Type-II topological phase transitions of topological skyrmion phases

We present minimal toy models for topological skyrmion phases of matter, which generically realize type-II topological phase transitions in effectively non-interacting systems, those which occur without closing of the minimum direct bulk energy gap. We study the bulk-boundary correspondence in detail to show that a non-trivial skyrmion number yields a rich bulk-boundary correspondence. We observe gapless edge states, which are robust against disorder, due to non-trivial skyrmion number. Edge states corresponds to bands, which do not traverse the bulk gap, instead yielding gaplessness due to their overlap in energy and exponential localization on opposite edges of the system. These gapless boundary modes can occur for total Chern number zero, and furthermore correspond to rich real-space spin textures with strong polarization of spin along the real-space edge. By introducing toy models generically exhibiting type-II topological phase transitions and characterizing the bulk-boundary correspondence due to non-trivial skyrmion number in these models, we lay the groundwork for understanding consequences of the quantum skyrmion Hall effect.Comment: 6 pages + 4 figures main text, 12 pages + 15 figures supplementary material

The acromegaly registry of ten different centers in Turkey

Objectives: To describe biochemical and clinical features, and therapeutic outcomes of acromegaly patients in Turkey

The ISPAT project: Implementation of a standardized training program for caregivers of children with tracheostomy

Background Tracheostomy-related morbidity and mortality mainly occur due to decannulation, misplacement, or obstruction of the tube. A standardized training can improve the skills and confidence of the caregivers in tracheostomy care (TC). Objective Our primary aim was to evaluate the efficiency of standardized training program on the knowledge and skills (changing-suctioning the tracheostomy tube) of the participants regarding TC. Materials and Methods Sixty-five caregivers of children with tracheostomy were included. First, participants were evaluated with written test about TC and participated in the practical tests. Then, they were asked to participate in a standardized training session, including theoretical and practical parts. Baseline and postintervention assessments were compared through written and practical tests conducted on the same day. Results A significant improvement was observed in the written test score after the training. The median number of correct answers of the written test including 23 questions increased 26%, from 12 to 18 (p < .001). The median number of correct steps in tracheostomy tube change (from 9 to 16 correct steps out of 16 steps, 44% increase) and suctioning the tracheostomy tube (from 9 to 17 correct steps out of 18 steps, 44% increase) also improved significantly after the training (p < .001, for both). Conclusion Theoretical courses and practical hands-on-training (HOT) courses are highly effective in improving the practices in TC. A standardized training program including HOT should be implemented before discharge from the hospital. Still there is a need to assess the impact of the program on tracheostomy-related complications, morbidity, and mortality in the long term

The ISPAT project: Implementation of a standardized training program for caregivers of children with tracheostomy

Background Tracheostomy-related morbidity and mortality mainly occur due to decannulation, misplacement, or obstruction of the tube. A standardized training can improve the skills and confidence of the caregivers in tracheostomy care (TC). Objective Our primary aim was to evaluate the efficiency of standardized training program on the knowledge and skills (changing-suctioning the tracheostomy tube) of the participants regarding TC. Materials and Methods Sixty-five caregivers of children with tracheostomy were included. First, participants were evaluated with written test about TC and participated in the practical tests. Then, they were asked to participate in a standardized training session, including theoretical and practical parts. Baseline and postintervention assessments were compared through written and practical tests conducted on the same day. Results A significant improvement was observed in the written test score after the training. The median number of correct answers of the written test including 23 questions increased 26%, from 12 to 18 (p < .001). The median number of correct steps in tracheostomy tube change (from 9 to 16 correct steps out of 16 steps, 44% increase) and suctioning the tracheostomy tube (from 9 to 17 correct steps out of 18 steps, 44% increase) also improved significantly after the training (p < .001, for both). Conclusion Theoretical courses and practical hands-on-training (HOT) courses are highly effective in improving the practices in TC. A standardized training program including HOT should be implemented before discharge from the hospital. Still there is a need to assess the impact of the program on tracheostomy-related complications, morbidity, and mortality in the long term

Effect of standardized hands-on-training in caregivers of children with tracheostomy

Introduction: The pediatric tracheostomy related mortality mostly occurs due to accidental decannulation and cannula obstruction. The caregivers may be discharged with inadequate knowledge. Aims and objectives: Simulation training can highlight skills regarding tracheostomy care. Our aim is to investigate if a standardized hands-on-training improves knowledge and skills among caregivers. Methods: Before the traning, we applied a pretest to caregivers in order to assess their knowledge and current practises. Skills were evaluated by two simulation scenarios in a patient model: cannula change and aspiration. After one hour theoretical and practical hands-on training, the same post-test was applied, skills were reevaluated regarding cannula change and aspiration with practical tests. Results: The multicenter study included 65 caregivers of patients with tracheostomy. The median score of the theoretical test including 23 questions improved from 12 to 18 (p<0.001). The specific knowledge questions that were considered critical for tracheostomy care including minimum number of aspiration per day, required frequency of tracheostomy cannula change, solutions recommended for tracheostomy skin care, the pressure for the aspiration, mean duration of aspiration and the depth of aspiration also improved significantly after the education (p<0.001 for all of the specific questions). There was a significant improvement in both cannula change and aspiration skills regarding median scores of correct steps in procedures (p<0.001). Conclusions: A standardized hands-on training is highly effective to increase the rate of proper practices for tracheostomy care and should be implemented for all centers