Yes / Sourcing healthcare practice placements continues to present a challenge for higher education institutions. Equally, the provision of clinical placements by healthcare providers is not at the forefront of their agenda. In view of this, the historic and traditional models of clinical placements is becoming more difficult to provide. In light of this, new models of clinical placements are being explored. Aims: This literature review explores the differing models of clinical placements in use and examines the merits and limitation of each. Methods: A mixed-methods literature review with a pragmatic approach has been used. Findings: Several placement models were described, including the traditional 1:1 model as well as 2:1, 3:1. The hub and spoke, capacity development facilitator, collaborative learning in practice and role emerging placement models were also discussed. Conclusion: There is a considerable paucity of high-quality evidence evaluating differing placement modules. Further research is required to evaluate the differing placement models from a students, clinical educators and service user’s perspective.

La littérature démontre qu'entre le cinquième et les trois quarts des enfants placés se déplacent d'un milieu d'hébergement à un autre au fil de leur parcours de placements. Cette accumulation de déplacements devient une pente glissante vers l'instabilité et risque de compromettre leur bien-être. L'objectif général de cette thèse par article est de mieux décrire et comprendre l'instabilité des parcours de placements et ses liens avec les comportements, cognitions et émotions chez les adolescentes placées en contexte de réadaptation. Le premier article vise à identifier les parcours de placements des adolescentes placées en centres de réadaptation, et ce, depuis leur tout premier placement. Trois parcours de placements ont été identifiés chez les 315 adolescentes qui composent l'échantillon : un parcours à faible cumul de changements, un parcours à cumul de changements relationnels et un parcours à cumul de changements physiques. Le parcours à faible cumul de changements est emprunté par quatre adolescentes sur cinq (80,65 %) et a été qualifié ainsi puisque l'ensemble des indicateurs pour ce profil se situe sous la moyenne de l'échantillon. Les deux parcours de placements qui cumulent le plus de changements représentent quant à eux une adolescente sur cinq. D'abord, le parcours à cumul de changements relationnels (13%) se qualifie ainsi par l'ampleur du nombre d'intervenants qui ont été, tour à tour, responsables du dossier des adolescentes de ce profil. Celles-ci cumulent en moyenne 10 intervenants responsables, les plaçant bien au-dessus de la moyenne de l'échantillon. Enfin, le parcours à cumul de changements physiques (6,35 %) se caractérise par l'ampleur du nombre de déplacements cumulés (placements et sorties infructueuses de placement). En tout, près de 20 déplacements ont été cumulés chez les adolescentes de ces parcours, les situant très au-dessus de la moyenne de l'échantillon. Le deuxième article a pour but d'évaluer les liens d’association entre les parcours de placements et les problèmes de comportement des adolescentes. Nous avons étudié plusieurs problèmes de comportement spécifiques, soient l'agression, les vols, la consommation de substances psychoactives, la fréquentation de membres de gang et la prostitution. Cet article établit une association entre le fait d'avoir emprunté un parcours de cumul de changements physiques et la fréquence de l'engagement dans la prostitution (B = .648; p = 0.001) sur une période de 18 mois, et ce, peu importe l'âge des adolescentes. Le troisième article de cette thèse vise à comprendre le sens accordé au parcours de placements et à l'instabilité chez 15 jeunes femmes quelques années après leur sortie de placement. Les résultats pointent vers trois manières d'expérimenter l'instabilité en placement selon le niveau de pouvoir d'agir perçu au fil du parcours. Ainsi, alors que certaines jeunes femmes expliquent avoir surtout observé l'instabilité en placement, d'autres affirment l'avoir subie, et d'autres précisent l'avoir provoquée, surtout à travers leurs nombreuses fugues. Les bouleversements psychologiques, soient cognitifs et émotionnels qui ressortent de ces diverses perceptions de l'instabilité diffèrent et soulignent l'importance de la notion du pouvoir d'agir dans l'expérience de l'instabilité en placement. En somme, cette thèse suggère qu’une description plus holistique des parcours de placements exige d’aller au-delà de la mesure de ce seul indicateur en prenant en compte les placements dans leur globalité. Elle propose également de décloisonner la mesure de problèmes de comportement pour mesurer des comportements spécifiques plutôt que la propension générale aux problèmes de comportement. Enfin, la multiplication des points de vue à travers notre étude qualitative permet de mieux comprendre le sens que prend l'instabilité en placement chez les jeunes ainsi que ses répercussions cognitives et émotionnelles.

