Search

Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify differences in participants' health beliefs regarding masks. Background: The correct use of face masks and consensus among health professionals across the globe is essential for containing pandemics, and nurses need to act according to policy to protect themselves, educate the public and preserve resources for frontline health workers. Paper masks are worn by health professionals and the general public to avoid the transmission of respiratory infections, such as COVID‐19, but there appear to be differences in health beliefs of nurses within and between countries regarding these. Methods: This qualitative descriptive study used content analysis with a framework approach. Findings: There were major differences in nurse participants' beliefs between and within countries, including how nurses use paper masks and their understanding of their efficacy. In addition, there were cultural differences in the way that nurses use masks in their daily lives and nursing practice contexts. Conclusion: Nurses from different working environments, countries and areas of practice hold a variety of health beliefs about mask wearing at the personal and professional level. Implications for nursing policy and health policy: The COVID‐19 pandemic has sparked much discussion about the critical importance of masks for the safety of health professionals, and there has been considerable discussion and disagreement about health policies regarding mask use by the general public. Improper use of masks may have a role in creating mask shortages or transmitting infections. An evidence‐based global policy on mask use for respiratory illnesses for health professionals, including nurses, and the general public needs to be adopted and supported by a wide‐reaching education campaign. [ABSTRACT FROM AUTHOR]

The ongoing COVID‐19 pandemic has had a profound worldwide impact on the laboratory hematology community. Nevertheless, the pace of COVID‐19 hematology‐related research has continued to accelerate and has established the role of laboratory hematology data for many purposes including disease prognosis and outcome. The purpose of this scoping review was to assess the current state of COVID‐19 laboratory hematology research. A comprehensive search of the literature published between December 1, 2019, and July 3, 2020, was performed, and we analyzed the sources, publication dates, study types, and topics of the retrieved studies. Overall, 402 studies were included in this scoping review. Approximately half of these studies (n = 202, 50.37%) originated in China. Retrospective cohort studies comprised the largest study type (n = 176, 43.89%). Prognosis/ risk factors, epidemiology, and coagulation were the most common topics. The number of studies published per day has increased through the end of May. The studies were heavily biased in favor of papers originating in China and on retrospective clinical studies with limited use of and reporting of laboratory data. Despite the major improvements in our understanding of the role of coagulation, automated hematology, and cell morphology in COVID‐19, there are gaps in the literature, including biosafety and the laboratory role in screening and prevention of COVID‐19. There is a gap in the publication of papers focused on guidelines for the laboratory. Our findings suggest that, despite the large number of publications related to laboratory data and their use in COVID‐19 disease, many areas remain unexplored or under‐reported. [ABSTRACT FROM AUTHOR]

Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction. Lay Description: What is already known about this topic?: Online teaching can support students' learning in COVID‐19 epidemic.Various determining factors affect students' learning outcomes and satisfaction towards online learning. What this paper adds?: This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.Learner‐instructor interaction has no significant effect. Implications for practice and/or policy: System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19. [ABSTRACT FROM AUTHOR]