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Nursing students experience notable challenges when communicating with patients, caregivers, and health-care providers during clinical training; this adds to the stress they experience from clinical training and deteriorates their clinical competence.

The aims of this study are to develop and assess a practical program for improving communication skills, clinical practice stress, and clinical competence among nursing students undergoing clinical training. Debio 0123 mw This is performed by administering and evaluating the respective effects of an assertiveness-training program; a program based on the situation, background, assessment, and recommendation (SBAR) technique and a program that combines assertiveness training with the SBAR technique.

This study used a non-equivalent, quasi-experimental pretest-posttest design.

This study was conducted at the nursing schools of two universities in the north and west of South Korea.

Ninety-three third-year nursing students were recruited through convenience sampling froms the SBAR technique with assertiveness training can be utilized to improve communication skills, reduce clinical training stress, and enhance clinical competence in nursing students.
Previous studies have demonstrated that contact positively impacts nursing students' willingness to care for people with mental illness. However, studies that have explored the mechanism of such a relationship between contact and willingness remain few.

To examine the direct relationship between contact and nursing students' willingness to care for people with mental illness and to explore the potential mediating roles of stigma.

This was a cross-sectional study design.

The study was conducted in a nursing school in Nanjing city, China.

A total of 839 nursing students were recruited in the study through convenience sampling.

Nursing students' stigma, contact, and willingness to care for people with mental illness were measured online through the Stigma toward People with Mental Illness Scale (SPMI), the Level of Contact Report, and one item of "which degree indicates your willingness to provide care for people with mental illness," respectively. The structural equation model was applied to explore the potential mediating roles of stigma.

Contact with people suffering from mental illness directly affected nursing students' willingness to care for them (β=0.076, p<0.05). Meanwhile, stigma partly mediated the effect of students' contact on willingness to care for people with mental illness (β=0.048, p<0.05).

High level of contact can improve nursing students' willingness to care and the relationship is partly mediated by stigma. Measures to improve the level of contact and reduce stigmatizing attitudes of nursing students are accordingly essential in influencing them to have more willingness to care for people with mental illness.
High level of contact can improve nursing students' willingness to care and the relationship is partly mediated by stigma. Measures to improve the level of contact and reduce stigmatizing attitudes of nursing students are accordingly essential in influencing them to have more willingness to care for people with mental illness.
Exam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students.

To describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing students.

A cross sectional, descriptive comparative study of exam wrapper use in associate degree and baccalaureate nursing students.

A medium-sized public university and small private college in the northeastern United States.

A convenience sample 102 prelicensure baccalaureate (n=63) and associate degree (n=39) nursing students. Mean age of 21.9±5.6, GPA of 3.46±0.38, 7% male, 57% commuter students, 75% employed an average of 14±11.4h per week.

Data were collected by course faculty during an in-class exam review following a multiple-choice examination. Students completed a demographic form and exam wrapper that assessed pre-exam study habits, reasons for getting items wrong on an exam and future study habits.

Associate degree students had lower GPAs (3.19 vs 3.57, p=.000), were older (27 vs 19.2, p=.000), more often commuted (100% vs 31%, p=.000), were employed (95% vs 65%, p<.001), were more likely to study at home (39.5% vs 13.1%, p=.000) and spent significantly longer on each study activity (p=.000) than baccalaureate students. When comparing reasons for getting a question wrong and intended study habits, baccalaureate and associate degree students did not differ.

Use of the exam wrapper strategy allows nursing students at all levels of prelicensure education to actively reflect upon their learning with the goal of improving future learning.
Use of the exam wrapper strategy allows nursing students at all levels of prelicensure education to actively reflect upon their learning with the goal of improving future learning.
Acquired accurate clinical nursing skills are among the most important core nursing competencies for nursing students, as nursing students' inadequate skill capacities might endanger patients safety. Therefore, it is essential to develop teaching strategies to strengthen students' nursing skills. This study examined the effects of an immersive three-dimensional (3D) interactive video program on improving nursing students' nasogastric tube feeding skill competence.

A randomized controlled trial research design.

Forty-five nursing students from a university in northern Taiwan.

The students were randomly assigned to an intervention group (n=22) and a comparison group (n=23). The intervention group received the immersive 3D interactive video program on nasogastric tube feeding, whereas the comparison group watched a regular demonstration video. The questionnaire was used to collect data before the intervention, immediately after the intervention, and one month after the intervention.

