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A holistic take a look at host-associated bacterial progression.
Sensitivity and specificity for the detection of blood was 100%.

DLSCT enables differentiation between intracranial hemorrhage and iodinated contrast medium in patients after mechanical thrombectomy and might improve diagnostic imaging in post-interventional stroke patients.
DLSCT enables differentiation between intracranial hemorrhage and iodinated contrast medium in patients after mechanical thrombectomy and might improve diagnostic imaging in post-interventional stroke patients.
Motivation is a fundamental element of human behavior and learning. We believe that this aspect has not been sufficiently addressed in the field of simulation-based learning in nursing.

The aim of this study was to explore the views and perspectives of students involved in simulation-based learning related to their process of motivation. Also, to identify the motivational elements they perceived, as well as the aspects that could reduce their motivation in the simulation sessions.

A qualitative study was conducted based on content analysis from 7 focus groups composed of simulation students (n=101).

The study obtained 26 subcategories, 10 categories, and 2 emerging themes (in total, 17 motivational elements and 7 demotivational elements).

The motivational elements were related with the non-directive/imposing style of the facilitator, the adequate structure and planning of the sessions, the possibility of transferring what was learned to the real world, and especially the atmosphere created in the simulation session. The main demotivational elements were directed simulation, an uncomfortable environment, and the planning and structure of the sessions (with an excessive theoretical content or with stringent evaluations).
The motivational elements were related with the non-directive/imposing style of the facilitator, the adequate structure and planning of the sessions, the possibility of transferring what was learned to the real world, and especially the atmosphere created in the simulation session. The main demotivational elements were directed simulation, an uncomfortable environment, and the planning and structure of the sessions (with an excessive theoretical content or with stringent evaluations).
Concepts such as racism, oppression and social justice are critical curricular inclusions in nursing education. However, traditional approaches to nursing education often fail to produce the desired reflection and change amongst students. There is an urgent need to develop nursing educators that can step outside the rigidity of the curricular status quo and engage students with pedagogies that support critical reflection, analysis and action. selleck inhibitor Participatory, experiential and interactive theatrical methods rooted in critical pedagogy, such as Theatre of the Oppressed (TO) and Forum Theatre (FT) may prove more effective at engendering reflection, analysis and action.

The study explores health care providers' (including nurses, nurse educators and allied health professionals) and nursing students' experiences, reflections and usefulness of TO and FT as nursing pedagogies.

Influenced by Freire's Pedagogy of the Oppressed and Boal's Theatre of the Oppressed, this study was conducted on a Western Canadian univ.
This study demonstrates that TO and FT can play an important role in supporting HCPs' development as critical educators through embodied and reflective practice and that nursing students endorse the application of TO and FT in a broad range of learning contexts.
With the development of information technology, game-based teaching has continuously attracted the attention of nursing educators. It has been proven that games, as an auxiliary tool of traditional teaching, can improve students' learning motivation and learning effects. However, compared with the traditional scenario simulation teaching, whether game-based teaching has obvious advantages is still unknown.

This study aimed to explore whether theme game-based teaching is more effective than scenario simulation in improving students' disaster nursing competency.

A randomized controlled trial.

The study was conducted at a provincial vocational college in Xiaogan, Hubei, China.

A total of 104 sophomore nursing students (intervention group=51, control group=53) participated.

After the participants were randomly assigned to the intervention group or control group, disaster-themed games were used in the intervention group, while multi-station disaster simulation was applied in the control group. Pre- and post-tests were conducted to assess the participants' disaster nursing competence using the Questionnaire of Disaster Rescue Ability.

After the intervention, disaster nursing competence levels were significantly higher in the intervention group than in the control group (4.04±0.43 vs. 3.77±0.45, P=0.002). Three domains of disaster nursing competence, cognition (4.05±0.56 vs. 3.75±0.48, P=0.004), skill (3.88±0.50 vs. 3.62±0.53, p=0.008) and affective response (4.25±0.42 vs. 4.02±0.48, P=0.010), were also significantly higher in the intervention group.

Compared with scenario simulation, theme game-based teaching is more effective in improving the disaster nursing competence of nursing students.
Compared with scenario simulation, theme game-based teaching is more effective in improving the disaster nursing competence of nursing students.
A recent study described the relationship between cerebral venous diameter and white matter hyperintensity (WMH) volume. However, the adults were not further grouped; therefore, we aimed to compare across age groups and use susceptibility-weighted imaging (SWI) to explore whether there is also a relationship between a larger cerebral draining venous diameter and age, which could provide evidence of a temporal relationship.

We retrospectively analysed data collected from 405 subjects (90 youths, 166 middle-aged participants, and 149 elderly subjects) and respectively used T2-weighted fluid-attenuated inversion recovery (FLAIR) and SWI to assess WMHs and venous diameter.

An increased internal cerebral vein (ICV) diameter was associated with age in different WMH groups (F=3.453, 10.437, 11.746, and 21.723, respectively, all p<0.001; multiple comparisons all p<0.05), whereas the effect of the anterior septal vein (ASV) was opposite (F=1.046, 1.210, 0.530, and 0.078, respectively, p>0.05). There was a positive correlation between the ICV diameter and age with increasing WMH severity (R=0.
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