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Oncology nurses and nurse practitioners often provide initial (prior to transition of care to a psychiatric provider) or maintenance assessment of and treatment for patients with depressed mood. Research informing oncology nurses and nurse practitioners on the assessment, differential diagnoses development, and treatment of depressed mood is limited. This article discusses assessment and management of common causes of depressed mood in the oncology setting. Implications for oncology nurses and nurse practitioners include improved quality of care and empowered, evidence-based clinical decision-making. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to vet the measurement properties of Brief-BESTest scores in children, adolescents, and youth with visual impairment and blindness (YVI). Methods: A cross-sectional sample of YVI (N = 101) completed the Brief-BESTest, a modified version of the Y-Balance Test, the 360-degree turn test, bipedal quiet stance, and Activity-Specific Balance Confidence Scales. Thirty-seven YVI completed test-retest of the Brief-BESTest using a one-year interval. Using classical test theory, various forms of total and item-level Brief-BESTest score reliability and validity were investigated in YVI. Results: All inter-rater reliability coefficients were ≥.80. When considering the eight items of the Brief-BESTest, 27 of the 28 possible correlations were statistically significant (p<.05). Various internal consistency and item difficulty results were strong. When taking total Brief-BESTest scores and their association with the complementary balance tasks/metrics into account, 11 of 13 associations were statistically significant (p<.05) providing strong convergent validity evidence. Being multimorbid and degree of vision significantly predicted total Brief-BESTest scores (p<.001) suggesting construct (i.e. known groups) validity. Numerous test-retest results (e.g. coefficients, limits of agreement) following the one-year interval were indicative of score stability. Conclusion: Practitioners and researchers should have confidence in, and consider adopting, the Brief-BESTest to examine multidimensional balance in YVI. IMPLICATIONS FOR REHABILITATION: Rehabilitation, motor, and health professionals should view the Brief-BESTest as the preeminent clinical balance assessment for children, adolescents, and youth with visual impairment and blindness (YVI). Brief-BESTest scores may be used to investigate multidimensional balance, provide 'systems-based' balance profiles, and inform targeted balance interventions in YVI. Practitioners and researchers may now investigate Brief-BESTest scores alongside pertinent health- or movement-relevant outcomes of interest (e.g., gait, mobility, falls). [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the comparability of frailty assessment tools – the electronic frailty index (eFI), retrospective electronic frailty index (reFI), and clinical frailty scale (CFS) – in older residents of care facilities. Methods: Data from 813 individuals aged 65 or older, with frailty and co-morbidities, collected between 2022 and 2023, were analysed using various statistical methods. Results: The results showed significant differences in frailty classification among the tools: 78.3% were identified as moderately to severely frail by eFI, 59.6% by reFI, and 92.1% by CFS. Statistical tests confirmed significant differences (p <.05) in their assessments, indicating variability in measurement methods. Discussion: This study advances the understanding of frailty assessment within aged-care settings, highlighting the differences in the efficacy of these assessment tools. It underscores the challenges in frailty assessments and emphasizes the need for continuous refinement of assessment methods to address the diverse facets of frailty in aged care. [ABSTRACT FROM AUTHOR]

• Bone strength is impaired in most NMDs. • Bone strength needs to be addressed and treated in NMDs. • Time to initiate bone health monitoring, indication and type of therapy, and duration of clinical follow-up are not defined for most NMDs. • Longitudinal skeletal phenotyping is key to understand the individual's bone health trajectory. • Bisphosphonates seem efficacious as first-line therapy in bone fragility treatment in NMDs. The 274th ENMC workshop for optimizing bone strength in neuromuscular disorders (NMDs) was held on January 19–21, 2024. The group of participants included experts in the fields of bone health and neuromuscular medicine along with the patient voice. Bone strength represents a crucial aspect of the management of pediatric and adult patients with NMDs. Bone strength may be compromised due to different pathophysiologic mechanisms, including disrupted bone–muscle "cross-talk", loss of biomechanical loading, nutritional insufficiency, inadequate weight-bearing physical activity, muscle weakness and/or immobility, and drug treatment. While for Duchenne muscular dystrophy recommendations for evaluation and treatment of bone strength have been published, evidence on bone strength in other hereditary and acquired NMDs is scarce. Enhanced knowledge is needed to understand the development and maintenance of bone strength in patients with NMDs. This workshop aimed to develop a strategy to improve bone strength and thus prevent fractures in patients with NMDs. [ABSTRACT FROM AUTHOR]

Objective: To develop a practical and psychometrically sound tool to evaluate caregiver knowledge of their child's asthma action plan (AAP). Methods: A pilot study was conducted in a sample of 40 caregivers of children with asthma to assess the content validity, item difficulty, and item discrimination of the Asthma Action Plan Questionnaire (AAPQ). The inter-rater and intra-rater agreement of the AAPQ's scoring rubric were also examined. Subsequently, a large-scale study was conducted in a sample of 80 caregivers of children with asthma and 40 caregivers of children without current asthma and no prior exposure to patients with asthma to evaluate the internal consistency, test-retest reliability, and known-groups validity of the AAPQ. Results: The 7-item AAPQ demonstrated acceptable content validity (a scale-content validity index of 0.98) and internal consistency (Cronbach's alpha =.63 and mean inter-item correlation coefficient of.20) and very strong test-retest reliability over a two-to-four-week period (r =.88, p <.001). The AAPQ discriminated between caregivers of children with asthma and caregivers of children without asthma (M ± SD 8.3 ± 1.6 vs. 4.3 ± 1.7, p <.001, respectively). Conclusion: The AAPQ is a valid and reliable questionnaire that provides an assessment of caregivers' knowledge of their child's AAP and can guide educational interventions by healthcare providers. [ABSTRACT FROM AUTHOR]

Purpose: To identify the qualifications, professional roles and service practices of nurses, occupational therapists (OTs) and speech-language pathologists (SLPs) in the management of adults with oropharyngeal dysphagia (OD) in the Nordic countries. Methods: A web-based survey was developed that consisted of 50 questions on respondent demographics, education, experience, roles and service practices provided for adults with OD. The survey was distributed to practicing nurses, OTs, and SLPs in five Nordic countries via professional associations, social media, online networks and snowballing. Results: Data from 396 nurses, OTs and SLPs whom provided services for adults with OD revealed that the majority of respondents worked in acute care and inpatient rehabilitation facilities. Most respondents had minimal undergraduate education and practical clinical training in OD. Notable variances in roles and service practices in OD between professions and countries were found. OTs were the primary service provider for OD management in Denmark, while SLPs had this role in the other Nordic countries. Nurses were mainly involved in screening and some compensatory treatments in most Nordic countries. Limited use of evidence-based screening, non-instrumental or instrumental clinical assessments and rehabilitative therapeutic methods was evident. Conclusions: Study results highlight challenges in education and training of professionals responsible for the management of adults with OD in the Nordic countries. Increased use of evidence-based assessment and exercise-based treatments to improve swallowing are warranted. Adherence to European and international clinical practice guidelines for the management of adults with OD is recommended. [ABSTRACT FROM AUTHOR]

