartir y desarrollar soluciones comunes entre ellas.Junho de 2004: Criação da AQPPEP, Associação Quebequense dos Programas para os Primeiros Episódios Psicóticos (Association québécoise des programmes pour premiers épisodes psychotiques -http://www.aqppep.com/). Seu papel é favorecer os intercâmbios clínicos e científicos entre os profissionais e os pesquisadores que se interessam pelas pessoas que sofrem de psicose inicial, e permitir uma detecção mais precoce da psicose. Ela visa, igualmente, uma tomada de consciência desta problemática pela população e pelas instâncias governamentais. Para este fim, a AQPPEP organizou a primeira jornada quebequense de sensibilização à psicose, e desenvolveu um dos raros sites francófonos na Internet nesta área. Com um espírito de comum acordo, a Associação constitui uma ferramenta para enfrentar os problemas que várias clínicas encontram com respeito aos primeiros episódios psicóticos, compartilhar e desenvolver soluções comuns entre elas

Effectiveness of adaptive e-Learning environments on knowledge, competence, and behavior in health professionals and students : protocol for a systematic review and meta-analysis

Background: Adaptive e-learning environments (AEEs) can provide tailored instruction by adapting content, navigation, presentation, multimedia, and tools to each user’s navigation behavior, individual objectives, knowledge, and preferences. AEEs can have various levels of complexity, ranging from systems using a simple adaptive functionality to systems using artificial intelligence. While AEEs are promising, their effectiveness for the education of health professionals and health professions students remains unclear. Objective: The purpose of this systematic review is to assess the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students. Methods: We will follow the Cochrane Collaboration and the Effective Practice and Organisation of Care (EPOC) Group guidelines on systematic review methodology. A systematic search of the literature will be conducted in 6 bibliographic databases (CINAHL, EMBASE, ERIC, PsycINFO, PubMed, and Web of Science) using the concepts “adaptive e-learning environments,” “health professionals/students,” and “effects on knowledge/skills/behavior.” We will include randomized and nonrandomized controlled trials, in addition to controlled before-after, interrupted time series, and repeated measures studies published between 2005 and 2017. The title and the abstract of each study followed by a full-text assessment of potentially eligible studies will be independently screened by 2 review authors. Using the EPOC extraction form, 1 review author will conduct data extraction and a second author will validate the data extraction. The methodological quality of included studies will be independently assessed by 2 review authors using the EPOC risk of bias criteria. Included studies will be synthesized by a descriptive analysis. Where appropriate, data will be pooled using meta-analysis by applying the RevMan software version 5.1, considering the heterogeneity of studies. Results: The review is in progress. We plan to submit the results in the beginning of 2018. Conclusions: Providing tailored instruction to health professionals and students is a priority in order to optimize learning and clinical outcomes. This systematic review will synthesize the best available evidence regarding the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students. It will provide guidance to policy makers, hospital managers, and researchers in terms of AEE development, implementation, and evaluation in health care

Involvement of end users in the development of serious games for health care professions education : systematic descriptive review

Background: On the basis of ethical and methodological arguments, numerous calls have been made to increase the involvement of end users in the development of serious games (SGs). Involving end users in the development process is considered a way to give them power and control over educational software that is designed for them. It can also help identify areas for improvement in the design of SGs and improve their efficacy in targeted learning outcomes. However, no recognized guidelines or frameworks exist to guide end users’ involvement in SG development. Objective: The aim of this study is to describe how end users are involved in the development of SGs for health care professions education. Methods: We examined the literature presenting the development of 45 SGs that had reached the stage of efficacy evaluation in randomized trials. One author performed data extraction using an ad hoc form based on a design and development framework for SGs. Data were then coded and synthesized on the basis of similarities. The coding scheme was refined iteratively with the involvement of a second author. Results are presented using frequencies and percentages. Results: End users’ involvement was mentioned in the development of 21 of 45 SGs. The number of end users involved ranged from 12 to 36. End users were often involved in answering specific concerns that arose during the SG design (n=6) or in testing a prototype (n=12). In many cases, researchers solicited input from end users regarding the goals to reach (n=10) or the functional esthetics of the SGs (n=7). Most researchers used self-reported questionnaires (n=7). Conclusions: Researchers mentioned end users’ involvement in the development of less than half of the identified SGs, and this involvement was also poorly described. These findings represent significant limitations to evaluating the impact of the involvement of end users on the efficacy of SGs and in making recommendations regarding their involvement

Differentiating the design principles of virtual simulations and serious games to enhance nurses’ clinical reasoning

Virtual simulations and serious games are e-learning interventions with the potential to enhance nurses' clinical reasoning. However, distinctions in the design principles of each intervention remain ambiguous. Clarifications are needed to distinguish both interventions and ease the articulation between their design principles and the development of clinical reasoning. In this study, we examine the overlapping and unique design principles of virtual simulations and serious games

Efficacy of adaptive e-learning for health professionals and students : a systematic review and meta-analysis

Objective Although adaptive e-learning environments (AEEs) can provide personalised instruction to health professional and students, their efficacy remains unclear. Therefore, this review aimed to identify, appraise and synthesise the evidence regarding the efficacy of AEEs in improving knowledge, skills and clinical behaviour in health professionals and students. Design Systematic review and meta-analysis. Data sources CINAHL, EMBASE, ERIC, PsycINFO, PubMed and Web of Science from the first year of records to February 2019. Eligibility criteria Controlled studies that evaluated the effect of an AEE on knowledge, skills or clinical behaviour in health professionals or students. Screening, data extraction and synthesis Two authors screened studies, extracted data, assessed risk of bias and coded quality of evidence independently. AEEs were reviewed with regard to their topic, theoretical framework and adaptivity process. Studies were included in the meta-analysis if they had a non-adaptive e-learning environment control group and had no missing data. Effect sizes (ES) were pooled using a random effects model. Results From a pool of 10 569 articles, we included 21 eligible studies enrolling 3684 health professionals and students. Clinical topics were mostly related to diagnostic testing, theoretical frameworks were varied and the adaptivity process was characterised by five subdomains: method, goals, timing, factors and types. The pooled ES was 0.70 for knowledge (95% CI −0.08 to 1.49; p.08) and 1.19 for skills (95% CI 0.59 to 1.79; p<0.00001). Risk of bias was generally high. Heterogeneity was large in all analyses. Conclusions AEEs appear particularly effective in improving skills in health professionals and students. The adaptivity process within AEEs may be more beneficial for learning skills rather than factual knowledge, which generates less cognitive load. Future research should report more clearly on the design and adaptivity process of AEEs, and target higher-level outcomes, such as clinical behaviour