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Background: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest. Methods: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests. Results: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19–2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01–2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78–1.83). Conclusion: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.

Background: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest. Methods: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests. Results: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19–2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01–2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78–1.83). Conclusion: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.

BACKGROUND: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest. METHODS: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests. RESULTS: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19–2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01–2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78–1.83). CONCLUSION: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12873-021-00513-4.

Vision impairment could have debilitating effects on patients' mental, physical, and emotional health. Our study aims to understand the role of meditation and breathing exercises in the management of vision loss and its effects on patient's disease progression. This study is designed as a systematic review and meta-analysis. Eligible studies were retrieved from MEDLINE, EMBASE, and CINAHL databases and gray literature. Covidence software was used to conduct the systematic review. Duplicate records were removed, and two independent reviewers screened records for relevance. After the screening, a risk-of-bias assessment was carried out. Data were extracted, and a meta-analysis was performed using STATA 14.0. Fixed-effect and random-effect models were computed based on heterogeneity. Our results indicate that meditation and breathing exercises significantly reduce intraocular pressure (IOP) (ES = −1.76, 95% CI = [−2.69, −0.83]) in glaucoma patients, mean deviation of Humphrey visual field testing (ES = −0.20, 95% CI = [−0.37, −0.03]), and biomarkers such as cortisol (ES = −0.73, 95% CI = [−0.25, −2.22]) and reactive oxygen species (ES = −2.45, 95% CI = [−4.20, −0.71]). In addition, our results demonstrated significant increases in beta-endorphins (ES = 28.60, 95% CI = [25.61, 31.59]) following breathing and meditation exercises. Furthermore, our study demonstrated that these exercises were associated with non-significant decreases in inflammatory markers, such as interleukin-6 levels (ES = −1.25, 95% CI = [−2.75, −0.24]), retinal nerve layer fiber thickness (ES = −0.20, 95% CI = [−0.53, −0.14]), and non-significant increase in brain-derived neurotrophic factor (ES = 28.24, 95% CI = [−25.24, 81.71]). Our systematic review also found improvements in quality of life, physical fitness, and mood for vision loss patients. Meditation and breathing exercises offer a range of benefits to patients with vision loss, including improvements in IOP, biomarkers, quality of life, physical fitness, and mood. Further research is needed to better understand the mechanisms underlying their effects and the means to apply them in practice.

Children may be more susceptible to toxicity from some environmental chemicals than adults. This susceptibility may occur during narrow age periods (windows), which can last from days to years depending on the toxicant. Breathing rates specific to narrow age periods are useful to assess inhalation dose during suspected windows of susceptibility. Because existing breathing rates used in risk assessment are typically for broad age ranges or are based on data not representative of the population, we derived daily breathing rates for narrow age ranges of children designed to be more representative of the current U.S. children's population. These rates were derived using the metabolic conversion method of Layton (1993) and energy intake data adjusted to represent the U.S. population from a relatively recent dietary survey (CSFII 1994–1996, 1998). We calculated conversion factors more specific to children than those previously used. Both nonnormalized (L/day) and normalized (L/kg‐day) breathing rates were derived and found comparable to rates derived using energy estimates that are accurate for the individuals sampled but not representative of the population. Estimates of breathing rate variability within a population can be used with stochastic techniques to characterize the range of risk in the population from inhalation exposures. For each age and age‐gender group, we present the mean, standard error of the mean, percentiles (50th, 90th, and 95th), geometric mean, standard deviation, 95th percentile, and best‐fit parametric models of the breathing rate distributions. The standard errors characterize uncertainty in the parameter estimate, while the percentiles describe the combined interindividual and intra‐individual variability of the sampled population. These breathing rates can be used for risk assessment of subchronic and chronic inhalation exposures of narrow age groups of children.

BACKGROUND: As airway issues or respiratory failures are the leading causes of death in the first hours after an injury, nurses' understanding and practice of fundamental airway and breathing therapies remain "cornerstones" of competent emergency care. As a result, the goal of this study was to evaluate nurses' airway and breathing management knowledge, practice, and associated factors in the emergency departments of selected governmental hospitals in Addis Ababa, Ethiopia. METHODS: During the study period of April 12 to April 30, 2021, a cross-sectional survey was conducted with a thorough enumeration of all respondents using the census method. The data were collected from the respondents using a self-administered and structured questionnaire. Data quality was ensured by pre-testing the tools and giving data collectors training. The data were analyzed using the SPSS version 25 program. The researchers used mean, frequency, bivariable, and multiple logistic regression analyses. Only P-values less than 0.05 were considered statistically significant. RESULTS: A total of 102 people took part in this study, with a 96.2% response rate. Females made up slightly more than half of the respondents 52.9%, and their ages ranged from 24 to 48 years old, with a mean age of 29.50 (SD ± 4.96). Only 45.1% of those polled were well versed in the emergency airway and breathing management. About 90.2% of the respondents had a BSc degree. At p< 0.05, having previously received airway and breathing management training was statistically correlated with knowledge. CONCLUSION: Although many of the practice problems were correctly answered, the respondents in this study had insufficient knowledge of airway and breathing management. As a result, it is critical to give nursing training because it is strongly linked to the knowledge and practice of nurses.