Purpose: National surveys of speech-language pathologists' (SLP) practices play an important role in professional development, and previous research show that many challenges faced by the profession are similar across the globe. This study aims to describe Swedish SLP assessment practices, examine factors that may affect this practice, and discuss the results in the light of international studies. Methods: Data from 584 SLPs were collected through an online questionnaire with multiple choice and open-ended questions. A mixed-method design was deployed where a deductive qualitative analysis of free-text responses complemented quantitative data. Results: In line with previous results from English-speaking countries, both standardized discrete skill tests and contextualized assessments were used by the respondents but fewer used language sample analysis and dynamic assessment procedures, despite international recommendations. There were few differences based on experience, work setting, proportion of multilingual assessments and socio-economic status of the health catchment area. Main challenges reported were lack of time and difficulty prioritizing, and assessment and/or diagnosis of multilingual/L2 children, which is similar to challenges faced by SLPs in other countries. Swedish SLPs also reported lack of national clinical guidelines as a main challenge. Factors contributing to better assessments included experience, and the combination of many sources of information, including professional and interprofessional discussions. Conclusions: The accumulated evidence from this and previous studies show that to address challenges and build on strengths, changes on a systemic level are needed. This includes more time and resources for continuing education and implementation of recommended assessment methods, as well as professional and interprofessional collaborations. [ABSTRACT FROM AUTHOR]

Background: The assessment of aphasia in people with severe deficits is hampered by a paucity of tests that are appropriate for this population and that are sensitive to their underlying linguistic and short-term and working memory (STM/WM) strengths and weaknesses. The Temple Assessment of Language and Short-Term Memory in Aphasia (TALSA) provides a means of assessing people with severe aphasia (PWSA). Aims: The aim of this paper is to demonstrate the sensitivity of the TALSA to the underlying linguistic and STM/WM strengths and weaknesses in PWSA. We assessed eight PWSA on selected subtests of the TALSA and found that 1) the TALSA is sensitive to the underlying linguistic and verbal STM/WM abilities of PWSA, 2) the TALSA reveals a wide variety of linguistic and verbal STM/WM profiles in PWSA and, 3) the TALSA can potentially demonstrate common patterns of performance in PWSA. Main contributions: The TALSA allows researchers to include more PWSA in the study of aphasia and enables clinicians to establish more accurate prognoses, create precisely targeted treatment plans and document incremental progress in therapy. Conclusions: The TALSA is an important addition to the assessment of severe aphasia. It provides an in-depth evaluation of underlying linguistic and verbal STM/WM strengths and weaknesses of PWSA. [ABSTRACT FROM AUTHOR]

This study provides a mental health assessment of the homeless of Puerto Rico, compared to a non-homeless sample, in the aftermath of Hurricane Maria. Multi-stage sampling was used to assess risk of anxiety, depression, and PTSD, as well as provide a demographic profile of the homeless and non-homeless of Puerto Rico. The homeless, compared to non-homeless, had a significantly higher risk for all tested mental disorders. Pre-hurricane homeless had significantly higher risk for Major Depressive Disorder and severe mood and anxiety disorders compared to post. This study highlights the need for disaster preparedness strategies specific to this disproportionately affected population. [ABSTRACT FROM AUTHOR]

Social, emotional, and behavioral (SEB) skills encompass a broad range of interpersonal and intrapersonal abilities that are crucial for establishing and maintaining relationships, managing emotions, setting and pursuing goals, and exploring new learning opportunities. To address the lack of consensus regarding terminology, definition, and assessment of SEB skills, Soto et al. developed the Behavioral, Emotional, and Social Skills Inventory (BESSI), which consists of 192 items, 32 facets, and 5 domains. The objective of the current study was to adapt the BESSI to Spanish (referred to as BESSI-Sp) and enhance the overall understanding of the BESSI framework. A sample of 303 people was employed with a mean age of 30.35 years (SD = 14.73), ranging from 18 to 85 years. The results indicate that the BESSI-Sp demonstrates strong psychometric properties. Its facet- and domain-level structure aligns with the theoretical expectations and closely resembles the English-language source version. The facets exhibit high reliability (mean ω =.89), and the scores demonstrate adequate stability after 3 to 4 weeks (mean rICC =.77). The BESSI-Sp also displays evidence of convergent validity and integrates well with the Big Five framework, providing incremental validity for various outcomes. We discuss the implications of these findings for the assessment of SEB skills and future research in this field. [ABSTRACT FROM AUTHOR]

Traditional validation processes for psychological surveys tend to focus on analyzing item responses instead of the cognitive processes that participants use to generate these responses. When screening for invalid responses, researchers typically focus on participants who manipulate their answers for personal gain or respond carelessly. In this paper, we introduce a new invalid response process, discordant responding, that arises when participants disagree with the use of the survey and discuss similarities and differences between this response style and protective responding. Results show that nearly all participants reflect on the intended uses of an assessment when responding to items and may decline to respond or modify their responses if they are not comfortable with the way the results will be used. Incidentally, we also find that participants may misread survey instructions if they are not interactive. We introduce a short screener to detect invalid responses, the discordant response identifiers (DRI), which provides researchers with a simple validity tool to use when validating surveys. Finally, we provide recommendations about how researchers may use these findings to design surveys that reduce this response manipulation in the first place. [ABSTRACT FROM AUTHOR]

Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students. [ABSTRACT FROM AUTHOR]

