Feeding home-grown protein and novel feeds to dairy cows

Technical Note 2201

The effectiveness of team-based learning in nursing education: A systematic review

Aim: Team-Based Learning (TBL) is an active teaching methodology, recently implemented also in the field of nursing education. The main objective of this study was to identify, appraise and summarize primary studies on the effectiveness of TBL in achieving learning outcomes in undergraduate nursing students. The secondary objective was to explore the generic competencies the students developed, and their reactions and attitudes.Study design: A systematic review of experimental and quasi-experimental studies.Databases sources: Cochrane Library, Pubmed/Medline, Cinahl, PsycINFO, and Eric; Google Scholar was used to search for grey literature and the reference lists of the retrieved papers.Review methods: A research protocol was developed according to the PRISMA-P guidelines. Two reviewers conducted the selection process. The "JBI Critical Appraisal Checklist" was used to check the quality of the selected studies.Results: We included 12 studies: 2 monocentric randomized controlled trials and 10 quasi-experimental studies. Nine out of 12 studies produced significant results in favour of TBL in terms of academic performance and skills development, however results were divergent when TBL was compared with other teaching methods. The results of 7 studies highlighted the effectiveness of TBL in improving the development of communication skills, inter professional learning, and self-directed learning. Divergent results were obtained with regard to problem solving and critical thinking skills. TBL promoted classroom engagement, however it did not seem to be associated with better learning outcomes.Conclusions: Overall, TBL was found to be effective in achieving undergraduate nursing students' learning outcomes, but evidence was not sufficiently strong to warrant that it is more effective than other teaching methods. The results of this review are in favour of the implementation of TBL in nursing education, however studies with more rigorous methods and with a mixed method design are required to improve the transferability of results

The effect of repeated online Team-Based Learning on undergraduate nursing students: a quasi-experimental study

Background: Little is known about how students’ experiences with online Team-Based Learning (TBL) may have changed over time during the COVID-19 pandemic. Aims: to examine the performance of undergraduate nursing students in online TBL; to evaluate the change in students’ attitudes about teamwork and their accountability, preference and satisfaction with online TBL between 1st and 2nd year. Methods: A one-group pretest-posttest design was used. A cohort of thirty-three undergraduate nursing students attended online TBL sessions during 1st and 2nd year. Students’ performance in individual versus team readiness assurance tests in 2nd-year online TBL sessions was compared. Results from a structured questionnaire on students’ attitudes about teamwork and from the Team-Based Learning Student Assessment Instrument (TBL-SAI) were collected at different time points. Results: A statistically significant improvement was identified in students’ performance and in the categories “Overall satisfaction with Team Experience” and “Team Impact on Clinical Reasoning Ability” of the structured questionnaire. T-test of TBL-SAI mean scores showed no statistical significance. Conclusions: In repeated online TBL, teamwork increased students’ satisfaction and clinical reasoning ability. Group performance was higher than individual results. Students’ accountability, preference and satisfaction with online TBL remained high

