Non-technical skills learning in healthcare through simulation education: Integrating the SECTORS learning model and Complexity theory

Background: Recent works have reported the SECTORS model for non-technical skills learning in healthcare. The TINSELS programme applied this model, together with complexity theory, to guide the design and piloting of a non-technical skills based simulation training programme in the context of medicines safety. Methods: The SECTORS model defined learning outcomes. Complexity Theory led to a simulation intervention that employed authentic multi-professional learner teams, included planned and unplanned disturbances from the norm and used a staged debrief to encourage peer observation and learning. Assessment videos of non-technical skills in each learning outcome were produced and viewed as part of a Non-Technical Skills Observation Test (NOTSOT) both pre and post intervention. Learner observations were assessed by two researchers and statistical difference investigated using a student’s t-test Results: The resultant intervention is described and available from the authors. 18 participants were recruited from a range of inter-professional groups and were split into two cohorts. There was a statistically significant improvement (P=0.0314) between the Mean (SD) scores for the NOTSOT pre course 13.9 (2.32) and post course 16.42 (3.45). Conclusions: An original, theoretically underpinned, multi-professional, simulation based training programme has been produced by the integration of the SECTORS model for non-technical skills learning the complexity theory. This pilot work suggests the resultant intervention can enhance nontechnical skills

The Privacy Act 1993 and university disciplinary proceedings: A hypothetical case study?

Since the passage of the Privacy Act 1993, a number of concerns has been raised regarding its application to university practices. That concern was illustrated, for example, by the cessation in 1993 of the publication of Victoria University examination results in daily newspapers, and by the redrafting of the University's enrolment forms to accommodate the perceived effect of the legislation. In the same year, the Academic Registrar at Victoria University asked whether the Act might be applicable to university disciplinary proceedings, and if so, could it impede them? This article addresses those two questions

The limited adoption of European-style military forces by eighteenth century rulers in India

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67903/2/10.1177_001946469803500301.pd

The Burden of Western History: Kansas, Collective Memory, and the Reunification of the American Empire, 1854-1913

This dissertation, The Burden of Western History: Kansas, Collective Memory, and the Reunification of the American Empire, 1854-1913, is a widely-ramifying study of the politics of collective memory in Kansas, where the Civil War can be said to have begun in 1854, where it unfolded in especially bloody and traumatic fashion, and continued to be fought in the domain of collective memory into the 20th century. The struggle over collective memory in Kansas is a story that disrupts the conventional narrative of Civil War memory as an ideological victory for the South and foregrounds the interrelated significance of several attempted subjugations --that of Southerners over Northerners, Northerners over Southerners, whites over African Americans, and whites over Native Americans--as foundational to understanding the genesis of Kansans,\u27 and by extension, Americans\u27 collective memory of the war. In short, this dissertation transforms our understanding of Civil War memory by recasting it not simply as a struggle over the legacy of war, slavery, and race, but rather, more broadly, one over war, slavery, and race in the context of empire. Interpreting the struggle over Civil War memory becomes a more morally complicated enterprise when it is framed within the twin contexts of slavery and empire. Unlike most Americans, Kansans did not forget the bloody emancipatory struggles that led up to 1861 and continued through the war and Reconstruction. They celebrated African Americans\u27 agency in their own liberation, as well as the morally righteous cause of stopping the advance of slavery, in a host of old settlers\u27 reunions and other commemorative rituals. Indeed, as late as 1910, Kansan William Allen White and his ally Theodore Roosevelt were hailing John Brown of violent Pottawatomie fame as a political model. But the Kansas version of emancipationist memory erased from the story the extinction of Native American landholdings and destruction of peoples that was the actual first chapter of Bleeding Kansas and placed Southerners at the bottom of a hierarchy of relative barbarism below savage Native Americans. When they turned on each other, the white settlers of Kansas resorted to traumatic home invasions and murders to establish their version of an ideal American empire, traumas which Kansans recounted in loving detail in the late 19th century, but took great pains to distinguish from the barbaric activities of Native Americans and Southerners. Finally, John Brown\u27s murderous assault on slave owners at Pottawatomie was reimagined as an act of liberating imperial conquest, a useable past for an early 20th-century Progressive empire-in-the-making. The dissertation shows not only that the imperial context is key to understanding the struggle over Civil War memory, but also that making a modern American West and American empire at the turn of the 20th century occurred not as an escape from the tortured prewar and wartime history of North and South but in deep engagement with it. Such was the burden of Western history