The Techno-Numerate Nurse: Results of a Study Exploring Nursing Student and Nurse Perceptions of Workplace Mathematics and Technology Demands

In this paper, we report on the findings of a research study that sought to answer the following questions: (i) How do current nursing students’ perceptions compare with those of actual working nurses regarding the mathematics and technology demands involved in nursing?; and, (ii) What types of course structures, content, pedagogy, or other recommendations could more effectively prepare nurses for the realities of the workplace in light of mathematics and technology demands? The study involved online open-response questions and semi-structured interviews. Seventy-six participants, including both 4th-year nursing students (n = 8) and working nurses (n = 68), completed the online component. Three of the practicing nurses, each working in very different healthcare contexts (mental health, neo-natal intensive care, acute care), volunteered to take part in subsequent in-depth interviews to share further insights. No statistically significant differences were found between nursing students’ and working nurses’ perceptions of mathematics and technology preparation for nursing within their undergraduate experiences. Based on the analysis of open-response item data and interview transcripts, we discuss the following emergent themes: math skills required for practice; math admission requirements; math-related course offerings and instructional strategies; technology skills required for practice; technology addressed in nursing programs; and, issues surrounding evidence-based practice and Internet access. The paper concludes with a list of seven recommendations for nurse education programs, as well as suggested directions for future research. _ Résumé Dans cet article, nous rapportons les résultats d\u27une recherche menée pour répondre aux questions suivantes : (i) quelle est la différence entre la perception des étudiantes en sciences infirmières et celle des infirmières sur le marché du travail concernant les exigences liées aux mathématiques et à la technologie dans le domaine des sciences infirmières? (ii) Quels types de structures de cours, de contenu, de méthodes pédagogiques ou quelles autres recommandations permettraient de mieux préparer les infirmières aux réalités du milieu du travail à la lumière des exigences liées aux mathématiques et à la technologie? La recherche a été réalisée à l\u27aide d\u27entrevues semi-structurées et de questions à réponses ouvertes accessibles en ligne. Soixante-seize participantes, dont des étudiantes de 4e année en sciences infirmières (n=8) et des infirmières en milieu de travail (n=68) ont répondu aux questions en ligne. Trois des infirmières en milieu de travail, toutes travaillant dans des contextes de soins de santé très différents (santé mentale, soins intensifs en néonatalogie, soins aigus), ont accepté de participer aux entrevues en profondeur pour partager davantage sur le sujet. Aucune différence statistiquement significative n\u27a été observée entre les perceptions des étudiantes en sciences infirmières et des infirmières en milieu de travail relativement à la préparation dans les domaines des mathématiques et des technologies pour les sciences infirmières dans le cadre de leurs études de premier cycle. D\u27après l\u27analyse des données issues des questions à réponses ouvertes et des transcriptions d\u27entrevues, nous discutons des thèmes émergents suivants : habiletés en mathématiques requises pour la pratique; exigences d\u27admission en mathématiques; offre de cours et stratégies d\u27enseignement touchant les mathématiques; habiletés en technologie requises pour la pratique; technologie abordée dans les programmes de sciences infirmières; et les questions concernant la pratique fondée sur des résultats probants et l\u27accès à Internet. Cet article se conclut par une liste de sept recommandations pour les programmes de formation en sciences infirmières, ainsi que par un ensemble d\u27orientations proposées pour les recherches futures

General considerations and updates in pediatric gastrointestinal diagnostic endoscopy

Gastrointestinal and colonic endoscopic examinations have been performed in pediatric patients in Korea for 3 decades. Endoscopic procedures are complex and may be unsafe if special concerns are not considered. Many things have to be kept in mind before, during, and after the procedure. Gastrointestinal endoscopy is one of the most frequently performed procedure in children nowadays, Since the dimension size of the endoscopy was modified for pediatric patients 15 years ago, endoscopic procedures are almost performed routinely in pediatric gastrointestinal patients. The smaller size of the scope let the physicians approach the diagnostic and therapeutic endoscopic procedures. But this is an invasive procedure, so the procedure itself may provoke an emergence state. The procedure-related complications can more easily occur in pediatric patients. Sedation-related or procedure-related respiratory, cardiovascular complications are mostly important and critical in the care. The endoscopists are required to consider diverse aspects of the procedure - patient preparation, indications and contraindications, infection controls, sedation methods, sedative medicines and the side effects of each medicine, monitoring during and after the procedure, and complications related with the procedure and medicines - to perform the procedure successfully and safely. This article presents some important guidelines and recommendations for gastrointestinal endoscopy through literature review

Cardiorespiratory fitness is associated with physical literacy in a large sample of Canadian children aged 8 to 12 years

Background The associations between cardiorespiratory fitness (CRF) and physical literacy in children are largely unknown. The aim of this study was to assess the relationships between CRF, measured using the 20-m shuttle run test (20mSRT), and components of physical literacy among Canadian children aged 8–12 years. Methods A total of 9393 (49.9% girls) children, with a mean (SD) age of 10.1 (±1.2) years, from a cross-sectional surveillance study were included for this analysis. The SRT was evaluated using a standardized 15 m or 20 m protocol. All 15 m SRTs were converted to 20mSRT values using a standardized formula. The four domains of physical literacy (Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding) were measured using the Canadian Assessment of Physical Literacy. Tertiles were identified for 20mSRT laps, representing low, medium, and high CRF for each age and gender group. Cohen’s d was used to calculate the effect size between the low and high CRF groups. Results CRF was strongly and favourably associated with all components of physical literacy among school-aged Canadian children. The effect size between low and high CRF tertile groups was large for the Physical Competence domain (Cohen’s d range: 1.11–1.94) across age and gender groups, followed by moderate to large effect sizes for Motivation and Confidence (Cohen’s d range: 0.54–1.18), small to moderate effect sizes for Daily Behaviour (Cohen’s d range: 0.25–0.81), and marginal to moderate effect sizes for Knowledge and Understanding (Cohen’s d range: 0.08–0.70). Conclusions This study identified strong favourable associations between CRF and physical literacy and its constituent components in children aged 8–12 years. Future research should investigate the sensitivity and specificity of the 20mSRT in screening those with low physical literacy levels

