Abstract Aims: To lower the threshold for applying ultrasound (US) guidance during peripheral intravenous cannulation, nurses need to be trained and gain experience in using this technique. The primary outcome was to quantify the number of procedures novices require to perform before competency in US-guided peripheral intravenous cannulation was achieved. Materials and methods: A multicenter prospective observational study, divided into two phases after a theoretical training session: a handson training session and a supervised life-case training session. The number of US-guided peripheral intravenous cannulations a participant needed to perform in the life-case setting to become competent was the outcome of interest. Cusum analysis was used to determine the learning curve of each individual participant. Results: Forty-nine practitioners participated and performed 1855 procedures. First attempt cannulation success was 73% during the first procedure, but increased to 98% on the fortieth attempt (p<0.001). The overall first attempt success rate during this study was 93%. The cusum learning curve for each practitioner showed that a mean number of 34 procedures was required to achieve competency. Time needed to perform a procedure successfully decreased when more experience was achieved by the practitioner, from 14±3 minutes on first procedure to 3±1 minutes during the fortieth procedure (p<0.001). Conclusions: Competency in US-guided peripheral intravenous cannulation can be gained after following a fixed educational curriculum, resulting in an increased first attempt cannulation success as the number of performed procedures increased.
MULTIFILE
Uitgegeven dor QEAM (Verkenning op verzoek van Topsector Energie (Human Capital Agenda) en in opdracht van Rijksdienst voor Ondernemend Nederland. Learning communities is als denkmodel verder ontwikkeld door de topsectoren om in een veranderende context (samenleving, technologie, arbeidsmarkt, etc.) een nieuw perspectief te geven op een ‘leven lang leren en ontwikkelen’. De gedachte achter learning communities is dat leren, werken en innoveren in onderlinge interactie plaatsvinden met betrokkenheid van alle relevante partijen. Hierdoor ontstaan mogelijkheden om niet alleen de noodzakelijke vorderingen te maken met opbouw van kennis, maar ook het grootschalig verspreiden van kennis en kunde – onder andere via het opleiden van professionals – te stimuleren.
To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
Our country contains a very dense and challenging transport and mobility system. National research agendas and roadmaps of multiple sectors such as HTSM, Logistics and Agri&food, promote vehicle automation as a means to increase transport safety and efficiency. SMEs applying vehicle automation require compliance to application/sector specific standards and legislation. A key aspect is the safety of the automated vehicle within its design domain, to be proven by manufacturers and assessed by authorities. The various standards and procedures show many similarities but also lead to significant differences in application experience and available safety related solutions. For example: Industrial AGVs (Automated Guided Vehicles) have been around for many years, while autonomous road vehicles are only found in limited testing environments and pilots. Companies are confronted with an increasing need to cover multiple application environments, such restricted areas and public roads, leading to complex technical choices and parallel certification/homologation procedures. SafeCLAI addresses this challenge by developing a framework for a generic safety layer in the control of autonomous vehicles that can be re-used in different applications across sectors. This is done by extensive consolidation and application of cross-sectoral knowledge and experience – including analysis of related standards and procedures. The framework promises shorter development times and enables more efficient assessment procedures. SafeCLAI will focus on low-speed applications since they are most wanted and technically best feasible. Nevertheless, higher speed aspects will be considered to allow for future extension. SafeCLAI will practically validate (parts) of the foreseen safety layer and publish the foreseen framework as a baseline for future R&D, allowing coverage of broader design domains. SafeCLAI will disseminate the results in the Dutch arena of autonomous vehicle development and application, and also integrate the project learnings into educational modules.
SHAREHOUSE is een ruimte voor bedrijven in het STC om te experimenteren met eigen technologie. De experimenten worden wetenschappelijk gestroomlijnd en gericht op dataverzameling ter verbetering van magazijnwerk. Moderne technologieën, mens-technologie interactie, technologieadoptie en sociale innovatie, veiligheid, ethiek en duurzaamheid en de benodigde skills voor (toekomstige) medewerkers in de logistiek staan hierin centraal. SHAREHOUSE creëert tevens een open leeromgeving voor studenten en (MKB-)bedrijven, zodat ze in een praktijkomgeving ervaren hoe zij automated guided vehicles, virtual/augmented reality en wearables en exoskeletten voor goederenverwerking in een magazijn kunnen implementeren en beheersen. Publiek-private learning communities zorgen voor duurzame samenwerking tussen de belangrijkste stakeholders.
SHAREHOUSE is een ruimte voor bedrijven in het STC om te experimenteren met eigen technologie. De experimenten worden wetenschappelijk gestroomlijnd en gericht op dataverzameling ter verbetering van magazijnwerk. Moderne technologieën, mens-technologie interactie, technologieadoptie en sociale innovatie, veiligheid, ethiek en duurzaamheid en de benodigde skills voor (toekomstige) medewerkers in de logistiek staan hierin centraal. SHAREHOUSE creëert tevens een open leeromgeving voor studenten en (MKB-)bedrijven, zodat ze in een praktijkomgeving ervaren hoe zij automated guided vehicles, virtual/augmented reality en wearables en exoskeletten voor goederenverwerking in een magazijn kunnen implementeren en beheersen. Publiek-private learning communities zorgen voor duurzame samenwerking tussen de belangrijkste stakeholders.