Cognitive disengagement syndrome (CDS), formerly termed sluggish cognitive tempo, is a set of symptoms characterized by excessive daydreaming, mental confusion, and slowed behavior/thinking. CDS is distinct from symptoms of attention-deficit/hyperactivity disorder (ADHD) and other psychopathologies and uniquely associated with functional impairment. However, despite significant progress in developing and evaluating rating scale measures of CDS, no clinical interview of CDS exists with established psychometric properties that can facilitate a multimethod approach assessing CDS. Accordingly, the present study evaluated the psychometric properties of the semistructured Cognitive Disengagement Syndrome–Clinical Interview (CDS-CI). The CDS-CI and the ADHD inattention (ADHD-IN) and hyperactive-impulsivity (ADHD-HI) modules from the Kiddie Schedule of Affective Disorders and Schizophrenia for School-Age Children (K-SADS) were administered to a sample of early adolescents (N = 341, ages 10–12 years) and their caregivers. Adolescents and caregivers also completed rating scale measures of CDS and ADHD symptoms. The CDS-CI demonstrated high internal consistency and interrater reliability. CDS-CI scores showed excellent same-source discriminant validity from K-SADS, ADHD-IN, and ADHD-HI scores and encouraging convergent and discriminant validity with rating scale measures, especially for caregivers. Above and beyond K-SADS, ADHD-IN, and ADHD-HI scores, higher parent and adolescent CDS-CI scores were both significantly associated with greater functional impairment. A threshold of ≥ 6 out of 15 symptoms was selected as an initial threshold for determining clinically elevated CDS using the CDS-CI. Findings provide psychometric support for the CDS-CI as a tool in the multimethod assessment of CDS. Public Significance Statement: Given major advancements in understanding cognitive disengagement syndrome (previously termed sluggish cognitive tempo) over the past decade, the present study provides initial support for the Cognitive Disengagement Syndrome–Clinical Interview. The Cognitive Disengagement Syndrome–Clinical Interview is a semistructured clinical interview for assessing CDS in youth based on caregiver and/or youth report and offers a new tool in the multiinformant assessment of CDS. [ABSTRACT FROM AUTHOR]

Preterm birth represents a public health problem, with prematurity being the leading cause of infant mortality. An objective brain maturation and oxygenation measurement are necessary. The objective has been To test the feasibility of EEG and NIRS combination in the assessment of physiological brain maturation and oxygenation in preterm and non-preterm babies. A systematic review in Pubmed, Web of Science, MEDLINE, Cochrane, Dialnet, CINAHL, Scopus, Lilacs and PEDro databases until December 2022 was developed. 598 registers were found, finally 5 of them reached the inclusion criteria. Two independent reviewers analyzed data and a third reviewer were available for discrepancies. All articles combined EEG and NIRS to assess brain oxygenation and maturation in healthy new-born babies. There is an agreement on the electrode's placement for EEG at P3 and P4; besides, these regions have been shown to be a development predictive area, as well as the frontoparietal region for the NIRS region and comparison between regions. There is little evidence about the physiological brain electrical activity and oxygenation without stimuli. Conclusion: EEG and NIRS have been useful to assess brain electrical activity and oxygenation in preterm and non-preterm. The combined measurement of these instruments could be essential in neurological disorders diagnosis or their sequels. Unfortunately, the heterogeneity of the results found prevents a consensus on which variables are the most appropriate for the assessment of this population. What is Known • Brain assessment could help clinicians to prevent sequels. • There is an agreement for EEG electrodes placement at P3 and P4 region. What is New • EEG and NIRS assessment are effective measurements for preterm babies. • P3 and P4 regions have shown to be a predictive area of development, as well as the frontoparietal region for NIRS assessment. [ABSTRACT FROM AUTHOR]

We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within school-wide MTSS allowing for integration of routinely collected progress monitoring data as well integrating with more formal diagnostic measures. This proposed "hybrid" method demonstrates strong evidence for valid decision-making and directly informs instruction. We close proposing a revised definition of dyslexia that incorporates these elements. [ABSTRACT FROM AUTHOR]

Student involvement in assessment is considered essential to assessment for learning (AfL), mainly for developing a shared understanding of what it means to be a competent learner. However, translating AfL into practice has been difficult because teachers are reluctant to co-share assessment responsibilities with students. Thus, this paper explores secondary teachers' perceptions of student involvement in assessment and feedback from the angle of power relations and highlights the conflicting positions and challenges of inviting students into the decision-making process and negotiations on assessment. The data set was purposefully collected from three focus groups of teachers from three upper secondary schools in Iceland. The findings indicate that power relations influence teachers' perception of student involvement. Power relations are mediated by teachers' positions and their knowledge, language, and space. Moreover, the findings show that developing relationships of trust is critical in creating a space for dialogue and student involvement. [ABSTRACT FROM AUTHOR]

Developing students' source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students' capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students' argument essays (N = 207) in multiple dimensions of source-based argument writing in history, the dimensions writing in history, and the relations of identified dimensions to overall writing quality. Using multivariate analysis of covariance, middle and high school students' writing significantly varied in areas of writing related to language use, the presentation of ideas, and evidence use. Their writing varied less so for skills related to historical thinking, indicating a lack of development in these skills across secondary school. Findings from confirmatory factor analysis and structural equation modeling showed a bifactor model with a general factor and 4 specific factors—Presentation of Ideas, Evidence Use, Language Use, and Historical Thinking—best represented writing in this genre, with the general factor strongly predicting holistic writing scores. Implications for both research and educational practice are discussed, including the importance of attending to developmental variation in discrete writing skills. [ABSTRACT FROM AUTHOR]

Conceptually, alexithymia is a key transdiagnostic risk factor for the development of numerous psychopathologies across the lifespan. However, to date, most alexithymia research has focused on adults, with adolescent work limited by a lack of validated age-appropriate assessment tools. Recently, the Perth Alexithymia Questionnaire (PAQ) was introduced to enhance the comprehensiveness of alexithymia assessments, but its psychometric properties have only been tested in adults. In this study, we address this by examining the psychometric properties of the PAQ in a sample of English-speaking high school students (N = 225, aged 11 to 18), and use the PAQ to further establish the structure of the alexithymia construct in adolescents. Confirmatory factor analysis revealed that all PAQ items conformed well to the expected factor structure, supporting that the PAQ was measuring a coherent multidimensional construct, consistent with the attention-appraisal model of alexithymia. All subscale and composite scores had good to excellent internal consistency (αrange =.83 to.95) and correlated in expected ways with other emotion measures. Together, these findings suggest that the multidimensional structure of the alexithymia construct manifests similarly in adolescents and adults, and that the PAQ is a valid and reliable measure of alexithymia in adolescents. KEY POINTS: What is already known about this topic: Alexithymia is an important transdiagnostic risk factor for the development and maintenance of a range of psychopathologies. To date, most work on alexithymia has been done in adults. There is a lack of validated alexithymia measures for adolescents. What this topic adds: In this study, we examine the validity and reliability of the Perth Alexithymia Questionnaire (PAQ) in adolescents, using the PAQ to explore the structure of the alexithymia construct in this age group. We find that the PAQ demonstrates strong validity and reliability in adolescents as a measure of the multidimensional alexithymia construct. Our data suggest that the PAQ will now enable detailed work on alexithymia to extend from adults to adolescents. [ABSTRACT FROM AUTHOR]