Nursing students' krials.
The findings of this study showed that both immersive 3D interactive video program and regular demonstration video could improve nursing students' learning outcomes. The higher satisfaction score in the intervention group indicates that learning through immersive 3D interactive video is acceptable and satisfactory. This study provides useful information for nursing faculty members for designing and developing teaching methods for the acquisition of nursing skills. It can also serve as a reference for further studies relating to AR, VR, or immersive learning materials.The radiomics model can be used in breast cancer detection via calculating quantitative image features. However, these features are explicitly designed, or handcrafted in advance, and this would limit their ability to characterize the lesion properly. This paper aims to build an integrated-features-based classification framework which cooperate the radiomics features and the deep features to classify benign and malignant breast lesions on full-filed digital mammography (FFDM). We propose a classification framework consists of three steps (1) handcrafted features (HCFs) extraction and selection, (2) deep features (DFs) extraction and (3) the integrated features-based classification. Specifically, HCFs comprise the gray-level gap-length matrix (GLGLM) texture features and shape features, and DFs contain the pooled features and high-level fully-connected features. Then, a multi-classifier method is applied to construct our classification framework using integrated features for breast lesion classification. A total of 106 retrospective FFDM data (51 are malignant and 55 are benign) in both craniocaudal (CC) view and mediolateral oblique (MLO) view were included in this study. The areas under a receiver operating characteristic curve (AUC) value, accuracy, sensitivity, specificity and Youden's index, are used to examine the performance of our proposed method in differentiating benign and malignant breast lesion. Proposed framework trained on the concatenation of fully-connected features and HCFs can significantly improve classification performance (AUC of 94.6 %, accuracy of 96.4 %, sensitivity of 93.6 %, specificity of 98.9 % and Yonden's index of 92.5 %) compared with other features sets. Experimental results demonstrate that performance of proposed framework is improved, indicating the potential of concatenation of the fully-connected features and HCFs set in breast cancer patients.
To evaluate the Integral Quality Monitor (IQM) as a clinical dosimetry device for detecting photon beam delivery errors in clinically relevant conditions.

The IQM's ability to detect delivery errors introduced into clinical VMAT plans for two different treatment sites was assessed. This included measuring 103 nasopharynx VMAT plans and 78 lung SBRT VMAT plans with introduced errors in gantry angle (1-5°) and in MLC-defined field size and field shift (1-5mm). The IQM sensitivity was compared to ArcCheck detector performance. Signal dependence on field position for on-axis and asymmetrically offset square field sizes from 1×1cm
to 30×30cm
was also investigated.

The IQM detected almost all introduced clinically-significant MLC field size errors, but not some small gantry angle errors or most MLC field shift errors. The IQM sensitivity was comparable to the ArcCheck for lung SBRT, but worse for the nasopharynx plans. Differences between IQM calculated/predicted and measured signals were within±2% for alr small fields that are off-axis in the detector gradient direction.The aim of this study is to evaluate the dosimetric impact of gadolinium contrast medium (Gadovist) in a transverse MR-Linac system using Monte Carlo methods. The dose distributions were calculated using two heterogeneous multi-layer phantoms consisting of Gadovist, water, bone, and lung. The photon beam was irradiated with a filed size of 5 × 5 cm2, and a transverse magnetic field of 0-3.0 T was applied perpendicular to the incident photon beam. Next, dose distributions for brain, head and neck (H&N), and lung cancer patients were calculated using a patient voxel-based phantom with and without replacing the patient's GTV with Gadovist. The dose at the water-Gadovist interface increased by 8% without a magnetic field. A similar dose increment was observed at 0.35 T. In contrast, the dose increment at the water-Gadovist interface was small at 1.5 T and a dose decrement of 5% was observed at 3.0 T. The dose variation at the lung-Gadovist interface was larger than that at the water-Gadovist interface. The mass collision stopping power ratio for Gadovist was 7% lower than that for water, whereas, the electron fluence spectra at the water-Gadovist interface increased by 17.5%. In a patient study, Gadovist increased the Dmean for brain, H&N, and lung cancer patients by 0.65-8.9%. The dose variation due to Gadovist grew large in the low-dose region in H&N and lung cancer. The GTV dose variation due to Gadovist in all treatment site was below 2% at 0-3 T if the Gadovist concentration was lower than 0.2 mmol/ml-1.
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