Clinical practice is an essential and integral component of nursing education. The decision-making process involved in student selection of clinical placements is influenced by a range of factors which are internal or external to students. As there was little research that explored these factors and the influence they have on student decisions, I wanted to investigate this further. A mixed-method approach was used, using a questionnaire and focus group interview, to give breadth and depth to the research. This study found that students are particularly influenced by previous positive experiences, or an interest in a particular area of practice. Their personality will also influence their placement decisions. Nurse preceptors and clinical lecturers also provide a key support role to students in the clinical environment.

Magister Curationis - MCur / Nursing students’ clinical abilities are highly dependent on the quality of the clinical experience obtained, while placed in the clinical environment. The clinical environment has key role players, which include the clinical supervisor. The primary role of the clinical supervisor is to guide nursing students to become best practice nursing professionals. However, globally, literature alludes to the failure of educating institutions to deliver competent nursing professionals, to meet the needs of patients and deliver quality patient care. Anecdotal evidence at the participating university indicated the possibility that various factors such as high student supervisor ratio and increased workload for clinical supervisors may impact on the ability of the supervisors to function effectively in the clinical settings. At the participating university, this may have been due to various factors, such as large student numbers, as well as social and environmental challenges experienced by the clinical supervisors. The aim of this study was to explore and describe the lived experiences of clinical supervisors, who supervise nursing students at a higher education institution. The study employed a qualitative research approach, utilizing a descriptive phenomenological design. Purposive sampling was used to select eight (8) participants, who were all clinical supervisors of first and second-year nursing students at the HEI (Higher Education Institution) under study. Data was collected by means of in-depth interviews and analysed, using Tesch’s method of data analysis. The five (5) major themes identified, focused on the experiences of clinical supervisors regarding: time as a constraint to job productivity; the impact of the organisational culture on the fluidity of support; limited resources; interpersonal relationships as a dynamic communication process; and impact on the self. In this study, participants focused on their experience of clinical supervision as it related to time, the organisational culture, resources and the impact of the experience on the self. The researcher based on the findings concluded that clinical supervisors are generally satisfied with their jobs and they love the teaching role that they portray. They are unhappy with the circumstances, that they experiencing as challenging in which they must do their clinical supervisor job.

Using NASDAQ high frequency trading (HFT) and minute-by-minute Limit Order Book (LOB) data over 120 sample stocks in 10 weeks between 2008-2010, including the week of the Lehman Brothers crisis, we study how trading activities of HFTs, NHFTs (Non-HFTs) and their order placements interact, and affect overall market quality. We capture order placements via the depth (step) and the height (price) dimensions along the LOB. We first document that HFTs are active not only at the top of the LOB, but their orders are placed along the LOB with an average around the 5th step, slightly ahead of NHFTs who on average are close to the 6th step. Generally, both HFTs and NHFTs are more aggressive in order placement with large stocks and hidden orders and HFT orders are further ahead during the crisis week, though price-wise they all back off somewhat with more conservative placements by NHFTs. In market turmoil, whenever HFTs see NHFTs trade among themselves, they become less aggressive in order placement. However, when HFTs trade, other HFT orders become more aggressive by moving ahead. On the contrary, NHFTs generally become more aggressive when other NHFTs supply liquidity in trading, and more conservative when HFTs are the supplier. We find mixed results on the impact of HFTs order placements and trading activities on market quality by different measures, but aggressive orders by HFTs and NHFTs both are related with decreases in short-term market volatility. Our findings highlight the importance of not only studying HFTs and NHFTs activities along the LOB, but also in both depth and height dimensions, instead of only at the market inside quotes.