Mulachew Nigatu,1 Finot Debebe,2 Wagari Tuli2 1Department of Emergency, All Africa Leprosy, Tuberculosis, Rehabilitation, and Training Center Hospital, Addis Ababa, Ethiopia; 2Department of Emergency Medicine, College of Health Sciences, Addis Ababa University, Addis Ababa, EthiopiaCorrespondence: Wagari Tuli, Email wagarit@gmail.comBackground: As airway issues or respiratory failures are the leading causes of death in the first hours after an injury, nurses' understanding and practice of fundamental airway and breathing therapies remain "cornerstones†of competent emergency care. As a result, the goal of this study was to evaluate nurses' airway and breathing management knowledge, practice, and associated factors in the emergency departments of selected governmental hospitals in Addis Ababa, Ethiopia.Methods: During the study period of April 12 to April 30, 2021, a cross-sectional survey was conducted with a thorough enumeration of all respondents using the census method. The data were collected from the respondents using a self-administered and structured questionnaire. Data quality was ensured by pre-testing the tools and giving data collectors training. The data were analyzed using the SPSS version 25 program. The researchers used mean, frequency, bivariable, and multiple logistic regression analyses. Only P-values less than 0.05 were considered statistically significant.Results: A total of 102 people took part in this study, with a 96.2% response rate. Females made up slightly more than half of the respondents 52.9%, and their ages ranged from 24 to 48 years old, with a mean age of 29.50 (SD ± 4.96). Only 45.1% of those polled were well versed in the emergency airway and breathing management. About 90.2% of the respondents had a BSc degree. At p< 0.05, having previously received airway and breathing management training was statistically correlated with knowledge.Conclusion: Although many of the practice problems were correctly answered, the respondents in this study had insufficient knowledge of ...

Determined that the knowledge of the regularities rescuers perform basic operations necessary for the improvement of service protection against gas and smoke, in the first place study areas of training of personnel. Analysis of time to perform basic operations contained breathing apparatus showed that they are with 10% significance level can be described by a β-distribution. Largest skewness timing performance of typical operations can judge the level of preparedness of the rescuers. The greater the positive value of this indicator in the assessment of the execution time, the greater the number of rescuers carries out military operation under consideration with the results that are close to the best. Noted that extreme situation, related to the preservation of living people, worsens the results of even well-established in the preparation of special tactics. ; Визначено, що знання закономірностей виконання газодимозахисниками основних операцій є необхідним для вдосконалення газодимозахисної служби, в першу чергу обґрунтування напрямків підготовки особового складу. Аналіз часу виконання основних операцій в ізолюючих апаратах показав, що їх з 10%-им рівнем значущості можна описати за допомогою β-розподілу. За величиною скошеності розподілу часу виконання типових операцій можна судити про рівень підготовленості рятувальників. Чим позитивніше значення аналізованого показника при оцінці часу виконання, тим більша кількість рятувальників виконує розглянуту оперативну операцію з результатами, близькими до найкращих. Відмічено, що екстремальна ситуація, що пов'язана з рятуванням людей, різко погіршує результати виконання навіть добре відпрацьованих у ході підготовки спеціальних тактичних прийомів.

Excellence in higher education teaching has become a policy priority of governments worldwide in recent years. In the United Kingdom, for example, the introduction of the Teaching Excellence Framework in 2016 heralded an unprecedented focus on the quality of teaching. Set against the backdrop of such policy developments and wider global interest in teaching in the higher education sector, this paper discusses the conceptualisation and implementation of an innovative approach to observing teaching and learning as part of a faculty professional development project in an English university. It examines the attitudes, perceptions and experiences of academic staff involved. In reconceptualising and reconfiguring the application of observation as a method by removing it from an assessment domain, the paper argues that this approach has uncovered new opportunities for using observation as a tool of educational inquiry for professional development purposes. This has led to the transformation of observation into a catalyst for developing collegial understanding of what constitutes effective teaching and learning in higher education, as well as providing a collaborative forum for staff to reflect on and share ideas for improving their practice.