Notice bibliographique
Résumé
Virtual education transcends time zones, geographic boundaries, and distances. With virtual education, “students study a digital curriculum taught by instructors that lecture online via video or audio. This instruction can take place either in a self-paced (asynchronous) environment or in a real-time (synchronous) environment.”1 Virtual education is not new; for example, Excelsior University has been a pioneer in this type of learning since 1971. In this issue of Advances, two articles report results of virtual education of interest to providers in our specialty. Özkaya and Harputlu, based in Turkey, present research on video education provided at home to persons with newly created stomas. In comparison with patients who did not receive video education, patients in the video education group had higher scores on the Stoma Self-Efficacy Scale and the Ostomy Adjustment Inventory-23 and could better care for their stoma. An article by Canadian authors Sibbald et al reports their experience with skin and wound care virtual skills education. There are three key elements to this revolutionized education: Project ECHO (Extension for Community Healthcare Outcomes), patient navigation, and virtual skills education. Project ECHO Skin and Wound is designed to build interprofessional skin and wound care teams across Ontario by moving knowledge, not patients, to spokes that include indigenous, remote, isolated, and northern communities. Each interprofessional accredited session includes an interactive didactic component, a clinician corner, and two de-identified cases from the spokes that follow the ten recommendations from Wound Bed Preparation 2021 (WBP-2021).2 The second component is patient navigation.3 In the Canadian healthcare system, 20% of wound care clients have complex wounds that consume 80% of the total system cost. Patient navigation is most often used in cancer care; however, patients with chronic wounds also often experience difficulty using the healthcare system, arranging doctors’ appointments, and scheduling diagnostic testing. In the published model, clients who are on homecare for long periods of time or have high resource utilization are documented by wound care specialist nurses using the WBP-2021 model. The WBP-2021 assessment includes use of an audible handheld Doppler measurements with an infrared thermometer, and photographic wound documentation. A wound care specialist conducted a scheduled 60-minute assessment and determined provisional diagnosis, ordered diagnostic testing and specialist consultations, and developed a comprehensive treatment plan. The study authors report that 29% of patients healed; 67% of wounds decreased in size; and over 70% of patients had fewer nursing visits, less supply usage, better infection management, and reduced levels of pain. The third component of the triad of innovations occurred when an in-person boot camp was cancelled due to COVID-19 lockdown. The Ontario government sponsor approved virtual videos based on a skin and wound care curriculum that incorporated three critical steps: Defined skills with interprofessional teams from ECHO and the International Interprofessional Wound Care Course faculty Translated competency-based skin and wound care skills through nine interactive videos Developed qualitative and quantitative assessments with pre/post content evaluations by two independent PhD assessors. The virtual format was accredited for 10 hours through Queens University. Participants (85% nurses) attended two 4-hour sessions that introduced the video content and included interactive quizzes (eg, play audible handheld Doppler audio tapes to identify Doppler sounds). Other assignments included recording videos on hand hygiene, simplified 60-second screen for the high-risk diabetic foot, and compression bandaging. Most participants (87%) reported changing practice after the sessions, including improved patient assessments, using the audible handheld Doppler, improved compression bandaging, enhanced patient-centered care, and an increased interprofessional network. Virtual boot camps provide opportunities for egalitarian professional development to reach more participants while also offering more equitable access by addressing geographic barriers to learning. Are you ready for change and the use of virtual education to enhance health care professional practice and improve patient care?R. Gary Sibbald, MD, Med, FRCPC (Med Derm), FAAD, MAPWCA, JMElizabeth A. Ayello, PhD, MS, RN, CWON, MAPWCA, FAAN
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».