Introduction: A trauma resuscitation is dynamic and complex process in which failures could lead to serious adverse events. In several trauma centers, evaluation of trauma resuscitation is part of a hospital's quality assessment program. While video analysis is commonly used, some hospitals use live observations, mainly due to ethical and medicolegal concerns. The aim of this study was to compare the validity and reliability of video analysis and live observations to evaluate trauma resuscitations. Methods: In this prospective observational study, validity was assessed by comparing the observed adherence to 28 advanced trauma life support (ATLS) guideline related tasks by video analysis to life observations. Interobserver reliability was assessed by calculating the intra class coefficient of observed ATLS related tasks by live observations and video analysis. Results: Eleven simulated and thirteen real-life resuscitations were assessed. Overall, the percentage of observed ATLS related tasks performed during simulated resuscitations was 10.4% (P < 0.001) higher when the same resuscitations were analysed using video compared to live observations. During real-life resuscitations, 8.7% (p < 0.001) more ATLS related tasks were observed using video review compared to live observations. In absolute terms, a mean of 2.9 (during simulated resuscitations) respectively 2.5 (during actual resuscitations) ATLS-related tasks per resuscitation were not identified using live observers, that were observed through video analysis. The interobserver variability for observed ATLS related tasks was significantly higher using video analysis compared to live observations for both simulated (video analysis: ICC 0.97; 95% CI 0.97-0.98 vs. live observation: ICC 0.69; 95% CI 0.57-0.78) and real-life witnessed resuscitations (video analyse 0.99; 95% CI 0.99-1.00 vs live observers 0.86; 95% CI 0.83-0.89). Conclusion: Video analysis of trauma resuscitations may be more valid and reliable compared to evaluation by live observers. These outcomes may guide the debate to justify video review instead of live observations.
DOCUMENT
AimTo synthesize the literature on the experiences of patients, families and healthcare professionals with video calls during hospital admission. Second, to investigate facilitators and barriers of implementation of video calls in hospital wards.DesignScoping review.MethodsPubMed, CINAHL and Google Scholar were searched for relevant publications in the period between 2011 and 2023. Publications were selected if they focused on experiences of patients, families or healthcare professionals with video calls between patients and their families; or between families of hospitalized patients and healthcare professionals. Quantitative and qualitative data were summarized in data charting forms.ResultsForty-three studies were included. Patients and families were satisfied with video calls as it facilitated daily communication. Family members felt more engaged and felt they could provide support to their loved ones during admission. Healthcare professionals experienced video calls as an effective way to communicate when in-person visits were not allowed. However, they felt that video calls were emotionally difficult as it was hard to provide support at distance and to use communication skills effectively. Assigning local champions and training of healthcare professionals were identified as facilitators for implementation. Technical issues and increased workload were mentioned as main barriers.ConclusionPatients, families and healthcare professionals consider video calls as a good alternative when in-person visits are not allowed. Healthcare professionals experience more hesitation towards video calls during admission, as it increases perceived workload. In addition, they are uncertain whether video calls are as effective as in-person conservations.Implications for the Clinical PracticeWhen implementing video calls in hospital wards, policymakers and healthcare professionals should select strategies that address the positive aspects of family involvement at distance and the use of digital communication skills.Patient ContributionNo patient or public contribution.