Assessment is a central feature of teaching and learning. It is both complex and challenging in ordinary times, and these aspects are magnified in an online learning environment. Given its central role, it is crucial that its design and purpose is rigorous and robust. This paper presents justification for using interactive oral assessment as an online, innovative, authentic assessment approach that prepares students for professional life, combats plagiarism and promotes academic integrity. It shares findings through four brief case study examples of using interactive oral assessments in computing, education, French literature, and aviation. This study also demonstrates the value of a Community of Practice in developing expertise, confidence, and resources to support the effective application of interactive oral assessment. [ABSTRACT FROM AUTHOR]

With an increasing number of international students to study in China, however, few studies have investigated how international students experienced assessment in Chinese higher education. Drawing upon the concept of sustainable assessment, we present findings from interviews with thirty international postgraduate students who shared assessment and learning experiences at a Chinese university. Findings revealed the ways these students navigated qualitatively different assessment and learning settings between coursework and research project in the programme while indicating various views towards different tasks. In understanding their experiences, we evoke notions of in-betweenness to illuminate their negotiating experiences between different settings of assessment and learning. We argue that combining principles of sustainable assessment with conversations about a sense of in-betweenness can support universities and academics to better design meaningful assessment and learning practices for international students. [ABSTRACT FROM AUTHOR]

In today's world, agile methods have begun to be used not only in the field of information technologies, but also in all functions of enterprises. In today's rapidly changing and developing world, it is a fact that businesses that do not have an agile structure will not be permanent in the sector. Performance monitoring is of great importance in teams that apply agile methods, especially in teams that work with the Scrum method. In these teams, it will be more effective to establish an evaluation system that includes Scrum core values and metrics instead of traditional evaluation methods. In the studies carried out, it has been observed that the Scrum teams in the sector tend to different forms according to their characteristics during the followup phase of the determined metrics. In the research, the distributions of the teams according to the change in their production capacities were classified and the roadmap and recommendations that the teams should follow were determined through the forms obtained. [ABSTRACT FROM AUTHOR]

Transition-age youth with foster care involvement (TAY, ages 17–22) are at heightened risk for suicidal behavior. Despite this, mental health screenings are not standardized across child welfare (CW) systems and existing assessment tools are not designed for use with this specific population. As such, TAY are unlikely to be adequately screened for suicide risk and connected with needed services. In this paper, we sought to identify screening and assessment tools that could be effective for use with TAY in CW settings. Using PubMed and PsycINFO, we conducted a search of the current literature to identify some of the most commonly used screening and assessment tools for youth. We then narrowed our focus to those tools that met predefined inclusion criteria indicating appropriateness of use for TAY in CW settings. As a result of this process, we identified one brief screening tool (the ASQ) and four assessments (the SIQ-JR, the C-SSRS, the SHBQ, and the SPS) that demonstrated specific promise for use with TAY. The strengths and limitations of the tools are discussed in detail, as well as the ways that each could be used most effectively in CW settings. We highlight three key points intended to guide social work practice and policy: (1) systematic, routine assessment of mental health and suicide risk across CW settings is critical; (2) the protocol for assessing suicidal behavior in TAY must account for the wide variations in context and service provision; and (3) CW workers administering assessments must be thoughtfully trained on risk identification and the protocol implementation. [ABSTRACT FROM AUTHOR]

Background: Child maltreatment is a significant global problem concerning over 25% of children around the world. Traditionally, the assessment of children's welfare was characterized by the creation of instruments and models from the deficit-based theoretical framework. Purpose: This study aims to develop an instrument to measure protective factors (the Adolescent and Children Risk of Abuse and Maltreatment Protective Factors Scale, ACRAM-PFS) and gather evidence on its psychometric properties. ACRAM-PFS is an 18-items scale for the assessment of protective factors of child maltreatment developed from the socioecological framework. Method: Structural validity, reliability and convergent-related validity were studied for this measure in a sample of 616 children and adolescents, with age ranging from 0 to 18 years old (M = 12.14; SD = 5.22). Cases were informed by 286 child welfare workers. The sample was split in two subsamples, one to perform an Exploratory Factor Analysis (EFA) and the second to perform a Confirmatory Factor Analysis (CFA). Results: The CFA corroborate the three-factor structure that includes the children and adolescents' resources, the family/caregiver's resources and the community resources (χ2 = 278.005, df = 132, p <.001, CFI = 0.955, SRMR =.084, RMSEA =.061, [90% CI:.051-.071]). Results of convergent-related validity indicated significant correlation with CTQ-SF and protective factors dimension of C-CAPS. Discussion: The results support that ACRAM-PFS is a rigorous measure for assessing protective factors for child maltreatment. The scale can serve as a key tool for designing strengths-based intervention strategies tailored to the actual needs of children and adolescents. The present study provides the implications for the development of protective factor scales in the field of child welfare. [ABSTRACT FROM AUTHOR]

Although youth and adults with obsessive-compulsive disorder (OCD) endorse elevated incidence of exposure to traumatic life events during childhood, the existing literature on adverse childhood experiences (ACEs) and OCD is mixed and studies focusing on pediatric OCD are limited. The present study examines the relationship between ACEs and OCD onset, symptom severity, negative cognitive patterns, comorbidity, and cognitive-behavioral therapy (CBT) response in 142 children and adolescents with OCD. ACEs were ascertained from parent reports. Most parents reported child exposure to ACEs. Out of the parents who reported ACEs, 50% reported ACE exposure prior to OCD diagnosis and 50% reported ACE exposure after OCD diagnosis. No significant associations between ACEs and comorbidity or CBT response were found, suggesting that CBT for pediatric OCD is effective regardless of ACE exposure. Family financial problems were associated with increased obsessive-compulsive symptom severity and negative thinking. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Mixed-format tests, which typically include dichotomous items and polytomously scored tasks, are employed to assess a wider range of knowledge and skills. Recent behavioral and educational studies have highlighted their practical importance and methodological developments, particularly within the context of multivariate generalizability theory. However, the diverse response types and complex designs of these tests pose significant analytical challenges when modeling data simultaneously. Current methods often struggle to yield reliable results, either due to the inappropriate treatment of different types of response data separately or the imposition of identical covariates across various response types. Moreover, there are few software packages or programs that offer customized solutions for modeling mixed-format tests, addressing these limitations. This tutorial provides a detailed example of using a Bayesian approach to model data collected from a mixed-format test, comprising multiple-choice questions and free-response tasks. The modeling was conducted using the Stan software within the R programming system, with Stan codes tailored to the structure of the test design, following the principles of multivariate generalizability theory. By further examining the effects of prior distributions in this example, this study demonstrates how the adaptability of Bayesian models to diverse test formats, coupled with their potential for nuanced analysis, can significantly advance the field of psychometric modeling. [ABSTRACT FROM AUTHOR]

