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Studies of health system responsiveness mostly focus on the demand side by investigating the association between sociodemographic characteristics of patients and their reported level of responsiveness. However, little is known about the influence of supply-side factors. This paper addresses that research gap by analysing the role of hospital-specialty characteristics in explaining variations in patients' evaluation of responsiveness from a sample of about 38,700 in-patients treated in public hospitals within the Italian Region of Emilia-Romagna. The analysis is carried out by adopting a 2-step procedure. First, we use patients' self-reported data to derive 5 measures of responsiveness at the hospital-specialty level. By estimating a generalised ordered probit model, we are able to correct for variations in individual reporting behaviour due to the health status of patients and their experience of being in pain. Second, we run cross-sectional regressions to investigate the association between patients' responsiveness and potential supply-side drivers, including waiting times, staff workload, the level of spending on non-clinical facilities, the level of spending on staff education and training, and the proportion of staff expenditure between nursing and administrative staff. Results suggest that responsiveness is to some extent influenced by the supply-side drivers considered. [ABSTRACT FROM AUTHOR]

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Background In many languages a weakness in non-word repetition serves as a useful clinical marker of specific language impairment (SLI) in children. However, recent work in Italian has shown that the repetition of real words may also have clinical utility. For young typically developing Italian children, real word repetition is more predictive of particular grammatical abilities than is non-word repetition. This finding is important because these particular grammatical abilities-the production of present-tense third-person plural inflections and direct-object clitic pronouns-are precisely those that are problematic for Italian-speaking children with SLI. Along with their grammatical requirements, these two morpheme types present a significant phonological/prosodic challenge for these children. Aims To replicate the findings with young typically developing Italian children and to determine whether real word repetition is also more predictive of the use of these two morpheme types than is non-word repetition in a group of Italian-speaking children with SLI. Methods & Procedures Seventeen Italian-speaking children with SLI and 17 younger typically developing children matched for mean length of utterance participated in tasks of real word and non-word repetition as well as tasks requiring the production of direct-object clitic pronouns and present-tense third-person plural inflections. Outcomes & Results Children with SLI were less accurate than their younger peers on all measures. Importantly, for the younger typically developing children, real word repetition explained a significant amount of variance in the use of third-person plural inflections and direct-object clitic pronouns. For the children with SLI, in contrast, non-word repetition was a significant predictor, whereas real word repetition was not a contributing factor. Conclusions & Implications It is argued that in Italian SLI, the grammatical details showing the greatest weakness present phonological/prosodic obstacles as well as grammatical challenges to these children. Consequently, non-word repetition emerges as a predictor of these grammatical weaknesses in SLI, unlike the profile observed in typically developing Italian children. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the attitudes of Italian physicians regarding buprenorphine and its clinical use approximately 6 years after the medication was introduced into clinical practice. The sample consisted of 305 randomly selected physicians, working in public centers of drug addiction. In Italy buprenorphine seems a valid tool in the field of drug addiction treatment, although it is far from replacing methadone even though it seems to guarantee better compliance. Interviewees follow clinical experience more than international guidelines, with pharmaceutical company representatives as the most cited source for information about the medication. The data also suggests a need for the development of formal guidelines for treatment with buprenorphine in Italy. (Am J Addict 2010;19:222-230) [ABSTRACT FROM AUTHOR]

Background: Nursing students report care of the older people as an undesirable career pathway. Positive clinical placement experiences influence students' attitudes and career intentions with respect to nursing home (NH) setting. The clinical environment's quality depends on meaningful learning opportunities, the relationship with the preceptors, and the pedagogical atmosphere as influenced by the staff–student interactions. Aim: The aim of this study was to explore nursing students' perceptions on their clinical learning experience and competence learned in the NH setting as compared to other clinical areas. Methods: A secondary analysis was performed of an Italian national cross‐sectional study involving 9,607 nursing students attending 95 different three‐year bachelor laureate nursing programmes in 27 universities. A questionnaire exploring individual and nursing programme variables was devised. Moreover, students self‐reported the perceived quality of the clinical learning experience using the Clinical Learning Quality Evaluation Index tool and the degree of competence learned using a four‐point Likert‐type scale. Results: Students in the NH setting scored the overall quality of the learning environment significantly higher (p = 0.046) compared to those experiencing other clinical settings, and they scored higher learning occasions (p = 0.002) and self‐directed learning opportunities (p = 0.018). No difference emerged in the perceived mean degree of competences learned at the end of the clinical rotation (p = 0.271). Conclusion: Nursing students perceive the NH setting to be a good quality learning environment with valuable learning opportunities and self‐directed learning opportunities compared to other settings. The nursing home setting provides opportunities to acquire clinical competences comparable to the ones in other clinical settings such as hospital units. Implications for practice: Nursing home settings should be considered by all nursing programmes as a learning environment particularly worthy for students at different levels of their education. [ABSTRACT FROM AUTHOR]