HealtheSteps™ Study Protocol: a pragmatic randomized controlled trial promoting active living and healthy lifestyles in at-risk Canadian adults delivered in primary care and community-based clinics

Abstract Background Physical inactivity is one of the leading causes of chronic disease in Canadian adults. With less than 50% of Canadian adults reaching the recommended amount of daily physical activity, there is an urgent need for effective programs targeting this risk factor. HealtheSteps™ is a healthy lifestyle prescription program, developed from an extensive research base to address risk factors for chronic disease such as physical inactivity, sedentary behaviour and poor eating habits. HealtheSteps™ participants are provided with in-person lifestyle coaching and access to eHealth technologies delivered in community-based primary care clinics and health care organizations. Method/Design To determine the effectiveness of Healthesteps™, we will conduct a 6-month pragmatic randomized controlled trial with integrated process and economic evaluations of HealtheSteps™ in 5 clinic settings in Southwestern Ontario. 110 participants will be individually randomized (1:1; stratified by site) to either the intervention (HealtheSteps™ program) or comparator (Wait-list control). There are 3 phases of the HealtheSteps™ program, lasting 6 months each. The active phase consists of bi-monthly in-person coaching with access to a full suite of eHealth technology supports. During the maintenance phase I, the in-person coaching will be removed, but participants will still have access to the full suite of eHealth technology supports. In the final stage, maintenance phase II, access to the full suite of eHealth technology supports is removed and participants only have access to publicly available resources and tools. Discussion This trial aims to determine the effectiveness of the program in increasing physical activity levels and improving other health behaviours and indicators, the acceptability of the HealtheSteps™ program, and the direct cost for each person participating in the program as well as the costs associated with delivering the program at the different community sites. These results will inform future optimization and scaling up of the program into additional community-based primary care sites. Trial registration NCT02413385 (Clinicaltrials.gov). Date Registered: April 6, 2015

Parents\u27 moral intentions towards antisocial parent behaviour: An identity approach in youth sport

2020 Elsevier Ltd Objectives: Grounded in personal and social identity theory, the purpose of this study was to examine whether parents\u27 personal and social identity perceptions influence their moral intentions towards antisocial parent behaviour in a youth sport setting. Design: Parents of competitive youth ice hockey players (N = 437) read a vignette that either described a parent from the participant\u27s own team (i.e., ingroup), or a parent from an opposing team (i.e., outgroup) acting antisocially towards an athlete from the participant\u27s own team, an opposing athlete, or their own child. Parents were asked whether they would respond to the antisocial behaviour in the form of direct or indirect criticism or report the behaviour to the coach or to the league. Results: Parents were more likely to directly criticize ingroup parents than outgroup parents and they were more likely to indirectly criticize outgroup parents than ingroup parents. Further, parents with stronger social identities reported higher intentions to indirectly criticize an outgroup parent. There were no main effects for reporting behaviour (to coach or league), and personal identity did not moderate relationships with moral intentions towards antisocial behaviour. Conclusion: By providing parents with a situation that includes antisocial parent behaviour in the immediate youth sport environment, novel insight was gathered with regard to what contextual elements might drive parents\u27 intention to criticize, but not report antisocial behaviour

Parents’ Moral Intentions Towards Antisocial Parent Behaviour: An Identity Approach in Youth Sport

Objectives: Grounded in personal and social identity theory, the purpose of this study was to examine whether parents’ personal and social identity perceptions influence their moral intentions towards antisocial parent behaviour in a youth sport setting. Design: Parents of competitive youth ice hockey players (N = 437) read a vignette that either described a parent from the participant’s own team (i.e., ingroup), or a parent from an opposing team (i.e., outgroup) acting antisocially towards an athlete from the participant’s own team, an opposing athlete, or their own child. Parents were asked whether they would respond to the antisocial behaviour in the form of direct or indirect criticism or report the behaviour to the coach or to the league. Results: Parents were more likely to directly criticize ingroup parents than outgroup parents and they were more likely to indirectly criticize outgroup parents than ingroup parents. Further, parents with stronger social identities reported higher intentions to indirectly criticize an outgroup parent. There were no main effects for reporting behaviour (to coach or league), and personal identity did not moderate relationships with moral intentions towards antisocial behaviour. Conclusion: By providing parents with a situation that includes antisocial parent behaviour in the immediate youth sport environment, novel insight was gathered with regard to what contextual elements might drive parents’ intention to criticize, but not report antisocial behaviour

Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

Abstract Background Quality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL). Methods Canadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children’s age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score. Results Teacher training, in addition to children’s age and gender, explained only a very small proportion of variance in each model (all R2 < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72–0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67–0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12–1.26). All other associations between measures of components of physical literacy and teacher training were not significant. Conclusions While teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers’ training on the various components of physical literacy development