No

Yes / Placement capacity is a challenge in supporting the clinical education of diagnostic radiography students within the UK at a time where growth in the workforce is required if service delivery needs are to be met. COVID-19 has been one of the catalysts in the growth of innovative and simulated clinical placement models. This survey seeks to understand the current picture of clinical education models and the drivers for it. A short online MS Forms survey with mixed question types was distributed to higher education institutions (HEIs) delivering pre-registration diagnostic radiography programmes in the UK and Ireland. Descriptive and thematic analysis of data was undertaken to gain insight into the clinical placement models used. Responses related to 24 programmes from 17 HEIs were collated. Capacity issues, increased student numbers and ability to achieve the learning outcomes were the drivers for the model and arrangement of clinical placements. Clinical practice hours varied widely across programmes as did the proportion of simulation-based education. Respondents felt an increase in the use of placements in modalities and other settings could further increase training capacity. Opportunities to further change the clinical placement model have been identified which may alleviate some pressure points on capacity. Guidance around clinical practice hours may facilitate a sustainable approach to workforce training. Innovative placement models will require assessment strategies that align in order that students demonstrate relevant capabilities in a range of settings and value varied learning opportunities. The collective engagement and innovation of higher education institutions and service providers will be needed to create sustainable quality models of clinical training and assessment to meet diagnostic radiography workforce requirements.

No description available.

The advancement of digital entertainment media has given audiences the ability to skip ads that do not interest them. Consequently, brands face the challenge of creating ads that can compel audiences and finding media outlets that can effectively reach target audiences. Brands today use product placements to promote their products because movie audiences are generally attentive to ads when they are incorporated in a movie’s narrative. Marvel Cinematic Universe is a globally recognized entertainment franchise that uses product placements strategically to promote brands in their movies and TV shows. In this study, I conduct rhetorical analyses of select product placements in Marvel movies to investigate how they employ different rhetorical appeals in promoting products; and discuss how the appeals can influence audience perceptions of the products advertised. My findings suggest that product placements in Marvel movies leverage Aristotle's rhetorical appeals to draw audiences' attention and influence their opinions about products.

INTRODUCTION: The burden of child maltreatment is substantial, highlighting the importance of identifying effective prevention programs in reducing occurrence and costs. The SafeCare® model was developed as a home-based service for high-risk parents in child protective services for child maltreatment. Although limited, studies that evaluate interventions for child maltreatment through a public health strategy can be achieved through administrative data and have a positive impact on population level reduction of abuse and neglect. AIM: This current secondary analysis examines the effect of the statewide implementation of SafeCare compared to services as usual on the likelihood of out-of-home placement. The research question is “are there differences in out-of-home placement among families referred to SafeCare compared to families who received services as usual?” METHOD: The original study was a cluster-randomized research design was implemented to evaluate SafeCare verses services as usual at the agency/region level including two urban and four rural child protective services administrative regions of Oklahoma. The secondary analysis sample included 2,175 families, prioritizing the primary caregiver for intervention. The Cox proportional-hazards regression model was used to estimate the relative risk for an out-of-home placement and participants were categorized according to intervention type group. RESULTS: By the end of the 2.9-year follow-up, there were 283 first time occurrences of out-of-home placement. Families randomized to receive services as usual had no effect compared to families receiving SafeCare on the likelihood of out-of-home placement after adjusting for baseline family covariates. DISCUSSION: These findings suggest that many chronic cases in the child welfare system may show limited change with services and may suggest a different service approach for reducing recidivism in out-of-home placement outcomes. Although limited, evaluating interventions for child maltreatment by using administrative data can be achieved through administrative data and have a positive impact on establishing effective prevention programs in reducing occurrence of abuse and neglect on a population level.