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Variety Image Programming Utilizing Unpredictable Interpolation.
Congenital heart disease (CHD) is one of the most important and common group of congenital malformations in humans. Concurrent development and close functional links between the fetal heart and placenta emphasise the importance of understanding placental function and its influence in pregnancy outcomes. The aim of this study was to evaluate placental oxygenation by relaxometry (T2*) to assess differences in placental phenotype and function in CHD.

In this prospective cross-sectional observational study, 69 women with a fetus affected with CHD and 37 controls, whole placental T2* was acquired using a 1.5-Tesla MRI scanner. Gaussian Process Regression was used to assess differences in placental phenotype in CHD cohorts compared to our controls.

Placental T2* maps demonstrated significant differences in CHD compared to controls at equivalent gestational age. Mean T2* values over the entire placental volume were lowest compared to predicted normal in right sided obstructive lesions (RSOL) (Z-Score 2.30). This cohort also showed highest lacunarity indices (Z-score -1.7), as a marker of lobule size. Distribution patterns of T2* values over the entire placental volume were positively skewed in RSOL (Z-score -4.69) and suspected, not confirmed coarctation of the aorta (CoA-) (Z-score -3.83). Deviations were also reflected in positive kurtosis in RSOL (Z-score -3.47) and CoA- (Z-score -2.86).

Placental structure and function appear to deviate from normal development in pregnancies with fetal CHD. Specific patterns of altered placental function assessed by T2* deliver crucial complementary information to antenatal assessments in the presence of fetal CHD.
Placental structure and function appear to deviate from normal development in pregnancies with fetal CHD. Specific patterns of altered placental function assessed by T2* deliver crucial complementary information to antenatal assessments in the presence of fetal CHD.This paper describes the initial exploration of training program for palliative care specialist nurses in mainland China. The training program included one month of theoretical learning and one month of clinical practice. The theoretical training contents were mainly set up around four modules such as clinical practice, teaching, scientific research and management. After the theoretical training, the trainees needed to practice in specific clinical practice hospitals. In total, 192 trainees from 27 provinces (municipalities) in mainland China participated in the training program. All trainees passed theoretical and clinical practice examinations. Their knowledge, attitude and behavior concerning palliative care were significantly improved after training (p less then 0.001). The overall satisfaction rate of the trainees towards the theoretical courses was 95.6%, and the overall satisfaction rate of the trainees towards the clinical teaching base was 94.2%. The training program for palliative care specialist nurses can ensure the trainees to acquire basic professional knowledge and skills and improve their knowledge, attitudes and behaviors concerning palliative care. However, it is needed to explore training programs that are in part-time model, delivered online or suitable for different levels of nursing staff to improve the accessibility.
Authentic assessment design that fosters self-reflection and evaluation seeks to develop evaluative judgement; a capability required of registered nurses. A new method of grading, known as consensus marking, was introduced to an online oral viva that required post-graduate nursing students to evaluate and reflect on their performance and grade their level of competence in collaboration with the assessor. This study aimed to explore postgraduate nursing students' perceptions about their experience of online oral viva examination and the use of consensus marking.

A qualitative study using retrospective student interviews.

A retrospective, thematic analysis of open-ended questions from students who had participated in an online viva using consensus marking that was recorded for assessment and quality improvement.

Postgraduate emergency nursing students perceived that the online viva while creating some anxiety was relatable to their workplace and overall, they preferred this assessment method to others. r assessment designs.
Care provision underpinned by compassion builds trust and ensures a deeper understanding of the health needs of older people. Yet nursing curricula in the United Kingdom focus on knowledge and skill acquisition rather than caring with compassion. This negatively impacts on the quality of care. Despite this, there is limited research on compassion in the care of older people.

To explore the views of nurse educators (NE), pre-registration nursing students (PNS) and clinical mentors (CM) of the determinants of compassion in the care of older people.

A generic qualitative research design was used. Data were collected using semi-structured interviews with 39 participants (NE=8; CM=8; PNS=23). These were digitally-recorded, fully transcribed and analysed thematically using NVivo software.

Three main themes emerged from the data analysis the meaning of compassion, extrinsic determinants of compassion in care, and intrinsic determinants of compassion in care.

The outcome of this study suggests that nurses and students think that compassion speeds up older people's recovery and enhances the quality of care. NEs consider its application in clinical practice a demonstration of competence.

The inclusion of compassion in practical sessions of pre-registration nursing curricula and in the care of the older person may result in improved understanding of the latter and provision of holistic, safe and effective care.
The inclusion of compassion in practical sessions of pre-registration nursing curricula and in the care of the older person may result in improved understanding of the latter and provision of holistic, safe and effective care.
Simulation-based learning is widely used in nurse education, including virtual reality (VR) methods which have experienced a major growth lately. this website Virtual reality offers risk free and contactless learning. Currently, little is known about what topics of nursing are adopted for VR simulations and how their design meets various educational goals. This review aims to scope existing articles on educational VR nursing simulations, and to analyse approaches from didactic and technical perspectives.

A systematic mapping review following the PRISMA-ScR guideline and PICo search strategy was conducted. Peer reviewed articles in English and German were searched across Scopus, CINAHL, PsycINFO, PSYNDEX, PsycARTICLES, PubMed, ERIC and The Cochrane Library. Studies had to include at least one immersive head-mounted display VR simulation in the field of nursing education. Data extraction and analysis was performed in a narrative, graphical and tabular way.

Twenty-two articles were identified. There is a large variety in the use and definition of VR simulation for educational purposes.
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