Synchronous video-based supervision and feedback in nursing education – a scoping review

The purpose of this review was to identify studies and experiences reporting with triadic synchronous video-based supervision (TSVBS) in nursing education. It is important for nursing students to be supervised by preceptors and academic teachers during their practicum. There are some challenges to performing in-person supervision involving those three parties, like long travel distances and the restrictions caused by the Covid-19 pandemic. TSVBS may be a solution. There is, however, limited knowledge about TSVBS innurse education. We performed a scoping review focusing on TSVBS to provide an overview of the existing publications on the approach. Only six studies were found describing the use of TSVBS, all of them relating to nurse education. No studiesevaluating the effect of TSVBS were found. Instead, the studies only compared the cost-effectiveness of TSVBS with in-person supervision. The supervisory relationship between the three could also not be separated from a more general teacher-student relationship.Synchronous video-based supervision and feedback in nursing education – a scoping reviewpublishedVersio

Implementation of virtual reality in health professional higher education: Protocol for a scoping review

International Registered Report Identifier (IRRID): DERR1-10.2196/37222Background: The use of virtual reality in higher education show great potential to promote novel and innovative learning experiences. Until recently, virtual reality has mostly been used in technical higher education, but lately medical education programs have begun using virtual reality. Virtual reality for health professional education improves the knowledge and skills of health professionals compared with traditional or other digital education initiatives. However, the implementation of technology in higher education is slow because of barriers to technology use and innovative and successful practices are not shared. It is, therefore, of great interest to explore how virtual reality is implemented in higher health professional and continuing education. Objective: The aim of this scoping review is to identify studies that reported implementation of virtual reality in higher health professional education, to identify barriers and facilitators for implementation, and to highlight research gaps in this area. Methods: The scoping review will be conducted according to JBI Evidence Synthesis methodologies. CINAHL, the Academic Search Elite and Education Source electronic databases, and Google Scholar will be searched for studies published between 2017 and 2022. In addition, manual searching of key items, reference tracking, and citation tracking will be performed. Searches for white papers will also be manually conducted. All authors will independently extract data from full-text papers. We will use qualitative content analysis to abstract the findings. Results: The literature searches were conducted in January and February 2022. The review is expected to be completed by fall 2022, after which time it will be submitted for publication. Conclusions: We anticipate that, from the review, we will be able to coordinate recommendations for and present the challenges of virtual reality initiatives in health professional education programs. We will present recommendations for future research.publishedVersio

Implementation of virtual reality in health professions education: scoping review

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on https://mededu.jmir.org/, as well as this copyright and license information must be included.Background: Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. Objective: This scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. Methods: The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. Results: We included 7 papers and identified 7 categories related to facilitators of and barriers to implementation—collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training—and developed a model that links the categories to the 4 constructs from Carl May’s general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. Conclusions: Virtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers’ quality. Important implications from our findings are that ensuring faculty’s and students’ competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders’motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation.publishedVersio

Genomic Relationships, Novel Loci, and Pleiotropic Mechanisms across Eight Psychiatric Disorders

Genetic influences on psychiatric disorders transcend diagnostic boundaries, suggesting substantial pleiotropy of contributing loci. However, the nature and mechanisms of these pleiotropic effects remain unclear. We performed analyses of 232,964 cases and 494,162 controls from genome-wide studies of anorexia nervosa, attention-deficit/hyper-activity disorder, autism spectrum disorder, bipolar disorder, major depression, obsessive-compulsive disorder, schizophrenia, and Tourette syndrome. Genetic correlation analyses revealed a meaningful structure within the eight disorders, identifying three groups of inter-related disorders. Meta-analysis across these eight disorders detected 109 loci associated with at least two psychiatric disorders, including 23 loci with pleiotropic effects on four or more disorders and 11 loci with antagonistic effects on multiple disorders. The pleiotropic loci are located within genes that show heightened expression in the brain throughout the lifespan, beginning prenatally in the second trimester, and play prominent roles in neurodevelopmental processes. These findings have important implications for psychiatric nosology, drug development, and risk prediction.Peer reviewe

Integration without Membership: Switzerland's Bilateral Agreements with the EU. CEPS Paperbacks. March 2006

