Identification of practically visible spatial objects in natural environments

Image retrieval of landscape photographs requires accurate annotation using multi-faceted descriptions relating to the subject and content of the photograph. The subject of such photographs is dominantly the terrain and spatial objects visible from the photographer’s viewpoint. While some spatial objects in the background may be obscured by foreground vegetation, other visible spatial objects beyond a certain distance may not present noteworthy elements of the captured scene (such as distant houses). Our aim is to assess approaches to improve the identification of practically visible spatial objects for image annotation. These approaches include the consideration of the apparent spatial object size and landcover information about occluding vegetation. These inputs are used to enhance viewshed analysis to accurately identify only spatial objects practically visible and therefore likely to be notable subjects of a photograph. The two approaches are evaluated in an experiment in a semi-rural area of Switzerland, whose results indicate that visual magnitude is key in accurate identification of visible spatial objects

Mentors’ competence in mentoring nursing students in clinical practice:detecting profiles to enhance mentoring practices

Abstract Aims: To describe the mentoring competence of clinical practice nurse mentors and identify different mentor profiles. Design: Cross-sectional research design, secondary analysis. Methods: An international, cross-sectional study design was performed in five European countries. A total of 1 604 mentors from 33 healthcare organizations participated in the study between 2016–2019. The Mentors’ Competence Instrument (MCI), which includes seven sub-dimensions and 44 items, was used to collect data. K-means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively. Results: The K-means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < 0.001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring-specific training

Mentors’ cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice:an international cross-sectional study

Abstract Aims: This study aimed to identify mentors’ cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. Background: Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students’ safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students’ high-quality and goal-oriented development of competence. Design: This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. Methods: The data were collected using an online survey including the Mentors’ Cultural Competence Instrument, Mentors’ Competence Instrument and background questions during 2020–2021. The data were analyzed using a K-mean cluster algorithm to identify mentors’ competency profiles. Results: Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. Conclusions: This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors’ work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals

Mentors’ self‐assessed competence in mentoring nursing students in clinical practice:a systematic review of quantitative studies

Abstract Aims and objectives: To examine registered nurses’ self‐evaluation of their competence in mentoring nursing students in clinical practice. Background: Clinical mentors have significant roles and responsibility for nursing students’ clinical learning. Moreover, the mentors’ role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods: Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results: In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors’ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students’ learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion: The results indicate considerable scope for improving mentors’ competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses’ learning. This systematic review addresses a gap in knowledge of mentors’ self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments

Mentoring of nursing students:a comparative study of Japan and five European countries

Abstract Aims: This study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan. Methods: The study implemented a cross-sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K-clustering and structural equation modeling were used for data analysis. Results: Four mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (p < 0.001). Higher mentoring competence (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring. Conclusions: Mentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses

Synthetic Access to a Hydrocarbon-soluble Trifluorinated Ge(II) Compound and its Sn(II) Congener

Trifluorinated germanium anions attracted attention of theoretical chemists already in the late 1990s to predict their physical and chemical properties. However these species were not synthesized in the laboratory, although substantial evidence for their existence was obtained from the mass spectrometry of $GeF_4$. The present study shows that controlled fluorination of $LMNMe_2$ ($L = PhC(N^tBu)_2$, $M = Ge, Sn$) using HF·pyridine in toluene leads to the formation of $[LH_2]^+[MF_3]^−$ under elimination of HNMe2. The products contain the trifluorinated Ge(II) and Sn(II) anionic species which are stabilized by interionic H···F bonds. The new compounds were characterized by single crystal X-ray structural analysis, NMR spectroscopy, and elemental analysis