The experiences and needs of HIV/AIDS counsellors at a South African hospital

To increase the availability of HIV/AIDS counselling in South Africa, nurses have been trained to serve as counsellors within hospital services. The aim of the study was to document the experiences and needs of nurse HIV/AIDS counsellors at a small South African hospital (with 279 beds and 10 medical doctors on the staff). The design was a qualitative, multiple-case study. The sample consisted of four nurse counsellors and the co-ordinator of HIV/AIDS services at the hospital. Three semi-structured interviews with the counsellors were used as the basis for case narratives of their experiences. These narratives were in turn subjected to content analysis to determine the range and nature of the concerns identified by the counsellors. The counsellors found their HIV/AIDS counselling work to be emotionally demanding and identified several significant problems. These were related to confidentiality, stigmatisation, motional responses to informing clients of their HIV-positive status, cultural and contextual factors and situational stressors related to the organisation of the work environment. They did not feel sufficiently supported by their work infrastructure. It is recommended that in setting up counselling services of this sort, managers need to be aware of the need for ongoing support in the form of facilitated groups, professional supervision, managerial attention to problems in the working environment, and regular in-service training

The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting

© CA Jeffery, ML Mitchell, A Henderson, S Lenthall, S Knight, P Glover, M Kelly, D Nulty, M Groves, 2014. Introduction: Nurses in remote areas of Australia are the primary healthcare professionals, who need to be able to deliver comprehensive and culturally sensitive care to clients, many of whom are Indigenous Australians. Adequate and specific preparation for practice is crucial to the quality of care delivered by remote area nurses (RANs). Objective structured clinical examinations (OSCE) provide an excellent opportunity for student practice in a simulated environment that is safe, authentic, fair and valid when well constructed. Seven integrated best practice guidelines (BPGs), previously developed by project team members to inform OSCEs within educational programs, provided guidance in restructuring the OSCE. This paper provides a detailed analysis of the value of BPGs used in the development, teaching and learning, and evaluation of OSCEs in a rural and remote postgraduate course for RANs. Method: A pre-site visit to the Centre for Remote Health, Alice Springs, Northern Territory, was conducted with modification of the course and previous OSCE according to BPGs. Following delivery of the course and OSCE, evaluations occurred via a mixed method approach. Student surveys (n=15) and focus groups (n=13) and staff interviews (n=5) provided an in-depth analysis of their perceptions of the revised OSCE. Descriptive statistics were used to describe the student sample. The narrative data were transcribed verbatim and analysed using content analysis. Triangulation was achieved with the convergence of the separate data sources focusing on themes and patterns within and between students and tutors. Results: All 15 students and five tutors provided feedback. The majority of student participants had limited experience in working in remote area nursing prior to participation and therefore the opportunities that availed themselves were critical in adequately equipping them with the requisite knowledge, skills and abilities. Three themes emerged from the data: (1) value of common and significant events in OSCE; (2) power of deliberate actions; and (3) learning cultural sensitivity. Discussion: OSCEs in this setting proved to be a good way for students to learn the skills required by RANs. Overwhelmingly, the modifications using the BPGs were highly valued by students and staff. Three themes emerged and were clearly linked to specific BPGs, indicating the positive impact the BPGs had on the OSCEs and student learning. The authentic content for the scenarios was seen as relevant and motivational for student learning. The practice element of the OSCEs enhanced the learning experience and feedback supported learning. Conclusions: OSCEs developed, taught and assessed using BPGs were highly valued. The BPGs provided an integrated approach with real-life scenarios with a strong cultural perspective - all important features to the RANs' future success in providing individualised care to clients in remote areas of Australia. Further use of BPGs is recommended

Evidence for an Excess of Soft Photons in Hadronic Decays of Z^0

Soft photons inside hadronic jets converted in front of the DELPHI main tracker (TPC) in events of qqbar disintegrations of the Z^0 were studied in the kinematic range 0.2 < E_gamma < 1 GeV and transverse momentum with respect to the closest jet direction p_T < 80 MeV/c. A clear excess of photons in the experimental data as compared to the Monte Carlo predictions is observed. This excess (uncorrected for the photon detection efficiency) is (1.17 +/- 0.06 +/- 0.27) x 10^{-3} gamma/jet in the specified kinematic region, while the expected level of the inner hadronic bremsstrahlung (which is not included in the Monte Carlo) is (0.340 +/- 0.001 +/- 0.038) x 10^{-3} gamma/jet. The ratio of the excess to the predicted bremsstrahlung rate is then (3.4 +/- 0.2 +/- 0.8), which is similar in strength to the anomalous soft photon signal observed in fixed target experiments with hadronic beams.Comment: 37 pages, 9 figures, Accepted by Eur. Phys. J.