Indexes for estimating the overall reliability of a test in the framework of knowledge space theory (KST) are proposed and analyzed. First, the possibility of applying in KST the existing classical test theory (CTT) methods, based on the ratio between the true score variance and the total variance of the measure, has been explored. However, these methods are not suitable because in KST error and true score are not independent. Therefore, two new indexes based on the concepts of entropy and conditional entropy are developed. One index is used to estimate the reliability of the response pattern given the knowledge state, while the second one refers to the reliability of the estimated knowledge state of a person. Some theoretical considerations as well as simulations and an empirical example on real data are provided within a study of the behavior of these indexes under a certain number of different conditions. [ABSTRACT FROM AUTHOR]

Background and Purpose: Stair negotiation is crucial for functional independence and is a leading cause of fall-related injuries in older adults. The Step Test Evaluation of Performance on Stairs (STEPS) is a quick and easily administered outcome measure for assessing stair negotiation. This study investigated the reliability and concurrent content validity of the STEPS test to determine its usefulness in older adults. Methods: Eighty-two community-dwelling older adults (mean age 81.2 years, 51 females) were assessed on the STEPS test, Timed Up and Go (TUG), 5-times sit to stand (5XSTS), stair self-efficacy (SSE) questionnaire, and time to ascend and descend stairs. Participants repeated the STEPS test 7 to 14 days later for intrarater reliability by the same rater. Spearman rank and intraclass correlations were used to determine the association of measures and intrarater reliability. Results and Discussion: The mean STEPS score was 15.6 (SD = 3.7) out of 20. The STEPS total score demonstrated excellent intra- and interrater reliability. It had moderate to good and significant correlations with TUG, 5XSTS, SSE, and time to ascend and descend measures. Faster performance on the 5XSTS, TUG, and time to ascend and descend correlated with better performance on the STEPS test, indicating validity for assessing balance and mobility during stair negotiation in older adults. Lower SSE correlated with lower observer ratings of performance on stairs (STEPS scores), indicating agreement between participant reports of self-efficacy and observer ratings of performance. Step Test Evaluation of Performance on Stairs items that demonstrated the most frequent loss of points were balance (use of handrail), step continuity, foot placement, and self-propulsion (ascent only). Conclusions: Assessment of older adults' safety and performance on stairs is vital given the increased difficulty of stair navigation and the high risk for injurious falls in this population. This study demonstrates that the STEPS test is a reliable and valid outcome measure for assessing stair performance in older adults. [ABSTRACT FROM AUTHOR]

Background and Purpose: Gait speed is a robust measure that offers many advantages clinically. However, decisions concerning its utilization exist, including whether to assess usual or fast gait speed. The current study aimed to identify whether usual or fast gait speed was more strongly associated with physical performance measures and balance confidence. A secondary aim was to explore these relationships within subgroups based on fall risk status. Methods: This was an observational study with a cross-sectional design involving 57 community-dwelling older adults (77.2% female; mean age = 68.8, SD = 6.5 years, range = 60-87 years) who were assessed on the following variables: usual and fast gait speed, knee extension strength, step execution time, 6-minute walk test (6MWT), and Activities-specific Balance Confidence Scale (ABC-6). Spearman ρ correlations were computed to determine bivariate associations of usual and fast gait speed with physical performance measures and balance confidence for the whole sample and within subgroups based on fall risk [lower fall risk (n = 28) vs higher fall risk (n = 29)]. Multiple linear regression models were estimated with either usual or fast gait speed as key predictors of knee extension strength, step execution time, 6MWT, and ABC-6. Results and Discussion: Stronger correlations were observed for fast gait speed compared with usual gait speed with all physical performance measures and balance confidence for the entire sample and within the higher fall risk group. Multiple regression results indicated that models with fast rather than usual gait speed as the key predictor explained more of the variance in 6MWT (R² = 64.5% vs 45.6%), ABC-6 (R² = 28.5% vs 25.4%), step execution time (R² = 24.9% vs 19.0%), and knee extension strength (R² = 15.7% vs 7.2%). Conclusions: Fast gait speed showed stronger associations and better predictive capabilities compared with usual gait speed with physical performance measures and balance confidence in older adults. Despite being measured less often than usual gait speed, fast gait speed assessment warrants additional consideration. [ABSTRACT FROM AUTHOR]

The impact of ageing on the body and its association with skin harm and frailty in relation to multimorbidity, comorbidity and polypharmacy is clearly described in the literature. The ageing population globally brings with it the challenge for healthcare professionals of managing individuals with increasingly complex and inter-related needs. This article considers ageing skin and skin tears within the context of frailty as a syndrome. It discusses what frailty is understood to be, how to recognise and assess for it, and how to consider risk and prevention of harm to the skin of the ageing person with frailty. [ABSTRACT FROM AUTHOR]

Respiratory failure is a common problem particularly in patients with pre-existing respiratory disease but also in previously well patients in the perioperative setting. It carries a 90-day mortality of above 40% representing a high-risk patient population. This article discusses the causes, presentation, assessment, and management of respiratory failure, along with a brief overview of perioperative risk prediction and pathophysiology. [ABSTRACT FROM AUTHOR]

