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Structural and dielectric thermal stability in (1− 2x)Na0.5Bi0.5TiO3 (NBT)–xBaTiO3 (BT)-xBiScO3 (BS) for x = 0.01, 0.03, 0.05, 0.07, and 0.09 lead-free ceramics were first investigated. X-ray diffraction studies revealed composition-driven phase transitions in NBT–BT–BS ceramics, wherein the crystal structure changed from rhombohedral to a mixed phase of cubic and tetragonal with increasing x. Dielectric measurements showed a low-temperature dielectric dispersion and a high-temperature dielectric maxima for all the ceramic samples. This was attributed to the presence of two types of polar nano region (PNR), such as low-temperature PNRs and high-temperature PNRs. The composition of x = 0.05 exhibited a relatively high permittivity of 3250 at 250 °C (10 kHz) maintaining thermal stability varying no more than ± 15% from temperature range of 168 to 400 °C. These results suggest that the addition of BT–BS to the NBT ceramics can also be suitable candidates for high-temperature capacitor applications. [ABSTRACT FROM AUTHOR]

We report excellent electrostrain properties of (1 − x)BaTiO3–xSrSnO3 (BSTS) Pb‐free electroceramics (0 ≤ x ≤ 0.15), as well as the corresponding structural, dielectric, and ferroelectric properties. A tailored phase diagram of the pseudo‐binary solid solution of BaTiO3–SrSnO3, which exhibits a nearly composition‐independent orthorhombic–tetragonal polymorphic phase boundary close to room temperature, was obtained, and, in contrast to Ba(Ti1−xSnx)O3, the appearance of the relaxor mode was accelerated in the phase transition of BSTS owing to the additional incorporation of Sr. Using these compositionally modified phase‐related characteristics, desirable sets of electrostrain properties for actuator applications were obtained. Based on these results, we propose that BSTS is a promising candidate for Pb‐free electroceramics for high‐precision actuator applications near room temperature. [ABSTRACT FROM AUTHOR]

Aim: This study identified and evaluated tested patient safety educational interventions. This study also described the content, curricular structures and teaching strategies of the educational interventions and determined the methods used for evaluating patient safety learning outcomes. Design: The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines directed this review. Methods: Searches for articles describing and evaluating patient safety educational interventions were conducted using four scholarly databases. Study quality was assessed using the McMaster Critical Review Form. Results: Seven studies met the inclusion criteria. Educational interventions were either presented as stand‐alone courses or as lessons embedded in an existing course. All studies employed a mixture of various teaching modalities and several evaluation methods and outcomes. Mixed results were observed in terms of the effects of educational interventions. Future researchers should continue to develop patient safety curricula and examine their effect on student competencies with stronger methodological rigour. [ABSTRACT FROM AUTHOR]