Surrounded by European Union member states on all sides, Switzerland is one of the great anomalies of European integration. Although it is one of very few countries in Western Europe that has chosen to remain outside the EU, Switzerland is closely integrated with the EU. Two sets of recently negotiated bilateral sectoral agreements with the Union provide further integration between Switzerland and the EU. These agreements are being implemented amidst a crisis in the EU following the French and Dutch rejection of the Constitutional Treaty in 2005. ‘Enlargement fatigue’ is generally considered a key element of the EU’s current predicament, and Switzerland is touted by some as a possible model for a close relationship with the EU short of full membership. But what exactly is the ‘Swiss model’? This study analyses the functioning of the bilateral agreements between Switzerland and the EU, focusing on the agreements that entered into force in 2002. Particular attention is paid to the institutional arrangements and their ability to adapt to new legal and political developments in the EU, the impact of the agreements on the functioning of Swiss democracy and how the Swiss political system affects the implementation of the bilateral sectoral agreements. A comparison is also made with the experiences of the European Economic Area, the only arrangement for integration without membership that is more extensive than the Swiss model. The study concludes with an assessment of the future prospects of EU-Swiss relations

Synchronous video-based supervision and feedback in nursing education – a scoping review

The purpose of this review was to identify studies and experiences reporting with triadic synchronous video-based supervision (TSVBS) in nursing education. It is important for nursing students to be supervised by preceptors and academic teachers during their practicum. There are some challenges to performing in-person supervision involving those three parties, like long travel distances and the restrictions caused by the Covid-19 pandemic. TSVBS may be a solution. There is, however, limited knowledge about TSVBS innurse education. We performed a scoping review focusing on TSVBS to provide an overview of the existing publications on the approach. Only six studies were found describing the use of TSVBS, all of them relating to nurse education. No studiesevaluating the effect of TSVBS were found. Instead, the studies only compared the cost-effectiveness of TSVBS with in-person supervision. The supervisory relationship between the three could also not be separated from a more general teacher-student relationship

Synchronous video-based supervision and feedback in nursing education – a scoping review

The purpose of this review was to identify studies and experiences reporting with triadic synchronous video-based supervision (TSVBS) in nursing education. It is important for nursing students to be supervised by preceptors and academic teachers during their practicum. There are some challenges to performing in-person supervision involving those three parties, like long travel distances and the restrictions caused by the Covid-19 pandemic. TSVBS may be a solution. There is, however, limited knowledge about TSVBS innurse education. We performed a scoping review focusing on TSVBS to provide an overview of the existing publications on the approach. Only six studies were found describing the use of TSVBS, all of them relating to nurse education. No studiesevaluating the effect of TSVBS were found. Instead, the studies only compared the cost-effectiveness of TSVBS with in-person supervision. The supervisory relationship between the three could also not be separated from a more general teacher-student relationship

Synkron videobasert praksisveiledning i profesjonsutdanning: en scoping oversiktsstudie

The purpose of this review was to identify studies and experiences reporting with triadic synchronous video-based supervision (TSVBS) in nursing education. It is important for nursing students to be supervised by preceptors and academic teachers during their practicum. There are some challenges to performing in-person supervision involving those three parties, like long travel distances and the restrictions caused by the Covid-19 pandemic. TSVBS may be a solution. There is, however, limited knowledge about TSVBS in nurse education. We performed a scoping review focusing on TSVBS to provide an overview of the existing publications on the approach. Only six studies were found describing the use of TSVBS, all of them relating to nurse education. No studies evaluating the effect of TSVBS were found. Instead, the studies only compared the cost-effectiveness of TSVBS with in-person supervision. The supervisory relationship between the three could also not be separated from a more general teacher-student relationship.Hensikten med denne scoping reviewen var å identifisere studier og erfaringer med rapportering med triadisk synkron videobasert praksisveiledning (TSVBS) i sykepleierutdanningen. Det er nødvendig at sykepleierstudenter får god veiledning og vurdering av både praksisveiledere og praksislærere i løpet av sin praksis. Det er en del utfordringer med å gjennomføre tradisjonelle fysiske praksismøter som involverer disse tre partene, som lange reiseavstander og begrensningene forårsaket av Covid-19-pandemien. TSVBS kan være en løsning. Det er imidlertid begrenset kunnskap om TSVBS i sykepleierutdanningen. Vi gjennomførte en scoping gjennomgang med fokus på TSVBS for å gi en oversikt over eksisterende publikasjoner om tilnærmingen. Bare seks publikasjoner ble funnet som beskriver bruken av TSVBS, alle knyttet til sykepleierutdanning. Vi fant ingen studier som evaluerte effekten av TSVBS. I stedet sammenlignet studiene kostnadseffektiviteten til TSVBS med personlig veiledning. Veiledningsrelasjonen mellom de tre partene ble heller ikke fremhevet som noe mer enn fra et generelt lærer-studentforhold. &nbsp