MULTIFILE
The qualities and availability of different video formats offer many opportunities within the context of Higher Education (Hansch et al., 2015; Johnson et al., 2016; van Huystee, 2016). There is a shift within Higher Education to transition from the traditional face to face approach, to a more ‘blended’ approach in which face to face and online delivery of content are blended (Bates, 2015). More delivery of content is now provided online in video format, viewed before the class, as part of a flipped classroom (Bishop & Verleger, 2013; Yousef, Chatti, & Schroeder, 2014) and this is impacting the traditional role of the lecturer from ‘sage on the stage’, to ‘guide on the side’ (Tapscott, 2009). When creating video, a lecturer needs to have an understanding of the particular pedagogic affordances of the different types of video (Koumi, 2014; Thomson, Bridgstock, & Willems, 2014) and to know how to implement and embed these effectively into the teaching environment as part of a blended approach (Dankbaar, Haring, Moes, & van Hees, 2016; Fransen, 2006; Woolfitt, 2015). There needs to be awareness of how to embed the video from a didactic perspective to create meaningful learning (Karppinen, 2005) and an understanding of some of the financial and technical issues which include the relationship between cost of video production and the user experience (Hansch et al., 2015) and creating the correct combination of multimedia visual and audio elements (Colvin Clark & Mayer, 2011). As the role of the lecturer changes, there are a number of challenges when navigating through this changing educational environment. Massive Open Online Courses (MOOCs) provide lots of data for analysis and research shows that students in this environment stop watching videos after about six minutes (Guo, Kim, & Rubin, 2014) and that the most common video style used in MOOCs was the talking head with Power Point (Reutemann, 2016). Further research needs to be conducted regarding student preferences of video styles and correlation between video styles and course drop-out rates. As part of its research, the Inholland research group ‘Teaching, Learning and Technology’ (TLT) examines the use of ICT and video to support teaching and learning within Inholland. In 2015-2016, several pioneers (Fransen, 2013) working at Inholland explored different approaches to using video to support the teaching and learning process within a number of educational environments. TLT supported the pioneers in establishing their role within their faculty, creating a framework within which the pioneer can design the video intervention, collecting data and reflecting on what was learned through this process. With some of the projects, a more formal research process was followed and a full research report could be compiled. In other cases, the pioneer took a more exploratory and experimental approach. In these cases, the pioneer may not have conducted the video intervention under a formal research framework. However, during this process the pioneer may have uncovered interesting and valuable practical examples that can inspire and be shared with other educators. This current report falls under the category Research Type 3 as defined by TLT. It describes and assesses an ICT application (in this case, video) in order to share the original approach that could have high potential to be implemented in a broader educational context.
DOCUMENT
Physical rehabilitation programs revolve around the repetitive execution of exercises since it has been proven to lead to better rehabilitation results. Although beginning the motor (re)learning process early is paramount to obtain good recovery outcomes, patients do not normally see/experience any short-term improvement, which has a toll on their motivation. Therefore, patients find it difficult to stay engaged in seemingly mundane exercises, not only in terms of adhering to the rehabilitation program, but also in terms of proper execution of the movements. One way in which this motivation problem has been tackled is to employ games in the rehabilitation process. These games are designed to reward patients for performing the exercises correctly or regularly. The rewards can take many forms, for instance providing an experience that is engaging (fun), one that is aesthetically pleasing (appealing visual and aural feedback), or one that employs gamification elements such as points, badges, or achievements. However, even though some of these serious game systems are designed together with physiotherapists and with the patients’ needs in mind, many of them end up not being used consistently during physical rehabilitation past the first few sessions (i.e. novelty effect). Thus, in this project, we aim to 1) Identify, by means of literature reviews, focus groups, and interviews with the involved stakeholders, why this is happening, 2) Develop a set of guidelines for the successful deployment of serious games for rehabilitation, and 3) Develop an initial implementation process and ideas for potential serious games. In a follow-up application, we intend to build on this knowledge and apply it in the design of a (set of) serious game for rehabilitation to be deployed at one of the partners centers and conduct a longitudinal evaluation to measure the success of the application of the deployment guidelines.
