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Transcatheter aortic valve implantation inside rheumatic aortic stenosis with a performing mitral prosthesis.
German and Finnish students were the most critical. check details The students also evaluated the level of their own professional competence as good. The higher graduating nurse students evaluated their own competence, the higher they also evaluated their nurse educators' competence.

Students' evaluations of their educators' competence and their own competence seem to be aligned. However, educators' competence and its connection with students' competence warrants further studies.
Students' evaluations of their educators' competence and their own competence seem to be aligned. However, educators' competence and its connection with students' competence warrants further studies.
Medication errors account for 38% of adverse events reported among undergraduate nursing students. Simulation provides training for nursing students in the medication administration process. However, there is a lack of reliable and valid instruments to measure its assessment.

To design and validate a new tool (MEDICORRECT) to assess undergraduate nursing students in the medication administration process using a high-fidelity simulation scenario.

Study participants were fourth year undergraduate nursing students at the University of Barcelona. Phase 1 consisted of tool design and drafting, and content validity and feasibility analyses. Phase 2 covered construct validity and interrater reliability. A factor analysis was conducted, involving a principal component analysis and varimax rotation.

Of 21 initial items, 11 were eliminated because of low content validity ratio, 4 of which assessed cognitive skills such as administering the right medicine at the right dose, which were impossible to observe in the simulation scenario. The final version of MEDICORRECT contained 10 items. The exploratory factor analysis identified a four-factorial model explaining 67.3% of the variance. Interrater agreement measured with Kappa was greater than 0.70 for 80% of items.

The 10 items in MEDICORRECT are relevant and feasible, have suitable psychometric properties and reflect the practical skills identified in the medication administration process. The tool excludes cognitive skills, which should be included and assessed during prebriefing.
The 10 items in MEDICORRECT are relevant and feasible, have suitable psychometric properties and reflect the practical skills identified in the medication administration process. The tool excludes cognitive skills, which should be included and assessed during prebriefing.
Clinical placements are a source of meaningful learning that directly impacts professional development. During the first clinical placement, nursing students' expectations are not always fulfilled, which can lead them to feel lost.

To explore nursing students' expectations before the start of their first clinical placement.

Descriptive qualitative study. Participants consisted of second-year nursing students studying at a Spanish public university. Data were collected through a semi-structured interview before the start of the first clinical placement. The data were analyzed using thematic analysis, as proposed by Braun and Clarke.

This study included 15 students (2 men and 13 women; age 19-23years), which was sufficient to reach data saturation. We identified 176 codes, grouped into three categories a) Expectations of clinical placements this category highlighted the desire to learn, to integrate theory into practice, to feel fulfilled and students' observation that they lacked knowledge of the role of family and community nurses. b) Motivations to attend clinical placement, commitment, and willingness to learn. c) Personal weaknesses, such as insecurity and inexperience, especially regarding techniques and procedures.

The expectations identified in this study serve to illustrate the need to rethink the strategies that should be used to ensure the success of clinical placements and manage students' stress levels. Further research should explore how these perceptions impact on their performance or change after the end of clinical placements.
The expectations identified in this study serve to illustrate the need to rethink the strategies that should be used to ensure the success of clinical placements and manage students' stress levels. Further research should explore how these perceptions impact on their performance or change after the end of clinical placements.This is a case study of a positive COVID-19 case who was diagnosed and isolated early on in the infection. However, her seventeen close contacts who were quarantined and under observation remained negative indicating no viable chain of transmission despite high-risk contact. We further discuss the importance of effective contact tracing coupled with strict isolation or quarantine in breaking the chain of transmission.A number of unexplained cases of pneumonia have been recorded since November 2019 in China. It is officially named the new corona virus (2019-nCov) by the World Health Organization on 12 January 2020. WHO officially named it COVID-19 on 11 February. COVID-19 is a highly transmitted and pathogenic viral infection that has been developed and spread across the world in Wuhan, China, caused by extreme acute respiratory syndrome corona-virus 2 (SARS-CoV-2). Genomic analysis showed that bats may also be a primary reservoir of SARS-CoV-2 phylogenetically associated with severe acute respiratory syndrome-like viruses (SARS). However, the rapid human to human transition has been generally reported. Intermediate source of origin and human transition is unknown. Clinically approved COVID-19 antiviral medication or vaccine is not available. In clinical trials, however, few broad-based COVID-19 antiviral medicinal drugs were tested, resulting in clinical recovery. This analysis summarizes the pathogenicity of COVID-19 and aims to raise awareness of COVID-19 among the population and to continually boost the detection, monitoring, diagnosis and care level. Over 50 COVID-19 scientific publications were included in this systematic analysis. We found that fever (87.0%), cough (65.9%) and malaise/tiredness (35%) were the most common symptoms of COvida-19. However, COVID-19 clinical signs and symptoms were not necessarily obvious. The transmission of COVID-19 in comparison to SARS was more specific. The rate of death of COVID-19 was 2,7% and the pathological characteristics of COVID-19 are very similar to ARDS. There are also discussions on the latest epidemiological changes, clinical manifestations, auxiliary examination and COVID-19 pathological characteristics.
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