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BackgroundTeam-based Early Psychosis Intervention (EPI) services is standard of care for youth with psychosis. The COVID-19 pandemic required most EPI services to mount an unplanned, rapid pivot to virtual delivery, with limited guidance on how to deliver virtual clinical services or whether quality of re-implementation and treatment outcomes would be impacted. We used a structured approach to identify essential modifications for the delivery of core components and explored facilitators and barriers for re-implementation and fidelity of a virtually delivered EPI intervention.Materials and methodsNAVIGATE is a structured approach to team-based EPI. It provides detailed modules to guide delivery of core components including medication management, psychoeducation and psychotherapies, supported employment/education, and family education. Having initially implemented NAVIGATE at the Centre for Addiction and Mental Health (CAMH) in 2017, the EPI service transitioned to virtual delivery amid the COVID pandemic. Using a practice profile developed to support implementation, we detailed how core components of NAVIGATE were rapidly modified for virtual delivery as reported in structured group meetings with clinicians. The Framework for Reporting Adaptations and Modifications for Evidence-Based Interventions (FRAME) was used to describe modifications. Fidelity to the EPI standards of care was assessed by the First Episode Psychosis Fidelity Scale (FEPS-FS). Re-implementation barriers and facilitators and subsequent mitigation strategies were explored using structured clinician interviews guided by the Consolidated Framework for Implementation Research (CFIR).ResultsIdentified modifications related to the intervention process, context, and training. We identified contextual factors affecting the re-implementation of virtually delivered NAVIGATE and then documented mitigating strategies that addressed these barriers. Findings can inform the implementation of virtual EPI services elsewhere, including guidance on processes, training and technology, and approaches to providing care virtually.DiscussionThis study identified modifications, impacts and mitigations to barriers emerging from rapid, unplanned virtual delivery of EPI services. These findings can support delivery of high-quality virtual services to youth with psychosis when virtual care is indicated.

En este video en particular dos estudiantes del Grado en Psicología entrevistan a una psicóloga que trabaja en un centro de educación secundaria como orientadora en relación a su formación, recorrido profesional, sobre cómo accedió a su puesto de trabajo y algunas características de su trabajo cotidiano, incluyendo experiencias positivas, negativas y recomendaciones para futuras psicólogas, especialmente quienes se quieran dedicar a este ámbito profesional. Este vídeo está pensado fundamentalmente para estudiantes de Psicología, de la Universidad de Sevilla o de cualquier otra y de cualquier curso, que se quieran informar acerca de las posibles salidas profesionales que tendrían como graduados/as en Psicología. Puede servir para conocer las diferentes salidas profesionales que existen, así como la forma de acceder a ellas, y las tareas que realizan en su día a día. Ayuda a entender las múltiples salidas profesionales que tiene la Psicología, en qué consiste el día a día de cada una de ellas y cuáles son las diferentes vías de acceso a cada una de ellas. En este video en concreto se habla de la especialidad de la Psicología en los centros de educación secundaria.

BACKGROUND Timely and comprehensive treatment in the form of early psychosis intervention (EPI) has become the standard of care for youth with psychosis. While EPI services were designed to be delivered in person, the COVID-19 pandemic required many EPI programs to rapidly transition to virtual delivery, with little evidence to guide intervention adaptations or to support the effectiveness and satisfaction with virtual EPI services. OBJECTIVE This study aims to explore the adaptations required to deliver NAVIGATE, a model of coordinated specialty care used in EPI, in a virtual format. This study will evaluate implementation of the NAVIGATE model delivered virtually by describing the nature of the adaptations to the intervention, assessing fidelity to the EPI model and the satisfaction of clients, family members, and care providers. We will investigate barriers and facilitators to virtual NAVIGATE implementation, service engagement, and health equity impacts of this work. METHODS The Centre for Addiction and Mental Health (Toronto, Ontario, Canada) transitioned to delivering NAVIGATE virtually early in the COVID-19 pandemic. The Framework for Reporting Adaptations and Modifications for Evidence-Based Interventions will be used to describe the adaptations required to deliver NAVIGATE virtually. Fidelity to the EPI model will be measured using the First Episode Psychosis Services Fidelity Scale and fidelity to NAVIGATE will be assessed by investigating adherence to its core components. Implementation facilitators and barriers will be explored using semistructured interviews with providers informed by the Consolidated Framework for Implementation Research. Satisfaction with virtually delivered NAVIGATE will be assessed with virtual client and provider experience surveys and qualitative interviews with clients, family members, and providers. Service engagement data will be collected through review of medical records, and potential impacts of virtually delivered NAVIGATE on different population groups will be assessed with the Health Equity Impact Assessment. RESULTS Virtual clinical delivery of NAVIGATE started in March 2020 with additional adaptations and data collection is ongoing. Data will be analyzed using descriptive statistics and survival analysis for quantitative data. Qualitative data will be analyzed using thematic content analysis. Integration of qualitative and quantitative data will occur at the data collection, interpretation, and reporting levels following a convergent design. CONCLUSIONS This study will provide information regarding the type of intervention adaptations required for virtual delivery of NAVIGATE for youth with early psychosis, ensuring access to high-quality care for this population during the pandemic and beyond by guiding future implementation in similar contexts. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/34591

