Effects of Practice on Competency In Single-Rescuer Cardiopulmonary Resuscitation

This study demonstrated the effectiveness of brief practice on voice advisory manikins in improving skill retention by nursing students in single-rescuer cardiopulmonary resuscitation (CPR). Brief practice can assist nurses and other providers in maintaining their CPR skills and may lead to improved performance competency

Negative Effects of “Predatory” Journals on Global Health Research

Se analiza el efecto perjudicial que ocasionan en la investigación en salud las revistas conocidas como "Depredadoras".Predatory journals (PJ) exploit the open-access model promising high acceptance rate and fast track publishing without proper peer review. At minimum, PJ are eroding the credibility of the scientific literature in the health sciences as they actually boost the propagation of errors. In this article, we identify issues with PJ and provide several responses, from international and interdisciplinary perspectives in health sciences. Authors, particularly researchers with limited previous experience with international publications, need to be careful when considering potential journals for submission, due to the current existence of large numbers of PJ. Universities around the world, particularly in developing countries, might develop strategies to discourage their researchers from submitting manuscripts to PJ or serving as members of their editorial committees

Negative Effects of “Predatory” Journals on Global Health Research

Predatory journals (PJ) exploit the open-access model promising high acceptance rate and fast track publishing without proper peer review. At minimum, PJ are eroding the credibility of the scientific literature in the health sciences as they actually boost the propagation of errors. In this article, we identify issues with PJ and provide several responses, from international and interdisciplinary perspectives in health sciences. Authors, particularly researchers with limited previous experience with international publications, need to be careful when considering potential journals for submission, due to the current existence of large numbers of PJ. Universities around the world, particularly in developing countries, might develop strategies to discourage their researchers from submitting manuscripts to PJ or serving as members of their editorial committees

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

Background: Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support. Case Presentation: To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program. Conclusions: Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing

Predatory conferences: a systematic scoping review

Objective To systematically map the scholarly literature on predatory conferences and describe the present state of research and the prevalent attitudes about these conferences. Methods This scoping review follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four databases were searched (PubMed/Medline, Web of Science, Scopus and ProQuest Social Sciences Premium Collection). In addition, the included studies’ reference lists were scanned for additional papers not found in the searches. Peer-reviewed publications were included irrespective of study design. Letters and commentary were included if they were peer reviewed. Editorials and literature reviews were excluded. Results From 809 initial publications, 20 papers were included in the review, from 12 countries and covered a wide range of science disciplines, from nursing/medicine to energy/technology and computer science. More than half were empirical and published after 2017. In most papers, a definition of the term predatory conferences was put forward. Spam email invitations with flattering language were the most common characteristics, and the conferences were often hosted by unknown organisations that used copied pictures without permission. High fees, lack of peer review, and a multidisciplinary scope were signal features. All papers explicitly or implicitly suggested possible reasons for participating in predatory conferences. Some reasons were related to the overall context of academic work, the nature of predatory conferences (eg, researchers falling prey to misleading information about a conference or choosing a conference based on an attractive location) and the personal characteristics of researchers. Only one paper reported empirically identified reasons for participating in predatory conferences. The three countermeasures proposed most frequently to deal with predatory conferences were increasing education, emphasising responsibilities of universities and funders, and publishing lists of predatory publishers associated with conferences. Conclusions This review identified a scarcity of research concerning predatory conferences. Future empirical as well as fully analytical research should be encouraged by funders, journals and research institutions.Validerad;2022;Nivå 2;2022-12-01 (hanlid)</p

Clinical teaching strategies in nursing (3rd ed.)

Suzanne H. Campbell is a contributing author (Chapter 8). Book Description: This textbook presents a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in clinical settings. It presents clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It describes a range of teaching strategies useful for courses in which the teacher is on-site with students, in courses using preceptors, in simulation laboratories, and in distance education environments. This book represents the cutting edge of educational strategies, examining innovative uses of virtual reality, game-based learning, and nontraditional sites for clinical teaching. Also discussed are culturally inclusive strategies, methods incorporating current technologies, and strategies for teaching students with disabilities. Recognizing that clinical settings require different approaches to teaching, the contributors present all the tools necessary to help educators meet the challenges of this complex learning environment. – Publisher descriptionhttps://digitalcommons.fairfield.edu/nursing-books/1001/thumbnail.jp