A Review of Studies Evaluating Insecticide Barrier Treatments for Mosquito Control From 1944 to 2018

Background and Purpose: Barrier insecticide treatments have a long history in mosquito control programs but have been used more frequently in the United States in recent years for control of invasive “backyard� species (eg, Aedes albopictus) and increases in incidence of vector-borne diseases (eg, Zika). Methods: We reviewed the published literature for studies investigating barrier treatments for mosquito control during the last 74 years (1944-2018). We searched databases such as PubMed, Web of Science, and Google Scholar to retrieve worldwide literature on barrier treatments. Results: Forty-four studies that evaluated 20 active ingredients (AIs) and 21 formulated products against multiple mosquito species are included. Insecticides investigated for efficacy included organochlorines (dichlorodiphenyltrichloroethane [DDT], β-hexachlorocyclohexane [BHC]), organophosphates (malathion), and pyrethroids (bifenthrin, deltamethrin, permethrin, lambda-cyhalothrin) as AIs. Study design varied with multiple methods used to evaluate effectiveness of barrier treatments. Barrier treatments were effective at lowering mosquito populations although there was variation between studies and for different mosquito species. Factors other than AI, such as exposure to rainfall and application equipment used, also influenced control efficacy. Conclusions: Many of the basic questions on the effectiveness of barrier insecticide applications have been answered, but several important details still must be investigated to improve precision and impact on vector-borne pathogen transmission. Recommendations are made to assist future evaluations of barrier treatments for mosquito control and to limit the potential development of insecticide resistance

Central catheter dressing in a simulator: the effects of tutor's assistance or self-learning tutorial Parche de catéter central en simulador: efecto de la presencia del tutor o del aprendizaje auto-instruccional Curativo de cateter central em simulador: efeito da presença do tutor ou da aprendizagem autoinstrucional

AIMS: to compare the performance of undergraduate students concerning semi-implanted central venous catheter dressing in a simulator, with the assistance of a tutor or of a self-learning tutorial. METHOD: Randomized controlled trial. The sample consisted of 35 undergraduate nursing students, who were divided into two groups after attending an open dialogue presentation class and watching a video. One group undertook the procedure practice with a tutor and the other with the assistance of a self-learning tutorial. RESULTS: in relation to cognitive knowledge, the two groups had lower performance in the pre-test than in the post-test. The group that received assistance from a tutor performed better in the practical assessment. CONCLUSION: the simulation undertaken with the assistance of a tutor showed to be the most effective learning strategy when compared to the simulation using a self-learning tutorial. Advances in nursing simulation technology are of upmost importance and the role of the tutor in the learning process should be highlighted, taking into consideration the role this professional plays in knowledge acquisition and in the development of critical-reflexive thoughts and attitudes. (ClinicalTrials.gov Identifier: NCT 01614314).<br>OBJETIVO: comparar el desempeño de graduandos en la realización del parche del catéter venoso central semi-implantado, en simulador, con el auxilio del tutor o de un guía auto-instruccional. MÉTODO: estudio experimental controlado hecho aleatorio. La muestra fue compuesta por 35 alumnos de Graduación en Enfermería que fueron asignados en dos grupos después de asistir a una clase expositiva dialogada y a un vídeo. Un grupo realizó el entrenamiento del procedimiento con el tutor y el otro con el auxilio de un guía auto- instruccional. RESULTADOS: con relación al conocimiento cognoscitivo, los dos grupos presentaron desempeño menor en la pre-prueba comparada al pos-prueba. El grupo con presencia del tutor presentó mejor desempeño en la evaluación práctica. CONCLUSIÓN: la utilización de simulación aliada a la presencia del tutor mostró ser una estrategia de enseñanza más efectiva del que la simulación dirigida por guía auto-instruccional. Avances en simulación en el área de enfermería son de extrema importancia y la figura del tutor merece destaque en el proceso enseño-aprendizaje, teniendo en vista el papel que este profesional desempeña durante la adquisición de conocimiento y en el desarrollo de pensamientos y actitudes críticos reflexivos. (ClinicalTrials.gov Identifier: NCT 01614314).<br>OBJETIVO: comparar o desempenho de graduandos na realização do curativo do cateter venoso central semi-implantado, em simulador, com o auxílio do tutor ou de um guia autoinstrucional. MÉTODO: trata-se de estudo experimental, controlado, randomizado. A amostra foi composta por 35 alunos de graduação em enfermagem, que foram alocados em dois grupos, após assistirem a um aula expositiva dialogada e a um vídeo. Um grupo realizou o treino do procedimento com o tutor e o outro com o auxílio de um guia autoinstrucional. RESULTADOS: em relação ao conhecimento cognitivo, os dois grupos apresentaram desempenho menor no pré-teste, comparado ao pós-teste. O grupo com presença do tutor apresentou melhor desempenho na avaliação prática. CONCLUSÃO: a utilização de simulação, aliada à presença do tutor, mostrou ser uma estratégia de ensino mais efetiva do que a simulação dirigida por guia autoinstrucional. Avanços em simulação na área de enfermagem são de extrema importância e a figura do tutor merece destaque no processo de ensino-aprendizagem, tendo em vista o papel que esse profissional desempenha durante a aquisição de conhecimento e no desenvolvimento de pensamentos e atitudes críticos e reflexivos. (ClinicalTrials.gov Identifier: NCT 01614314)