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Creation of a knit fabric-based, stable sensor using dipping and encapsulation processes is feasible, but where deposition occurs in the structure is not yet well understood. Using two graphene treatments and three encapsulants applied to single jersey (100% wool, 100% cotton), relative merits of a range of surface characterization tools (e.g., photographic - optical microscopy, scanning electron microscopy, image analysis (pixel intensity, fiber dimensions), change in lightness (L*, ΔL*, ΔE),) and chemical tools (e.g. vibrational spectroscopy - infrared and Raman) were applied to determine evidence of the treatments. Fabrics, yarns extracted from the treated fabrics and fibers from yarns were each examined. Structure of the fabric, yarns in the fabric, and fibers in the yarns remained clearly identifiable using microscopic methods, suggesting these physical features were largely unchanged. With respect to probable chemical composition, Raman analysis was found preferable to FTIR. Conferring electrical conductivity directly on knit fabric by simple dipping and stabilizing is feasible. Deposition sites of graphene-related treatments and encapsulants have been identified, with some observed differences dependent on structure, whether fabric, yarn, or fiber. Photographic images (optical, SEM), and FTIR and Raman spectra provide evidence, with Raman superior to FTIR. [ABSTRACT FROM AUTHOR]

Background: Nursing education is moving toward competency-based education and assessment. Nurse educators will need to adopt strategies to develop and measure competence. Purpose: The purpose of this study was to determine if screen-based virtual patient simulation is an effective strategy to assist learners in developing competencies and subcompetencies required in nursing practice. Methods: Thirteen questions (6 assessment and clinical reasoning focused, 4 clinical judgment focused, 3 attitude and socialization to nursing focused), aligned with the competencies of the American Association of Colleges of Nursing Essentials, were developed for a pre-/posttest design to evaluate student competency development. Results: Senior nursing students (n = 52) participated; 1-tailed paired t test identified 12 of 13 items as statistically significant. Posttest scores were greater than pretest scores. Conclusions: The change in mean scores from pre- to posttest suggests screen-based virtual patient simulation scenarios improve learners' competence in addressing the patient's physical and psychological comfort and decreased caregiver biases. [ABSTRACT FROM AUTHOR]

This article examines 110 reported incidents from an online survey of 26 women from each of the eight universities in New Zealand. They responded to questions asking them to describe times when work and non-work situations have helped or hindered their advancement in university leadership roles. Five key themes, incorporating a range of factors, emerged as making a difference to advancement as leaders. These themes are: work relationships; university environment; invisible rules; proactivity; and personal circumstances. This research is part of the L-SHIP (Leadership- Supporting Higher Intent & Practice) project and has two main aims. First, to identify factors in universities that help and hinder women's advancement as leaders, as reported by women; second, to provide useful evidence to underpin the development of programmes supporting women's advancement in university leadership roles. This research is a first step in the development of the L-SHIP Toolkit for good practice in leadership development in higher education. (Contains 8 notes and 2 tables.)