Critical illness often involves multiple organ failures and is associated with significant morbidity and mortality. In the vast majority of patients, there is a recognizable period of physiological deterioration which heralds the development of organ failure and critical illness. Despite efforts to improve the detection and management of critical illness, signs of deterioration are often missed and decisions to move patients to critical care units are delayed. Standardized approaches which implement an effective 'chain of response' are now utilized worldwide. They focus on attempting to reduce the incidence of serious adverse events (SAEs) such as in-hospital cardiac arrest and unplanned intensive care unit (ICU) admission using preventative measures. These systems should include: accurate recording and documentation of vital signs, recognition and interpretation of abnormal values, rapid bedside patient assessment by trained teams and appropriate interventions. Early warning systems (EWS) are an important part of this and can help identify patients at risk of deterioration and SAEs. Assessment of the critically ill patient should be undertaken by an appropriately trained clinician and follow a structured ABCDE (airway, breathing, circulation, disability and exposure) format. This facilitates correction of life-threatening problems by priority and provides a standardized communication framework between professionals. Lastly, timely support and input from members of the critical care team are vital to ensure optimal outcomes for critically ill patients. [ABSTRACT FROM AUTHOR]

The time-averaged shear-wave velocity in the top 30 m, VS30, is used to represent the site condition in many ground-motion models (GMMs). Regionalized GMMs account for regional differences in the in(VS30) scaling by including region-specific coefficients for the site term. For example, recent GMMs developed for subduction zone earthquakes as part of the Next Generation Attenuation-Subduction (NGA-Sub) project include region-specific VS30 scaling for seven regions: South America, Central America, Japan, New Zealand, Taiwan, Cascadia (Pacific Northwest America), and Alaska. Of these seven regions, South America has the largest within-event standard deviation. One cause for the larger within-event standard deviation is a weaker relation between VS30 and the site term in South America compared to other regions. A cause for this weak correlation is that most of the VS30 values for the South American region in the NGA-Sub data set are based on proxies. The relation between VS30 and the site term improves significantly for periods less than 1 s if only stations with measured VS30 are considered, but the correlation is weak for periods greater than 1 s even for stations with measured VS30, indicating that, for the South America region, VS30 is not well correlated with the deeper shear-wave velocity profile that controls the long-period amplification. To improve the site terms for South America, we develop a model based on the horizontal-to-vertical spectral ratio (HVSR) from microtremors, similar to the approach used by Pinilla-Ramos et al. (2022) for California. The data set includes 660 recordings from 51 earthquakes recorded at 274 sites. The site-term model includes the period-dependent HVSR amplitude and the geometric mean of the average HVSR amplitude over the frequency band of 0.25 to 15 Hz. Including these two parameters reduces the standard deviation of site-specific site terms over the period range 0.3-3 s, with the largest reduction in the period range 1-2 s. This site-term model can be incorporated into subduction GMMs and implemented in probabilistic seismic hazard analyses for South America. [ABSTRACT FROM AUTHOR]

This study aims to analyze the assessment of Arabic language skills and linguistic elements in the book published by the Minister of Religion in 2020 for mapping assessments based on HOTS, MOTS, or LOTS. The research method used is descriptive qualitative based on content analysis techniques on assessment items listed in class X Madrasah Aliyah textbooks. Data was obtained through written sources, namely textbooks, as many as 392 assessment items, and other secondary sources, such as papers, articles, and books. The results of this study show that the percentage of assessments in the class X Arabic textbooks issued by the Decree of the Minister of Religion (KMA) of the Republic of Indonesia in 2020 leads to the following competencies: as much as 35% of the assessment items fall into the C2 category (understanding); 54% in category C3 (apply); and 9% fall into category C4 (analyze). The research findings identify that the form of assessment in the Arabic language textbook for class X KMA 2020 leads to the middle-order thinking skills level (MOTS), which is more dominant at the C3 (applying) level. The researchers recommend further research to develop Arabic teaching materials that lead to higher-order thinking skills (HOTS) through Bloom's Taxonomy framework. [ABSTRACT FROM AUTHOR]

Misconceptions can significantly hinder the learning process. To address this, various diagnostic instruments such as two-tier (2TMC), three-tier, and four-tier multiple-choice questions have been introduced. However, as the number of tiers increases, identifying misconceptions becomes more complex. Therefore, this study employs the Item Option Characteristics Curve (IOCC) to identify misconceptions by calculating the probability of each option being selected. This study is a quantitative study with survey design to directly test student abilities. The Representational Systems and Chemical Reactions Diagnostic Instrument (RSCRDI) was administered to 185 pre-service teachers across three universities in Indonesia. The data was analyzed using Winstep software to generate the IOCC for each item. The analysis revealed that each item in the phenomenon and reasoning tiers contains distractors that could interfere with the option selected by pre-service chemistry teachers. While the alternative answers identified using traditional methods (commonly used since the introduction of 2TMC) were mostly similar to those identified by IOCC, the IOCC provided more detailed insights. Specifically, it highlighted unexpected curves after 0 logits, identified less effective distractors, and revealed inconsistencies in the most influential distractors. These findings suggest that the IOCC provides richer, more detailed information and can be a valuable alternative framework for analyzing 2TMC items to unfold misconceptions. [ABSTRACT FROM AUTHOR]

This case study reports on an intervention that took place within a second-year mathematics module at a higher education institution in the United Kingdom. Prior to completing an essay, students were supported to understand the potential benefits and risks of using Generative AI to aid their process. Students were allowed unpenalised use of Generative AI to complete this assessment. They were interviewed to gain an understanding of how they used this technology, and their perceptions of it. A small sample (n=3) allowed for in-depth exploration. All participating students reported using Generative AI in ways which developed their critical awareness of the technology, and the authors believe that the overall value of the assessment to students was enhanced. The case study ends with recommendations for integrating Generative AI into assessment, and directions for further study in this rapidly developing field. [ABSTRACT FROM AUTHOR]

An Intensive Care Medicine (ICM) rotation provides fantastic learning opportunities for doctors of all specialties. Understanding your role in this highly specialised field will assist you in gaining maximal benefit from your time in ICM while ensuring the best outcomes for your patients. It can be quite daunting reviewing deteriorating patients and admitting patients to the Intensive Care Unit (ICU). This article provides tips and advice for doctors new to the specialty, and will be a useful guide for medical, surgical, and emergency medicine trainees before they begin working in the ICU for the first time. We provide a structured, systematic framework which can be used comprehensively to assess ICU patients. [ABSTRACT FROM AUTHOR]

