Nursing Education Intervention on Using Video-Based Patient Education Modifiable Stroke Risk Factors

Objective: Nurses play a significant role in the discharge education and understanding of the disease state to stroke patients. This study aimed to educate nurses on implementing video-based stroke patient education, focusing on individualized patient modifiable risk factors. Methods: This project included education sessions focused on training nurses to access and use available video-based stroke education. In addition, nurses participated in a needs and knowledge-based survey. These education sessions were provided during staff huddles on different shifts over one week. Results: Education sessions focused on the proper use of the video-based stroke patient education tool positively influenced nursing opinions regarding utilizing the tool. Conclusion: Video-based stroke patient education may meet the needs of providing individualized modifiable risk factor education to stroke patients. Consideration must be given to the current healthcare environment surrounding nurse staffing and how technology can benefit patient education. Practice Implications: Before initiating the project, technology security, availability, and access should be considered

Sessile droplet evaporation on superheated superhydrophobic surfaces

This fluid dynamics video depicts the evaporation of sessile water droplets placed on heated superhydrophobic (SH) surfaces of varying cavity fraction, F_c, and surface temperature, T_s, above the saturation temperature, T_sat. Images were captured at 10,000 FPS and are played back at 30 FPS in this video. Teflon-coated silicon surfaces of F_c = 0, 0.5, 0.8, and 0.95 were used for these experiments. T_s ranging from 110{\deg}C to 210{\deg}C were studied. The video clips show how the boiling behavior of sessile droplets is altered with changes in surface microstructure. Quantitative results from heat transfer rate experiments conducted by the authors are briefly discussed near the end of the video.Comment: videos include

"Making the leap to medical education": a qualitative study of medical educators' experiences of career transition

Background Medical educators often have prior and primary experience in other academic and clinical disciplines. Individuals seeking successful careers in the education of medical students and doctors must, at some point in their development, make a conscious transition into a new identity as a medical educator. This is a necessary move if individuals are to commit to acquiring and maintaining specialist expertise in medical education. Some achieve this transition successfully, while others struggle and may even lose interest and abandon the endeavour. We explored senior educators’ experiences of achieving the transition into medical education and their views on what helps and hinders the process. Methods In 2015 we conducted three focus groups with 15 senior medical educators. All focus groups were audio recorded and transcribed verbatim. We applied transition theory to guide our deductive analysis, using Schlossberg’s Four S (4S) framework to code and report the participants’ self-reported perceptions of those factors relating to Self, Situation, Support and Strategy that had assisted them to make a successful transition to a fully acknowledged medical educator identity. Through inductive analysis, we then identified 17 explanatory sub-themes that were common to all three focus groups. Results Background and circumstances, individual motivation, a sense of control, organisational support, and effective networking and information seeking behaviour were factors identified as contributing to successful transition into, and maintenance of, a strong self-identity as a medical educator. Conclusions The experiences of established medical educators, and in particular an exploration of the factors that have facilitated their transition to an acknowledged self-identity as a medical educator could assist in supporting new educators to cope with the changes involved in developing as a medical educator

The enduring effect of early life adversities on health trajectories

From PubMed via Jisc Publications RouterHistory: received 2021-07-06, accepted 2021-07-27Publication status: aheadofprin