De maatschappelijke aandacht voor welvaartcreatie die verder reikt dan financiële welvaart en de oproep aan bedrijven om hieraan bij te dragen, groeit. MKB-familiebedrijven vinden het vanzelfsprekend om een bijdrage te leveren, maar geven ook aan dat dergelijke brede welvaartactiviteiten niet zijn ingebed in de huidige bedrijfsstrategie. Hieruit volgt de praktijkvraag: Hoe kunnen we [MKB-familiebedrijven] brede welvaartactiviteiten planmatiger aanpakken zodat we meer maatschappelijke impact kunnen maken? Het doel van het project is om interventies (werkwijzen) te ontwikkelen en te toetsen om brede welvaartcreatie bij MKB-familiebedrijven inzichtelijk te maken en de maatschappelijke impact ervan te vergroten door ‘ad hoc’ uitgevoerde activiteiten planmatiger aan te pakken. De centrale onderzoeksvraag is: Hoe kunnen MKB-familiebedrijven brede welvaartactiviteiten koppelen aan hun bedrijfsstrategie en de maatschappelijke impact van deze activiteiten vergroten? Het project wordt uitgevoerd door het Lectoraat Familiebedrijven van Windesheim, het Kenniscentrum Business Innovation van Hogeschool Rotterdam, en met Utrecht University School of Economics. We starten het project met acht MKB-familiebedrijven, met wie interventies worden ontwikkeld, waarna andere familiebedrijven aansluiten en in twee rondes de interventies worden doorontwikkeld. FBNed is aangesloten voor de valorisatie in Nederland en internationaal via hun koepelorganisatie FBN. De belangrijkste onderzoeksmethode in het project is de meervoudige case study methode. Verwachte outcome: Maatschappelijke impact van MKB-familiebedrijven vergroten door: • Kennis over hoe MKB-familiebedrijven zich (kunnen) ontwikkelen in brede welvaartcreatie; • De (h)erkenning van MKB-familiebedrijven in brede welvaartcreatie; • Bewustwording van kansen die brede welvaarcreatie MKB-familiebedrijven kan bieden. Verwachte output: • Een werkboek met een scan voor MKB-familiebedrijven om de huidige en gewenste situatie t.a.v. brede welvaartcreatie inzichtelijk te maken, inclusief interventies om brede welvaartactiviteiten te verankeren in de strategie en maatschappelijke impact te maken; • Twee wetenschappelijke artikelen, vijf vakpublicaties, acht teaching cases en vijf seminars in samenwerking met FBNed om resultaten breed te delen, voor onderwijs, wetenschappelijk publiek en bedrijven.
Participatie van kwetsbare burgers en de vermaatschappelijking van de zorg vormen belangrijke beleidsthema’s van landelijke en lokale overheden en van organisaties op het gebied van zorg en welzijn. Ervaringsdeskundigheid, die gebaseerd is op persoonlijke ervaringen met ontwrichting en het herstel daarvan, is in dit kader sterk in opmars. Ervaringsdeskundigen hebben vaak creatieve oplossingen, kunnen vanuit eigen ervaring bemoedigen en verminderen het stigma dat participatie kan blokkeren. GGZ Nederland, het ministerie van Volksgezondheid Welzijn en Sport (VWS) en de Vereniging van Nederlandse Gemeenten (VNG) zijn van mening dat ervaringsdeskundigheid het herstel en de participatie van ‘verwarde’ en kwetsbare burgers kan bespoedigen. De behoefte aan ervaringsdeskundigen binnen de zorgverlening is groot. HBO-opgeleide zorgverleners met eigen cliënt- of probleemervaringen op het gebied van verslaving of psychiatrie geven aan het moeilijk te vinden om hun ervaringsdeskundigheid een duidelijke en volwaardige plek te geven in hun werk. Veel zorgorganisaties moeten wennen aan het idee dat ook zorgprofessionals ervaringsdeskundig kunnen zijn. Deze zorgprofessionals hebben behoefte aan kennis en praktische handvatten zodat zij hun ervaringsdeskundigheid goed kunnen benutten. In dit praktijkgerichte onderzoeksproject wordt samengewerkt tussen Windesheim en hogeschool Utrecht en vier grote zorginstellingen (GG-Net, RIBW-GO, MEE-IJsseloevers en Trajectum), met cliëntenpopulaties met complexe problematiek. De centrale onderzoeksvraag luidt: Op welke manier kan de ervaringsdeskundigheid van zorgprofessionals een bijdrage leveren aan het persoonlijk en maatschappelijk herstel van mensen met psychiatrische problemen en verslaving? Doelstelling van dit project is het opdoen van nieuwe kennis waarmee zorgprofessionals hun ervaringsdeskundigheid op een professionele en effectieve manier kunnen inzetten. Het onderzoek beoogt hiermee bij te dragen aan het bestrijden van de participatieachterstand van mensen met verslavings- en psychiatrische problemen. Dit project levert naast praktijkverbetering producten voor zorg en onderwijs: handleidingen voor zorgprofessionals-ervaringsdeskundigen (in opleiding); kennis over duurzame positionering en kwalitatieve borging van ervaringsdeskundigheid en tot slot een verzameling inspirerende, gevalideerde exemplarische voorbeelden van de bijdrage van ervaringsdeskundigheid van zorgprofessionals.