This study examines the factors that may impact the adoption of generative artificial intelligence (Gen AI) tools for students' assessment in tertiary education from the perspective of early-adopter instructors in the Middle East. It utilized a self-administered online survey and the Unified Theory of Acceptance and Use of Technology (UTAUT) model to collect data from 358 faculty members from different countries in the Middle East. The Smart PLS software 4 was used to analyze the data. The findings of this study revealed that educators developed new strategies to integrate Gen AI into assessment and used a systematic approach to develop assignments. Moreover, the study demonstrated the importance of developing institutional policies for the integration of Gen AI in education, as a driver factor influencing the use of Gen AI in assessments. Additionally, the research identified significant factors, namely performance expectancy, effort expectancy, social influences, and hedonic motivation, shaping educators' behavioral intentions and actual use of Gen AI tools to assess students' performance. The findings reveal both the potential advantages of Gen AI, namely enhanced student engagement and reduced instructor workloads, and challenges, including concerns over academic integrity and the possible negative impact on students' writing and thinking skills. This study emphasizes the significance of targeted professional development and ethical criteria for the proper integration of Gen AI in educational assessment. [ABSTRACT FROM AUTHOR]

Collaboration skills are essential for the effectiveness and efficiency of collective efforts in both professional and personal contexts. However, their complex and intertwined nature poses challenges in both defining and assessing them. To develop educational methodologies aimed at enhancing the cultivation of collaboration skills, there is a need for developing pre-post experimental assessment tools that target the construct in real-life school settings. Research indicates a lack of performance-based assessment tools designed to assess collaboration skills. This research proposes a performance-based assessment developed through collecting evidence from individuals participating in both solo and group puzzle activities. The assessment is created by viewing collaboration skills through the lens of the ATC21S framework. A total of 148 students aged from 11 to 12 years old from 12 different public schools in Greece participated in this study, carried out over a period of 7 months between December 2023 and June 2024 in both the test and retest phases. The results show that, regardless of the group compositions, individual student collaborative performance was stable. The validity of using Spearman's correlation coefficient was measured at 0.623. [ABSTRACT FROM AUTHOR]

Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, and sensory integration is considered a suitable intervention for treating children diagnosed with ASD. Methods: This paper provides a systematic review on a timeline from 2013 to 2023, based on the PRISMA model. Evidence was sought in the academic search engines Pubmed, Scielo, Eric, Dialnet, Springer, Base Search and Google Scholar, which produced 16 articles according to the inclusion criteria. Results: According to the results of this review, intervention with sensory integration in infants with ASD meets the criteria to be considered an evidence-based practice. The studies reviewed focused mainly on clinical settings and, therefore, we highlight the urgent need for further research to evaluate the effectiveness of sensory integration interventions in naturalistic settings such as homes and schools. Conclusions: This will help to obtain more representative data on how these interventions affect the daily lives of children with ASD. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) technologies are increasingly being adopted in educational contexts, it is essential to understand how key stakeholders perceive opportunities and challenges for responsible integration. This mixed-methods study explored EFL teachers' perspectives on utilizing AI tools for instruction, learning activities, and assessment. An online survey collected both quantitative and qualitative data from 150 EFL teachers regarding their experiences, attitudes, and beliefs about AI's pedagogical role and ethical considerations. Descriptive statistics revealed generally positive views of AI's potential for personalized learning and practice opportunities, though ongoing concerns around risks to human interaction, privacy, and bias. Teachers favored collaborative models, with AI playing a supporting role under educator oversight. Significant gaps in teachers' technical literacy and lack of training or support for integration emerged as barriers requiring attention. While potential applications for standardized assessment were acknowledged, ongoing validation of AI models against human judgment was deemed necessary. Qualitative analysis identified uncertainty around AI's impacts on higher-order skill development and communicative competence. Guidelines delineating appropriate roles and oversight frameworks were seen as imperative to ensure aligned, ethical usage maximizing opportunities. This study provides timely empirical insights to inform the development of policies, tools, programs, and practices facilitating the judicious adoption of AI as a partner in strengthening EFL education worldwide through collaborative human-AI partnerships grounded in evidence-based research. [ABSTRACT FROM AUTHOR]

Aim: Guided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric. Background/Introduction: Nurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice. Methods: This qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One‐to‐one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies. Findings: Five main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators. Conclusion: This study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses. Implications for the profession and/or patient care: The soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care. No patient or public contribution is required for this study. [ABSTRACT FROM AUTHOR]

Engineered nanomaterials (ENMs) have a broad array of applications in agriculture, engineering, manufacturing, and medicine. Decades of toxicology research have demonstrated that ENMs can cause genotoxic effects on bacteria, mammalian cells, and animals. Some metallic ENMs (MENMs), e.g., metal or metal oxide nanoparticles TiO2 and CuO, induce genotoxicity via direct DNA damage and/or reactive oxygen species-mediated indirect DNA damage. There are various physical features of MENMs that may play an important role in promoting their genotoxicity, for example, size and chemical composition. For a valid genotoxicity assessment of MENMs, general considerations should be given to various factors, including, but not limited to, NM characterization, sample preparation, dosing selection, NM cellular uptake, and metabolic activation. The recommended in vitro genotoxicity assays of MENMs include hprt gene mutation assay, chromosomal aberration assay, and micronucleus assay. However, there are still knowledge gaps in understanding the mechanisms underlying the genotoxicity of MENMs. There are also a variety of challenges in the utilization and interpretation of the genotoxicity assessment assays of MENMs. In this review article, we provide mechanistic insights into the genotoxicity of MENMs in the human environment. We review advances in applying new endpoints, biomarkers, and methods to the genotoxicity assessments of MENMs. The guidance of the United States, the United Kingdom, and the European Union on the genotoxicity assessments of MENMs is also discussed. [ABSTRACT FROM AUTHOR]

This study quantitatively evaluates the effectiveness of three main options for the adaptation of crop farming to climate change (i.e., shift of planting dates, increase/addition of irrigation, and resilient hybrids/cultivars) in Greece, a country in southern Europe. The potential effect of each option on the yields of several crops in all Greek regions is estimated for 2021–2040 and 2041–2060 and compared with those under the historical local climate of 1986–2005, by using agronomic and statistical regression models, and data from different climatic simulations and climate change scenarios. Our results reveal that all the adaptation options examined have the potential to significantly reduce crop yield losses occurring under no adaptation, particularly during 2021–2040 when for many regions and crops more than half of the losses can be compensated for. Notably, in some cases during this period, the measures examined resulted in crop yields that are higher than those under the historical climate. However, the effectiveness of the measures diminished significantly in 2041–2060 under very adverse climate change conditions, highlighting the dynamic nature of adaptation. Assessing the effectiveness of combined adaptation options and evaluating additional criteria (e.g., feasibility) represent essential areas for future research. [ABSTRACT FROM AUTHOR]