Background Timely and comprehensive treatment in the form of early psychosis intervention (EPI) has become the standard of care for youth with psychosis. While EPI services were designed to be delivered in person, the COVID-19 pandemic required many EPI programs to rapidly transition to virtual delivery, with little evidence to guide intervention adaptations or to support the effectiveness and satisfaction with virtual EPI services. Objective This study aims to explore the adaptations required to deliver NAVIGATE, a model of coordinated specialty care used in EPI, in a virtual format. This study will evaluate implementation of the NAVIGATE model delivered virtually by describing the nature of the adaptations to the intervention, assessing fidelity to the EPI model and the satisfaction of clients, family members, and care providers. We will investigate barriers and facilitators to virtual NAVIGATE implementation, service engagement, and health equity impacts of this work. Methods The Centre for Addiction and Mental Health (Toronto, Ontario, Canada) transitioned to delivering NAVIGATE virtually early in the COVID-19 pandemic. The Framework for Reporting Adaptations and Modifications for Evidence-Based Interventions will be used to describe the adaptations required to deliver NAVIGATE virtually. Fidelity to the EPI model will be measured using the First Episode Psychosis Services Fidelity Scale and fidelity to NAVIGATE will be assessed by investigating adherence to its core components. Implementation facilitators and barriers will be explored using semistructured interviews with providers informed by the Consolidated Framework for Implementation Research. Satisfaction with virtually delivered NAVIGATE will be assessed with virtual client and provider experience surveys and qualitative interviews with clients, family members, and providers. Service engagement data will be collected through review of medical records, and potential impacts of virtually delivered NAVIGATE on different population groups will be assessed with the Health Equity Impact Assessment. Results Virtual clinical delivery of NAVIGATE started in March 2020 with additional adaptations and data collection is ongoing. Data will be analyzed using descriptive statistics and survival analysis for quantitative data. Qualitative data will be analyzed using thematic content analysis. Integration of qualitative and quantitative data will occur at the data collection, interpretation, and reporting levels following a convergent design. Conclusions This study will provide information regarding the type of intervention adaptations required for virtual delivery of NAVIGATE for youth with early psychosis, ensuring access to high-quality care for this population during the pandemic and beyond by guiding future implementation in similar contexts. International Registered Report Identifier (IRRID) DERR1-10.2196/34591

This study aims to determine the level of compliance of each of the buildings at the Bulacan State University (BulSU) – Main Campus with the provisions of the Fire Code of the Philippines. It was noted during the site inspections conducted in the eighteen (18) buildings at the campus that all buildings were not fully compliant with the requirements provided under the said code. The most pressing concerns on BulSU’s non-compliance with the code are the lack of full knowledge with fire and safety requirements of the law, the absence fire brigade team or any official personnel assigned to do the checking and upkeep of the requirements, and absence of the proper regulatory permit requirements such as the building permits and occupancy permit that have implemented by the local government units. Non-compliance also contributed to the non-existing or inadequate number of safety items in each building. Standardized checklist utilized by the Bureau of Fire Protection (BFP) and a survey questionnaire accomplished by the members of the administration council as the respondents were used in data gathering. A structured interview to respective personnel of different offices in the campus sought also to investigate the qualitative aspect of the study. Through the data gathering procedures employed, the researcher was able to derive information that formed the basis for the conclusions and recommendations for the action plan that would be suggested to the administration of Bulacan State University.

Siempre creí que el mundo podía cambiarse. De chica, de ocho años, tenía la ilusión y me ponía a escuchar novelas, para ver si en la novela encontraba el mundo ideal. Porque mi familia nunca fue una familia regular. Éramos una familia numerosa y vivíamos con mi tía. Mi padre viajaba como militar o, después, estaba preso. Mi mamá siempre salía. Yo sentía que no era lo que me habían dicho o lo que veía que era la familia en mis amigas, la familia nuclear. Hasta los 13 años pensaba que eso era posible.

This document is an executive summary of APSIC Guidelines for Environmental Cleaning and Decontamination. It describes best practices in routine cleaning and decontamination in healthcare facilities as well as in specific settings e.g. management of patients with isolation precautions, food preparation areas, construction and renovation, and following a flood. It recommends the implementation of environmental hygiene program to keep the environment safe for patients, staff and visitors visiting a healthcare facility. Objective assessment of cleanliness and quality is an essential component of this program as a method for identifying quality improvement opportunities. Recommendations for safe handling of linen and bedding; as well as occupational health and safety issues are included in the guidelines. A training program is vital to ensure consistent adherence to best practices.

Spanish Abstract: El objetivo de este trabajo es analizar las interdependencias o vinculos entre once mercados de valores a nivel mundial y su evolucion a lo largo del periodo 1988-septiembre 2007, asi como describir el proceso de internacionalizacion que estan registrando los mercados de valores. English Abstract: This paper sets out to analyse the interdependencies or links between eleven world securities markets and their respective performances in the period from 1988 to September 2007. It also provides a commentary on the internationalisation process that has gathered force in securities markets.

This document is an executive summary of the APSIC Guide for Prevention of Central Line Associated Bloodstream Infections (CLABSI). It describes key evidence-based care components of the Central Line Insertion and Maintenance Bundles and its implementation using the quality improvement methodology, namely the Plan-Do-Study-Act (PDSA) methodology involving multidisciplinary process and stakeholders. Monitoring of improvement over time with timely feedback to stakeholders is a key component to ensure the success of implementing best practices. A surveillance program is recommended to monitor outcomes and adherence to evidence-based central line insertion and maintenance practices (compliance rate) and identify quality improvement opportunities and strategically targeting interventions for the reduction of CLABSI.