Explore the vast range of titles available.

Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. Methods A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. Results Overall, the post-test scores ( p-value : Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores ( p-value : Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. Conclusion Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.

Quality standards must be established and continually improved through innovations and regular monitoring in medical educational institutions. In addition, medical education must be supported by a quality culture, as well as quality assurance systems. Assuring quality in medical education institutions is a serious concern for policymakers. A major problem is that the quality assurance system is not fully implemented locally, and the institutes lack a robust and comprehensive quality assurance system that can function effectively. These 12 tips provide guidance to medical schools involved in the installation of quality assurance systems. Using these tips will allow medical schools to ensure their quality assurance system reflects their overall mission and goals.

Islamic finance has faced a two-fold criticism from scholars; viz. constructive criticism and destructive criticism. Majority of the scholars criticize it with the intention to improve its overall development, but some scholars are more negative in their criticism. This paper proposes that Islamic banks (a component of Islamic finance) are not charitable institutions, but are the intermediary institutions that take care of investors’ expectations to keep the time value and return to their investments intact with the market fluctuations. The purpose of this paper is to provide better insight about Islamic finance so as to further improve this industry to achieve its long term goals and serve the society better. The paper also attempts to answer some of the common allegations imposed by scholars towards Islamic finance.

Purpose The objective of current paper is to offer constructive criticism and expose some serious shortcomings in the paper published Clausen and Voll (Transp Res Rev 5:129–133, 2013 ) in the ETRR. Method A literature review method is applied for the current research paper. A technical and scientific discussion, including organizational and policy issues in relation to rail freight transport systems in Europe and U.S., is performed. Result Clausen and Voll [ 4 ] ostensibly set out to draw comparisons between North American and European railway systems. It claims to be focused on the management and operation of carload freight and how this is organized, planned and moved but does not develop this in adequate detail. The paper fails to address many generic contextual differences and influences that govern the management and operation of carload freight in both domains. It does not present a balanced or complete set of arguments as to why one scenario is to be preferred to the other. The analysis in the paper is largely generic, limited and yet arrives at robust and trenchant conclusions preferring the North American production model without any real substantiation or justification for this position being presented. The European position is inadequately described in terms of governance, ownership and operational models and is criticised for its constraints and limitations without any real explanation as to how these could be overcome. The relatively slow evolution of the response of the US railroads to the legislation that endowed them with greater commercial and operational freedoms is not adequately covered. The position in Europe in relation to a rapid sequence of interventions and directives is also not adequately reviewed. The paper does not demonstrate the impact of recent technologies in terms of intermodal activities despite these being significant components of rail freight volume and revenue in both domains. The paper also has very limited details on the commercial and competitive realities faced by railways in both domains including rail-on-rail, waterway and road based competition and how this is managed by the train operators. The paper makes superficial reference to the “Blocking Problem” but fail to develop what this implies and how the rail freight operators develop strategies to mitigate this.

Research in L1 and L2 student writing has suggested that teacher response to student compositions is most effective when it is given on preliminary rather than final drafts of student essays (Freedman, 1987; Krashen, 1984). One area of research in L1 and L2 composition is the assessment of student reactions to the feedback they receive from their teachers (Cohen & Cavalcanti, 1990; Hedgcock & Lefkowitz, 1994; Leki, 1991; McCurdy, 1992). However, most previous studies of ESL student response to their teachers' written comments on their essays have been undertaken in single-draft, rather than multiple-draft, contexts. In this study, 155 students in two levels of a university ESL composition program responded to a survey very similar to the ones utilized by Cohen (1987) and McCurdy (1992) in single-draft settings. The results of the survey indicated that students pay more attention to teacher feedback provided on preliminary drafts (vs. final drafts) of their essays; that they utilize a variety of strategies to respond to their teachers' comments; that they appreciate receiving comments of encouragement; and that, overall, they find their teachers' feedback useful in helping them to improve their writing. Responses also showed that students had a variety of problems in understanding their teachers' comments, suggesting that teachers should be more intentional in explaining their responding behaviors to their students.

This chapter contains sections titled: Urban Environments Political Ecology Space, Place, and Scale Conclusion References

This project is designed for students on or above grade level in biology or environmental science. Students will use their understanding of the life cycle of plants and fish to develop a functioning aquaponics system. The plants, fish, water, nitrogen, oxygen are all variables that need to be in proper ratio in order to function properly. The students will find and bring in recyclable materials from their homes and design their containers for the system. The students will then decide what type of plants they want to grow and what type of fish will work the best. The students must understand the relationships necessary to create a balanced system.

The design and development of aircraft systems is something that takes place in collections of organisations including customers, prime contractors, and suppliers. The good systems engineer is always prepared to learn from other people's experience, and this chapter provides an insight into the practical world of systems engineering. The identification of all interested parties or stakeholders in a system is of vital importance in ensuring that all parties involved can be informed about the progress of system development. As well as identifying the stakeholders, it is important to understand the nature of communication. Engineering judgement helps a systems engineer to do his job and produce sound systems engineering. It is inevitably personal and ephemeral, and can be subject to criticism at review; it can be a risk. There are important considerations to be borne in mind relating to the aircraft electrical wiring system: bonding, grounding, and earthing.

There are all kinds of research and anecdotal evidence that supports the idea that even when clients are critical and unsatisfied with sessions, as long as they have the opportunity to talk about their frustrations, they are more likely to report positive outcomes. As initially threatening as it might feel, master therapists process constructive criticism in ways that allow them to continue growing. Accepting negative feedback in a positive manner was not always a part of our lives. Exceptional therapists not only try their best to be scrupulously honest and accurate in their assessments of what happened in sessions, but they also hold themselves accountable. Exceptional performers in any field have purposefully trained themselves to notice more than others—and they learned this skill primarily through soliciting and listening/watching carefully to the critical feedback they receive.