Phytochemicals and other characteristics of Croatian monovarietal extra virgin olive oils from Oblica, Lastovka and Levantinka varieties

Virgin olive oils from the fruits of Croatian autochthonous varieties Oblica, Lastovka and Levantinka were characterized for the first time. Headspace volatiles were analyzed by HS-SPME/GC-FID/MS. The main volatiles were C6 compounds. The most abundant was (E)-hex-2-enal (62.60%–69.20%). (Z)-Hex-3-enal was not found in Lastovka oil, while Levantinka oil did not contain hexanal. Tocopherols, chlorophylls and carotenoids were determined by HPLC-FL. Levantinka oil was characterized by the highest α-tocopherol level (222.00 mg/kg). Total phenolic contents (TPs), as well as antioxidant activity (DPPH assay) of the oils hydrophilic fractions (HFs) were assessed by spectroscopic methods. The antioxidant activity of Oblica oil HF was the most pronounced (0.91 mmol TEAC/kg) and the HF contained the highest TPs amount (212.21 mg/kg). HFs phenolic composition was determined by HPLC-DAD. The main identified phenols were secoiridoids dominated in Oblica oil: decarboxymethyl ligstroside aglycone (p-HPEA-EDA up to 158.5 mg/kg), oleuropein aglycone (3,4-HPEA-EA up to 96.4 mg/kg) and decarboxymethyl oleuropein aglycon (3,4-DHPEA-EDA up to 93.5 mg/kg)

RESEARCH ON FINDINGS ABOUT CULTIVATION AND USE OF ANNUAL AND BIENNIAL FLOWERING PLANT SPECIES IN THE REGION OF ŠIBENIK AND KNIN – THE REPUBLIC OF CROATIA

Most plant species that are cultivated in climatic conditions prevailing in the Republic of Croatia as annual or biennial flowering plants originate from warm and temperate climate zones of the planet. The plant groups in question are primarily used in privately-owned gardens and on various landscapes. They can be planted in raised flower beds, as well as used for landscape edging, rock gardens, decorative pots and they are also used as cut flowers. They are cost effective and provide the premises with a decorative value added. The objective of the survey research was to verify the findings about cultivation and use of annual and biennial flowering plants that are frequently used in gardens and landscaping in Šibenik and Knin. The survey research was conducted in May 2016 on a sample comprising of 30 respondents (for annual species) and 29 different respondents (for biennial species) from the region of the cities Šibenik and Knin and their outskirts. The respondents assessed the decorative features of six selected species per individual flower group and the method of their maintenance with an average grade (4). The participants in the survey showed a higher level of knowledge on annual flower species (67.7%-100%) compared with the knowledge on biennial flower species (57.9%-75.9%). The persons questioned correctly assessed the use of various species according to their function in the premises. Most respondents used decorative pumpkins (Cucurbita pepo) amongst annual flower plants for decoration of premises, whilst amongst biennial plants they primarily opted for daisies (Bellis perennis). The data provided can be used for the promotion of cultivation and use of flowering plants in practice

Podučavanje interkulturalne kompetencije u visokoškolskom obrazovanju u nastavnim programima ekonomije i menadžmenta - studija slučaja

In times of overwhelming globalization, fostering intercultural competence has become one of the most important missions of higher education institutions across the world. This competence has become one of the most desirable sets of competences for those who would like to see themselves working in international environments. Students need to be aware of cultural boundaries, and the role of instructors in this process is crucial: to provide cultural information is not enough anymore and they need to guide their students’ learning so that learners can competently navigate the L2 culture, knowing which values and behavior patterns of the target culture will assist them in their future workplaces. This paper introduces a case study of how an international institution of higher education in Croatia teaches this competence in various courses. The paper presents qualitative survey data to measure college students’ self-reported competences in four categories: motivation, strategy, knowledge and behavior. Results show that students report higher competences in the areas of motivation and strategy, compared to knowledge and behavior. Implications of these findings for future education in intercultural competence in institutions of higher education are discussed.U vrijeme sveobuhvatne globalizacije, interkulturalna kompetencija postala je jedno od glavnih obrazovnih izazova ustanova visokoškolskog obrazovanja diljem svijeta. U takvom kontekstu ta je kompetencija zasigurno postala također i jedna od najpoželjnijih vještina kojoj teži mladi profesionalni kadar koji sebe želi vidjeti u budućnosti u međunarodnom okruženju. Studenti trebaju biti svjesni kulturnih ograničenja, a uloga predavača je u svemu tome neupitna: više nije dostatno samo pružiti osnovne informacije o kulturi neke zemlje, grupe ili pojedinca, već i sami predavači trebaju usmjeravati svoje studente kako bi oni mogli bolje shvatiti koje vrijednosti i sustavi normi i/ili ponašanja druge kulture im mogu biti korisni u poslu. Ovaj rad predstavlja rezultate studije kojom se želi pokazati kako jedna visokoškolska ustanova u Republici Hrvatskoj podučava studente interkulturalnoj kompetenciji u različitim kolegijima. Cilj je rada pružiti kvalitativne podatke dobivene putem provedenog istraživanja utemeljenog na samoprocjeni ispitanika u četiri kategorije: motivacija, strategija, znanje, ponašanje. Dobiveni rezultati ukazuju na povećan stupanj kompetencija u kategoriji motivacije i strategije, u usporedbi s postignutim rezultatima u području znanja i ponašanja. U radu se također raspravlja o mogućim implikacijama dobivenih rezultata na buduću poduku interkulturalne kompetencije na visokoškolskim ustanovama

