In healthcare, personal protective equipment (PPE) are sometimes misused due to improper skill acquisition or skill decay before clinical practice. Training is often didactic or web-based but it is unclear whether these methods transfer to effective physical performance. There is no standard method to evaluate these competencies and scheduling or space restrictions can limit physical practice. A Delphi survey produced relevant checklist and global rating items for evaluating use of PPE. Principles from skill learning and human-computer interaction were combined with the survey results to develop an interactive computer-based simulation for procedural practice of these skills. The assessment tool differentiated between experienced and newly-trained users and demonstrated inter-rater reliability. Learners rated their satisfaction with the simulation similar to a provincial online tutorial and pilot studies with the simulation demonstrated that learners practiced for a longer period when using the simulation as compared to the provincial online tutorial.

In healthcare, personal protective equipment (PPE) are sometimes misused due to improper skill acquisition or skill decay before clinical practice. Training is often didactic or web-based but it is unclear whether these methods transfer to effective physical performance. There is no standard method to evaluate these competencies and scheduling or space restrictions can limit physical practice. A Delphi survey produced relevant checklist and global rating items for evaluating use of PPE. Principles from skill learning and human-computer interaction were combined with the survey results to develop an interactive computer-based simulation for procedural practice of these skills. The assessment tool differentiated between experienced and newly-trained users and demonstrated inter-rater reliability. Learners rated their satisfaction with the simulation similar to a provincial online tutorial and pilot studies with the simulation demonstrated that learners practiced for a longer period when using the simulation as compared to the provincial online tutorial.

In healthcare, personal protective equipment (PPE) are sometimes misused due to improper skill acquisition or skill decay before clinical practice. Training is often didactic or web-based but it is unclear whether these methods transfer to effective physical performance. There is no standard method to evaluate these competencies and scheduling or space restrictions can limit physical practice. A Delphi survey produced relevant checklist and global rating items for evaluating use of PPE. Principles from skill learning and human-computer interaction were combined with the survey results to develop an interactive computer-based simulation for procedural practice of these skills. The assessment tool differentiated between experienced and newly-trained users and demonstrated inter-rater reliability. Learners rated their satisfaction with the simulation similar to a provincial online tutorial and pilot studies with the simulation demonstrated that learners practiced for a longer period when using the simulation as compared to the provincial online tutorial.

In healthcare, personal protective equipment (PPE) are sometimes misused due to improper skill acquisition or skill decay before clinical practice. Training is often didactic or web-based but it is unclear whether these methods transfer to effective physical performance. There is no standard method to evaluate these competencies and scheduling or space restrictions can limit physical practice. A Delphi survey produced relevant checklist and global rating items for evaluating use of PPE. Principles from skill learning and human-computer interaction were combined with the survey results to develop an interactive computer-based simulation for procedural practice of these skills. The assessment tool differentiated between experienced and newly-trained users and demonstrated inter-rater reliability. Learners rated their satisfaction with the simulation similar to a provincial online tutorial and pilot studies with the simulation demonstrated that learners practiced for a longer period when using the simulation as compared to the provincial online tutorial.

The purpose of this study was to examine the differences between the traditional global rating scale and a new behavioral rating scale in a university-based assessment center. It was hypothesized that personality factors, as measured by the 16PF and associated with the global ratings of performance would differ from those associated with the behavioral ratings of performance. It was further hypothesized that the associated personality factors would also differ for males and females. These hypotheses were ^confirmed. Pearson correlations were computed for ratings of males, females, and all subjects combined on both global and behavioral rating scales.

This thesis examines part of financial analysis focused on financial risks arising from the results of the financial analysis. The theoretical part defines the basic concepts of financial analysis, including formulas necessary for the analytical part of the work. Further defines the terms relating to the areas of risk, risk analysis and risk reduction methods. The analytical part is concerned with the present state of the selected company. The final section contains suggestions for improving the financing and stabilization of the company.

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This diploma thesis deals with evaluation of the financial situation of selected company between years 2012 - 2016. The theoretical part of this thesis deals with basic principles of financial and strategic analysis which create basis for elaboration of the practical part. The practical part analyzes the current state of the company using classic and modern methods of financial analysis. Based on findings in the practical part is evaluated overall financial situation of the company and recommendations are suggested to improve the current situation of the company.