Normative blood pressure data in non-ventilated premature neonates 28-36 weeks gestation

Blood pressure (BP) measurement in the premature neonate is an essential component of neonatal intensive care. Despite significant advances in neonatal care, the data available on BP in the premature neonate are limited. The aim of this study was to determine normative BP measurements for non-ventilated stable premature neonates of gestation age 28-36 weeks in the first month of life using an oscillometric method. Neonates born at 28-36 weeks gestation who did not require ventilation for >24 h or inotrope support for >24 h were enrolled into the study. Blood pressure measurements were taken on days 1, 2, 3, 4, 7, 14, 21 and 28 where possible prior to discharge. A total of 147 infants were included in the study, and 10th and 90th percentiles BPs were obtained for gestation as well as birthweight. Changes in BP over time for each gestational week were determined. A significant difference in BP from day 1 to day 7 and from day 7 to 14 was observed in those born at less than 31 weeks gestation, and from day 1 to 7 in those born at more than 31 weeks gestation, but not from day 14 to 21 and from day 21 to 28 for any gestation period. Data on BP for stable non-ventilated premature infants using an oscillometric method provide useful information for determining hypotension and hypertension in the premature neonate. Premature neonates stabilize their BP after 14 days of life, and at this time they have a BP similar to that of term infants

Are renal volumes measured by magnetic resonance imaging and three-dimensional ultrasound in the term neonate comparable?

Renal volume, but not renal length, has been shown to be positively correlated with renal function. Three-dimensional (3D) ultrasound and magnetic resonance imaging (MRI) are two modalities used to assess renal volume. The aim of our study was to determine whether 3D ultrasound measurements of renal volume in the neonate are comparable to those of MRI measurements. Preterm and term neonates had an MRI and 3D ultrasound to determine renal volume at the same time as they had an MRI brain scan for other clinical conditions. The preterm neonates were all term corrected age, and the term neonates were 1-4 weeks of age. None of the kidneys examined were abnormal. There were no significant differences in the weight or length of the preterm and term infants at the time of their MRI scan. The left renal length was significantly longer according to MRI measurements than according to 3D ultrasound measurements (p = 0.02). Renal volumes of both the left and right kidney were greater when measured by MRI than by 3D ultrasound (p < 0.0001, respectively). Total volumes of the kidneys were greater when measured by MRI than by 3D ultrasound (p = 0.008). Renal volume in neonates was significantly less when evaluated by 3D ultrasound than by MRI. These results demonstrate that MRI and 3D ultrasound renal volumes are not comparable in the neonatal population and, therefore, the same radiological modality should be used if repeat volume measurements are to be performed

Additional file 1 of Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

Additional file 1

Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

Background: Simulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support fnal year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice. Methods: This study aimed to evaluate a simulation-based education initiative from the perspectives of fnal year undergraduate nursing and midwifery students (N= 95). An online survey, using the validated Simulation Efectiveness Tool – Modifed (SET-M), was distributed to fnal year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). Results: The results of the study highlight fnal year nursing and midwifery students’ perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confdence and gain experience in preparation for real-life practice. Students reported feeling more confdent in their assessment skills, in providing care and interventions in responding to changes in a person’s health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefng and debriefng sessions were highlighted as important aspects of the simulation which helped to increase student confdence and cultivate meaningful learning. Conclusion: Simulation-based education is a valuable teaching and learning modality, particularly for fnal year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional.</p