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• Crime scene investigation training and education has to address specific problem solving and psychomotor skills. • AR technology could improve current training and education approaches when used as a supplementary tool. • Potential challenges and considerations are highlighted that are to be explored before implementing AR technology. The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration. [ABSTRACT FROM AUTHOR]

In this paper, we propose the application of strategic analysis tools to design an educational program. Findings are based on the case of the Master in Innovative Manufacturing Systems (MIMS), a unique training offer to achieve a multidisciplinary expertise in smart manufacturing, in a two-year program simulating the journey of innovation. Building on novel educational paradigms and recent developments in the area of manufacturing, the main goal of the program is to provide the European industry with outstanding experts willing, able, and trained to bring novel solutions that address relevant societal challenges. Special emphasis is placed on real-world contexts and proactive activities, as well as strategies to continuously update the program. We aim to contribute to the educational facet of smart manufacturing. [ABSTRACT FROM AUTHOR]

This paper summarizes the proceedings of the joint European Surgical Association ESA/American Surgical Association symposium on Surgical Education that took place in Bordeaux, France, as part of the celebrations for 30 years of ESA scientific meetings. Three presentations on the use of quantitative metrics to understand technical decisions, coaching during training and beyond, and entrustable professional activities were presented by American Surgical Association members and discussed by ESA members in a symposium attended by members of both associations. [ABSTRACT FROM AUTHOR]

The Saudi Society of Clinical Pharmacy (SSCP) is a scientific and professional society in the field of clinical pharmacy that operates under the Saudi Commission for Health Specialties governance. The SSCP believes that there is a need to define and describe many aspects related to the clinical pharmacy profession in Saudi Arabia. Moreover, there is an increasing demand for promoting the concept of clinical pharmacy and developing a consensus regarding the scope of practice and clinical pharmacist's required postgraduate education and training in Saudi Arabia. This paper is intended to present several position statements by the SSCP that define the concept of clinical pharmacy, describe the required education and training, and highlight clinical pharmacists' scope of practice in Saudi Arabia. This paper calls for further investigations that examine the impact of clinical pharmacists on individual and population health levels. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of digital technologies in agriculture offers various benefits, such as site-specific application, better monitoring, and physical relief. The handling of these technologies requires a specific skill set. Therefore, the question arises of when and how farm managers learn about digital technologies. Aiming to analyse the current situation, the present research investigated the role that digital technologies play in vocational training for future farm managers. Taking the example of farm management information systems (FMIS), the present study also analysed various predictors of adoption, including the effect of training. To investigate these research questions, an online survey among teachers and students of the farm management vocational programme across Switzerland was conducted in the spring of 2021. In total, 150 individuals participated, 41 of whom were teachers. Participants answered questions about the learning content in the farm management programme and their perception of digital technologies in general. Students further reported whether they already had a farm they would be managing in the future and how they perceived FMIS. The results indicate that both teachers and students are convinced that digital technologies play an important role in agriculture and will gain more importance in the future. A substantial part of 43% of the students who participated indicated that they had learned neither about digital technologies during their basic agricultural training nor the subsequent farm management programme. In terms of FMIS, 51% of the student sample indicated that they had never heard about FMIS during their agricultural training. While having learned about FMIS was not a significant predictor for adoption, gender, perceived ease of use, and intention to use more digital technologies in the future significantly predicted the adoption of FMIS. The paper concludes that, to support the adoption of digital technologies and FMIS specifically, training for future farm managers should focus on how to operate an FMIS to increase the perceived ease of use of this technology. [Display omitted] • 57% of the students learned about digital technologies during vocational school. • 49% of the students learned about FMIS during vocational school. • Intention to use digital technologies is an important predictor for the TTMA. • Perceived ease of use of FMIS is an important predictor for the TTMA. [ABSTRACT FROM AUTHOR]

Copyright of Library / Knjižnica is the property of Zveza bibliotekarskih drustev Slovenije (ZBDS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The role of nurse prescribers is developing rapidly to meet rising health care demands worldwide. However, prescribing is a complex process that requires nurses to receive the proper education. To identify what is known in the research field on nurse prescribing education. Arksey and O'Malley's five-stage methodological framework was used to guide this scoping review. PubMed, Web of Science, CINAHL, Embase, and the Cochrane Library. Databases were searched from inception to December 31, 2022. Data were extracted from papers meeting the inclusion criteria using the data chart and synthesized using a narrative method. Seventy-one studies were included in the scoping review. Five education content themes and four education modes were identified. In addition, positive effects of nurse prescribing education and the learning needs of nurses were also found. There is considerable heterogeneity in nurse prescribing education content and mode. This scoping review highlights the benefits of implementing education programs to prepare nurses for prescribing. However, nurses still have some unmet needs for prescribing education. More longitudinal studies and evaluation tools are needed to determine long-term effects. Future nurse prescribing education programs could consider the dual mentorship system, interactive educational activities, and specialized courses to improve the motivation of nurses and the quality of education. • Considerable heterogeneity in education content and mode. • Mentors play a vital role in prescribing education and supervision, but there is a lack of qualification requirements and training for mentors. • More effectiveness indicators and longitudinal studies are needed. • Nurse prescribing education may develop towards specialization to meet the demand for nurses. [ABSTRACT FROM AUTHOR]

Over the past decade, marine/maritime spatial planning (MSP) has matured from a concept to a practical approach in advancing sustainable development and management of marine space [1]. However, MSP still remains a relatively novel and complex process which involves various disciplines, procedures and engagement with multiple interests within differing governance arrangements and legal settings at different spatial scales in a dynamic system. MSP, therefore, requires marine planning practitioners and their institutions to be adequately equipped to address all of these and emerging challenges. Europe has invested in capacity building for MSP over the years with the adoption of the MSP Directive [ 2 ] being the main driver for implementation in some Member States alongside those where MSP had already been initiated. This paper provides an overview of experience, practical challenges, and lessons learnt from capacity building initiatives to do with education and training courses, establishing a national planning body, and cross-border projects, mainly from Europe. The paper broadly considers the skills, training and knowledge required for the MSP process. It stresses the importance of developing capacity at all levels, prioritising resources for capacity building and ensuring effective partnerships between the different actors and institutions. Finally, recommendations, potential next steps and priorities are suggested for furthering MSP capacity building. [ABSTRACT FROM AUTHOR]

The full spectrum of venous disease poses a significant burden on individuals and health-care systems globally. Venous disease can lead to a wide range of symptoms based on the level of disease and underlying pathology. In general, underlying pathologies are due to nonthrombotic (reflux/obstructive) and thrombotic causes. Most conditions are a sequela of the long-term effects of chronic venous insufficiency, deep vein thrombosis (DVT), or nonthrombotic deep vein obstruction. The prevalence of venous disease is substantial, impacting the quality of life of a considerable proportion of the adult population. Untreated and progressive lower extremity venous disease can lead to venous ulceration and other complications. Additionally, poorly recognized and poorly understood venous conditions of the abdomen and pelvis leave many patients "orphaned" in health-care systems that lack expertise in complex venous conditions. Addressing the burden and breadth of venous disease requires comprehensive management approaches, early diagnosis, appropriate treatment interventions, and provider and patient education. Multidisciplinary collaborations and further research are essential to enhance our understanding, develop innovative therapies, and improve patient outcomes in the field of venous disease. In this paper, we highlight the importance of multidisciplinary collaboration and our journey to building an institutional venous team, as well as lessons learned. [ABSTRACT FROM AUTHOR]