O muralismo como campo de intercâmbio entre Itália e México, 1950-1980

In 1950, Mexico arrived in Italy. During the XXV Venice Biennale, works of post-revolutionary Mexican art were exhibited for the first time in Europe, and since then they have circulated on the European continent through exhibitions and publications. In Italy in particular, the experiences of Mexican muralism were considered an indispensable model for many artists and intellectuals. Moreover, they are an inspiration for the emergence of a public art movement that expressed itself through the production of murals with a clear political content during the period between 1950 and 1980. This essay shows how muralism constitutes a field of fruitful exchange between the two contexts addressed, breaking the stereotype that has always seen the artistic relationship between Mexico and Italy in a unidirectional way with a Eurocentric gaze.En el año 1950 México desembarca en Italia. Durante la XXV Bienal de Venecia se exponen por primera vez en Europa obras del arte mexicano posrevolucionario que, desde entonces, circularán en el continente europeo a través de exposiciones y publicaciones. Concretamente en Italia, las experiencias del muralismo mexicano están consideradas un modelo indispensable para muchos artistas e intelectuales. Además, constituyen una inspiración para el nacimiento de un movimiento de arte público que se expresa a través de la producción de murales de claro contenido político durante el período comprendido entre 1950 y 1980. Este ensayo muestra cómo el muralismo constituye un espacio de intercambio fructífero entre los dos contextos abordados, rompiendo el estereotipo que siempre ha visto con una mirada eurocéntrica la relación artística entre México e Italia de forma unidireccional.Em 1950, o México desembarca na Itália. Durante a XXV Bienal de Veneza, obras de arte mexicana pós-revolucionária foram exibidas pela primeira vez na Europa e, desde então, circularam no continente europeu através de exposições e publicações. Concretamente na Itália, as experiências do muralismo mexicano são consideradas um modelo indispensável para muitos artistas e intelectuais. Além disso, são uma inspiração para o nascimento de um movimento de arte pública que se expressou através da produção de murais com um claro conteúdo político durante o período entre 1950 e 1980. Este ensaio mostra como o muralismo constitui um terreno de intercâmbio fecundo entre os dois contextos abordados, quebrando o estereótipo que sempre viu a relação artística entre o México e a Itália de forma unidirecional e com um olhar eurocêntrico

México en Italia. Difusión, recepción, reelaboración del arte mexicano posrevolucionario, 1950-1980

Tesis Univ. Granada

Workflow of Digital Field Mapping and Drone-Aided Survey for the identification and Characterization of Capable Faults: The Case of a Normal Fault System in the Monte Nerone Area (Northern Apennines, Italy)

Field work on the search and characterization of ground effects of a historical earthquake (i.e., the Cagli earthquake in 1781) was carried out using terrestrial and aerial digital tools. The method of capturing, organizing, storing, and elaborating digital data is described herein, proposing a possible workflow starting from pre-field project organization, through reiteration of field and intermediate laboratory work, to final interpretation and synthesis. The case of one of the most important seismic events in the area of the northern Umbria–Marche Apennines provided the opportunity to test the method with both postgraduate students and researchers. The main result of this work was the mapping of a capable normal fault system with a great number of observations, as well as a large amount of data, from difficult outcrop areas. A GIS map and a three-dimensional (3D) model, with the integration of subsurface data (i.e., seismic profiles and recent earthquake distribution information), allowed for a new interpretation of an extensional tectonic regime of this Apennines sector, similar to one of the southernmost areas of central Italy where recent earthquakes occurred on 2016

Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale

Background: The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. Methods: A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. Results: The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. Conclusions: Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries

Evaluation of an interprofessional education intervention in partnership with patient educators

Background and aim of the work: Patient involvement in interprofessional education is a novel approach to building collaborative and empathic skills in students. However, this area of teaching is lacking in rigorous studies. The project aimed to evaluate whether an interprofessional education intervention in partnership with patient educators (IPE-PE) would increase readiness for interprofessional learning and empathy in health sciences students. Methods: This is the report of a didactic innovation project. Participants included 310 undergraduate health sciences students who took part in an IPE-PE intervention. Data were collected before and after the training, using the Readiness for Interprofessional Learning Scale (RIPLS) and the Jefferson Scale of Empathy-Health Professions Student version ( JSE-HPS). Only at the end of the intervention, a data collection form was administered to explore the value of the patient educator in the training and to investigate the socio-demographic variables. Results: The mean age of participants was 21±3.2 SD years and 76% were female. The Wilcoxon signed-rank test showed significant changes from before to after the IPE-PE in the RIPLS total score (m=42.7±5.8 SD vs 44.62±5.9 SD, z=-4.168, P<0.001) and in the JSE-HPS total score (m=112.7±12.5 SD vs 116.03±12.8 SD, z=-4.052, P<0.001). Conclusions: Our students reported that IPE-PE had helped them to become more effective healthcare team members, to think positively about other professionals, and to gain an empathic understanding of the perspective of the person being cared for. The results of the project confirm that the intervention promoted the development of empathy, fostering a better understanding of the patient-centred perspective