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Differences in Documented and Actual Medication Administration Time in the Emergency Department: A Prospective, Observational, Time-Motion Study

Introduction: Retrospective studies suggest that a rapid initiation of treatment results in a better prognosis for patients in the emergency department. There could be a difference between the actual medication administration time and the documented time in the electronic health record. In this study, the difference between the observed medication administration time and documentation time was investigated. Patient and nurse characteristics were also tested for associations with observed time differences. Methods: In this prospective study, emergency nurses were followed by observers for a total of 3 months. Patient inclusion was divided over 2 time periods. The difference in the observed medication administration time and the corresponding electronic health record documentation time was measured. The association between patient/nurse characteristics and the difference in medication administration and documentation time was tested with a Spearman correlation or biserial correlation test. Results: In 34 observed patients, the median difference in administration and documentation time was 6.0 minutes (interquartile range 2.0-16.0). In 9 (26.5%) patients, the actual time of medication administration differed more than 15 minutes with the electronic health record documentation time. High temperature, lower saturation, oxygen-dependency, and high Modified Early Warning Score were all correlated with an increasing difference between administration and documentation times. Discussion: A difference between administration and documentation times of medication in the emergency department may be common, especially for more acute patients. This could bias, in part, previously reported time-to-treatment measurements from retrospective research designs, which should be kept in mind when outcomes of retrospective time-to-treatment studies are evaluated.

Innovat MOOC Teacher Training on Educational Innovation in Higher Education

The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.

Training for the job: evaluation of a self-defence training programme for correctional officers

We investigated to what extent correctional officers were able to apply skills from their self-defence training in reality-based scenarios. Performance of nine self-defence skills were tested in different scenarios at three moments: before starting the self-defence training programme (Pre-test), halfway through (Post-test 1), and after (Post-test 2). Repeated measures analyses showed that performance on skills improved after the self-defence training. For each skill, however, there was a considerable number of correctional officers (range 4–73%) that showed insufficient performance on Post-test 2, indicating that after training they were not able to properly apply their skills in reality-based scenarios. Reality-based scenarios may be used to achieve fidelity in assessment of self-defence skills of correctional officers.Practitioner summary: Self-defence training for correctional officers must be representative for the work field. By including reality-based scenarios in assessment, this study determined that correctional officers were not able to properly apply their learned skills in realistic contexts. Reality-based scenarios seem fit to detect discrepancies between training and the work field. Abbreviations: DJI: Dutch National Agency for Correctional Insitutes; ICC: Intraclass Correlation Coefficient.

From Spatial Data to Synchronised Actions: The Network-centric Organisation of Spatial Decision Support for Risk and Emergency Management. Applied Spatial Analysis and Policy, 1–22

A considerable amount of the required information in risk and emergency management is geographical, but this information does not always reach the right actors at the right time, so how can geographical information be organised in such a way that it supports risk and emergency management more effectively? The answer requires a conceptualisation of risk and emergency management practices resulting in the network-centric concept, which implies that those involved in risk and emergency management are connected and that they have the capability to share and access information. The concept was made operational through the development of an information system and the exchange of geographical information within the system was facilitated by the use of peer-to-peer networking in combination with a client server network. On the application level, the information was presented in both map and text forms to support the exchange of information between actors. This way of organising geographical information and technology leads to improved information and communication, better situational awareness and faster decisionmaking.

The effect of Virtual Reality and Volumetric Captured humans in emergency training

Time for citizenship in teacher training

Keywords: citizenship education, democratic education, teacher training,national curricula, social sciences- Citizenship education is in teacher training in the Netherlands linked to boththe pedagogical and didactic tasks of teachers.- The task of teachers to stimulate the development of values in students isaddressed a lot less often.- The idea of democracy and rule of law as a framework for citizenship is notmentioned in most knowledge bases.- As a result, some knowledge bases seem to lack direction, as if all opinionsand all ways of ‘dealing with diversity’ are desirable.Purpose: With this article we aim to provide insight into how citizenshipeducation receives attention in the formulated national curricula for teachereducation in the Netherlands and to what extent the different domains ofcitizenship and the different tasks of teachers with regard to citizenshipeducation are addressed.Method: For this study the knowledge base for all teacher training curricula atBachelor and Master level in the Netherlands were analysed. We looked at theextent to which citizenship (education) is addressed in teacher training and theways in which this takes place.Findings: The results of the study show that several domains of citizenship arementioned, albeit not often together in one knowledge base. Citizenshipeducation is linked to both the pedagogical and didactic tasks of teachers. Thetask of teachers to stimulate the development of values in students is addresseda lot less often. The fact that citizenship also involves moral development is onlymentioned in some knowledge base. Also, the idea of democracy and rule of lawas a framework for citizenship is not mentioned in most knowledge bases. As aresult, some knowledge bases seems to lack direction, as if all opinions and allways of ‘dealing with diversity’ are desirable.