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game's design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes. [ABSTRACT FROM AUTHOR]

Nurses play a key role in the assessment and planning of patient care. Using a case study approach, this article discusses the importance of a person-centred approach in identifying a care need, determining a goal of care and providing evidence-based nursing interventions. [ABSTRACT FROM AUTHOR]

Previous research provides evidence that developing a growth mindset—believing that one's capabilities can improve—promotes academic achievement. Although this phenomenon has undergone prior study in a representative sample of ninth graders in the United States, it has not been studied in representative samples of other grade levels or with standardized assessment measures of achievement rather than more subjective grades. Using a rich longitudinal data set of more than 200,000 students in Grades 4 through 7 in California who we followed for a year until they were in Grades 5 through 8, this article describes growth mindset gaps across student groups and confirms, at a large scale, the predictive power of growth mindset for achievement gains. We estimate that a student with growth mindset who is in the same school and grade level and has the same background and achievement characteristics as a student with a fixed mindset learns 0.066 SD more annually in English language arts, approximately 18% of the average annual growth or 33 days of learning if we assume learning growth as uniform across the 180 days of the academic year. For mathematics, the corresponding estimates are 0.039 SD, approximately 17% of average annual growth or 31 days of learning. [ABSTRACT FROM AUTHOR]

Objectives: Simulation is used across surgical specialties for skill enhancement. The choice and assessment method of a simulator varies across literature. In the age of endovascular approach, trainees have limited exposure to open lower limb bypass procedures which needs attention. This review aims to assess the utility of simulation training in lower limb bypass surgery using Kirkpatrick's model. Methods: Using PRISMA statement, we included all the studies done on simulators in lower limb bypass surgical procedures for this systematic review. The primary outcome was to assess the effectiveness of different types of simulation used for lower limb bypass surgery using the Kirkpatrick's model for training evaluation. Results: An initial search identified 295 articles out of which 7 articles were found to be eligible for this systematic review. A variety of simulators were used including cadavers and synthetic models. Most studies (n =5) found the use of simulation as an effective tool in achieving technical competence. All the five studies we found at level 2 on Kirpatrick's model evaluation. Conclusion: Most of the existing studies are at level 2 of Kirkpatrick's model which reflects learning changes in trainees after simulation. Feedback mechanism needs to be evolved where the improvement after simulation training can be gauged by its replication in clinical practice and improved patient care practices corresponding to the highest level of Kirkpatrick's model. [ABSTRACT FROM AUTHOR]

Solid waste refers to the material that is discarded because of human activity. In developing countries like Ethiopia, rapid urbanization leads to the production of large amounts of solid waste in towns. As a consequence, it causes severe problems to human health, aesthetics, and the environment, particularly in Dangila Town. Therefore, this study aimed to assess household solid waste characteristics, quantity, and management practices. Data was collected for seven days in January 2020 from 73 households, which were divided into three income groups. Observations, interviews, field measurements, sorting, and open-ended questionnaires were used as data collection tools. The research showed that food waste and ash and dust were the most dominant fractions, comprising 41.04% and 26.18%, respectively. It was also revealed that 77.88%, 12.74%, and 9.38% of household solid waste was decomposable, recyclable, and disposable waste, respectively. Furthermore, the waste components showed a significant statistical difference among income groups, except for the metal and miscellaneous groups. The quantification result indicated that the per capita household generation rate was 0.26 kg/day. The management practice assessment found that most households did not practice integrated solid waste management options. They disposed of waste indiscriminately, leading to environmental pollution. The results of this study suggest that the municipality needs to create awareness among households regarding proper solid waste management practices. It is crucial to apply appropriate solid waste management mechanisms and establish a well-organized institution that will collect solid waste in the town and achieve a circular economy. [ABSTRACT FROM AUTHOR]

Background: Neck self-awareness, related to sensorimotor dysfunction, can be monitored with the Fremantle Neck Awareness Questionnaire (FreNAQ). The cross-cultural adaptation of the FreNAQ in Greek (FreNAQ-GR) and an assessment of its psychometric properties were conducted. Methods: This study included 104 participants (65 female) with non-specific chronic neck pain (NSCNP). Once the cross-cultural adaptation process of the FreNAQ-GR was complete, the testing of its construct validity was conducted via an exploratory factor analysis (EFA). The construct validity examination also included a correlational analysis with a Pain Intensity Visual Analogue Scale (PI-VAS), the Neck Disability Index (NDI), the Tampa Scale of Kinesiophobia (TSK), the Pain Catastrophizing Scale (PCS), and demographics. The internal consistency of the FreNAQ-GR was also examined. A sub-sample of participants (n = 30) completed the FreNAQ-GR again after 5–7 days. Results: The dataset was appropriate for EFA (measure of sampling adequacy KMO = 0.763 and Bartlett's test of sphericity p < 0.001). The FreNAQ-GR demonstrated a single-factor 6-item structure (items 7–9 removed), explaining 53.69% of the common variance. Statistically significant correlations (Spearman's) were registered between the FreNAQ-GR (both versions) and the NDI (r = 0.33/0.29, p < 0.001), the TSK (r = 0.46/0.41, p < 0.001), and the PCS (r = 0.37/0.33, p < 0.001). For the 9-item and the 6-item FreNAQ-GR, the internal consistency (Chronbach's a/McDonald's ω) was 0.80/0.79 and 0.826/0.816, respectively. The test–retest reliability was excellent for both versions ICC2,1 (95% CI) = 0.98/0.98 (0.97–0.99/0.95–0.99), with low error values SEM = 0.90/0.74 and MDC95% = 2.49/2.05 points. Conclusions: The FreNAQ-GR is suitable for assessing neck self-awareness in Greek-speaking patients with NSCNP. [ABSTRACT FROM AUTHOR]

Ensuring equitable educational opportunities for blind and visually impaired (BVI) students in Saudi Arabian higher education remains challenging despite legislative and institutional efforts. This paper proposes a system to assist BVI students independently during exams, aiming to create an inclusive exam environment that minimizes distractions and facilitates their participation alongside peers. Key contributions include the development of a secure platform, ensuring exam confidentiality, and fostering confidence and active engagement among BVI individuals. The study highlights the importance of integrating innovative assistive technologies and implementing rigorous policies to overcome systemic barriers and improve support mechanisms for BVI students in educational settings. [ABSTRACT FROM AUTHOR]