Value-Based Experiences Related to Digital Follow-Up Services Among Critical Care Survivors:An International Qualitative Study

Intensive care units (ICUs) are increasingly striving to provide cost-effective and value-based support. To meet this trend, digital solutions might offer appropriate opportunities for delivering remote, personalized follow-up services. However, it remains unclear whether digital solutions align with survivors' preferences to improve post-ICU quality of life. The aim was to explore the value-based experiences related to digital follow-up services among critical care survivors. A qualitative design, with focus group interviews from May through October 2023, was conducted with critical care survivors recruited from four European countries. A thematic approach was used to analyze the data. Twenty-two participants were included, of whom half were women (n = 11). Three main themes were categorized: (1) powerless and uncontrolled, a search for regaining life; (2) adequate digital information; and (3) the role of technology and appropriate functionalities according to users' wishes. Overall findings across the four European countries highlighted value-based preferences such as personalized online information delivery, the possibility of e-consults with healthcare professionals, and digital access to peer support

Critical care nurses' perceptions of abuse and its impact on healthy work environments in five european countries: a cross-sectional study

Objective: Workplace violence is a prevalent phenomenon in hospital settings which critical care nurses are particularly exposed to. The aim of this study was to research abuse against Critical Care Nurses in five European countries, and its association with and impact on Healthy Work Environments. Methods: This was a multinational cross-sectional study. The 1,183 participants were nurses working in intensive care units from five European countries: Croatia, Cyprus, Poland, Spain, and Romania. The participants were selected by the convenience sampling method from 1 January 2021 to April 2022. Results: Of 1,033 critical care nurses who answered questions about abuse, 646 reported at least one incident in the previous year. The highest number of incidents came from patients (2,050), followed by another nurse (1,453) and physicians (1,039). Conclusion: Although nurses in ICUs are aware that a healthy working environment benefits them in their daily work, most of them still face some form of abuse. Organizations must take a realistic approach to prevent abuse and to educate nurses and nurse managers by implementing standards for healthy work environments

Structures, processes and outcomes of specialist critical care nurse education: An integrative review

Objectives: The objective of this study was to review and synthesise international literature to reveal the contemporary structures, processes, and outcomes of critical care nurse (CCN) education. Method: An integrative review on specialist critical care education was guided by Whittemore and Knafl's integrative review steps: problem identification; literature search; and data evaluation, analysis, and presentation. Donabedian's Quality Framework (Structure-Process-Outcome) provided a useful analytical lens and structure for the reporting of findings. Results: (1) Structures for CCN education incorporated transition-to-practice and ongoing education programs typically offered by hospitals and health services and university-level graduate certificate, diploma, and masters programs. Structural expectations included a standard core curriculum, clinically credible academic staff, and courses compliant with a higher education framework. Published workforce standards and policies were important structures for the practice learning environment. (2) Processes included incremental exposure to increasing patient acuity; consistent and appropriately supported and competent hospital-based preceptors/assessors; courses delivered with a flexible, modular approach; curricula that support nontechnical skills and patient- and family-centred care; stakeholder engagement between the education provider and the clinical setting to guide course planning, evaluation and revalidation; and evidence-based measurement of clinical capabilities/competence. (3) Outcomes included articulation of the scope and levels of graduate attributes and professional activities associated with each level. The role of higher degree research programs for knowledge creation and critical care academic leadership was noted. Conclusions: Provision of high-quality critical care education is multifaceted and complex. These findings provide information for healthcare organisations and education providers. This may enable best practice structures and processes for critical care specialist training that meets the needs of industry and safely supports developing CCN expertise. There is an acknowledged tension between the expectations of governing bodies for policies, standards, and position statements to enhance quality and reduce care variance and the availability of high-quality evidence to underpin these across international contexts