OSCE best practice guidelines—applicability for nursing simulations

Background: Objective structured clinical examinations (OSCEs) have been used for many years within healthcare programmes as a measure of students’ and clinicians’ clinical performance. OSCEs are a form of simulation and are often summative but may be formative. This educational approach requires robust design based on sound pedagogy to assure practice and assessment of holistic nursing care. As part of a project testing seven OSCE best practice guidelines (BPGs) across three sites, the BPGs were applied to an existing simulation activity. The aim of this study was to determine the applicability and value of the OSCE BPGs in an existing formative simulation. Methods: A mixed methods approach was used to address the research question: in what ways do OSCE BPGs align with simulations. The BPGs were aligned and compared with all aspects of an existing simulation activity offered to first-year nursing students at a large city-based university, prior to their first clinical placement in an Australian healthcare setting. Survey questions, comprised of Likert scales and free-text responses, used at other sites were slightly modified for reference to simulation. Students’ opinions about the refined simulation activity were collected via electronic survey immediately following the simulation and from focus groups. Template analysis, using the BPGs as existing or a priori thematic codes, enabled interpretation and illumination of the data from both sources.Results: Few changes were made to the existing simulation plan and format. Students’ responses from surveys (n = 367) and four focus groups indicated that all seven BPGs were applicable for simulations in guiding their learning, particularly in the affective domain, and assisting their perceived needs in preparing for upcoming clinical practice. Discussion: Similarities were found in the intent of simulation and OSCEs informed by the BPGs to enable feedback to students about holistic practice across affective, cognitive and psychomotor domains. The similarities in this study are consistent with findings from exploring the applicability of the BPGs for OSCEs in other nursing education settings, contexts, universities and jurisdictions. The BPGs also aligned with other frameworks and standards often used to develop and deliver simulations. Conclusions: Findings from this study provide further evidence of the applicability of the seven OSCE BPGs to inform the development and delivery of, in this context, simulation activities for nurses. The manner in which simulation is offered to large cohorts requires further consideration to meet students’ needs in rehearsing the registered nurse role

Argument mining with graph representation learning

Argument Mining (AM) is a unique task in Natural Language Processing (NLP) that targets arguments: a meaningful logical structure in human language. Since the argument plays a significant role in the legal field, the interdisciplinary study of AM on legal texts has significant promise. For years, a pipeline architecture has been used as the standard paradigm in this area. Although this simplifies the development and management of AM systems, the connection between different parts of the pipeline causes inevitable shortcomings such as cascading error propagation. This paper presents an alternative perspective of the AM task, whereby legal documents are represented as graph structures and the AM task is undertaken as a hybrid approach incorporating Graph Neural Networks (GNNs), graph augmentation and collective classification. GNNs have been demonstrated to be an effective method for representation learning on graphs, and they have been successfully applied to many other NLP tasks. In contrast to previous pipeline-based architecture, our approach results in a single end-to-end classifier for the identification and classification of argumentative text segments. Experiments based on corpora from both the European Court of Human Rights (ECHR) and the Court of Jus- tice of the European Union (CJEU) show that our approach achieves strong results compared to state-of-the-art baselines. Both the graph augmentation and collective classification steps are shown to improve performance on both datasets when compared to using GNNs alone

Online peer assessment in higher education: a systematic review of literature in educational practices

Neste artigo procedemos a uma revisão sistemática da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediadas por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas características, centrais e opcionais e mapeamos exemplos práticos (procedimentos e TIC) de OPA que poderão ser transversais, adaptáveis e aplicáveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratégia que potencia a “avaliação para a aprendizagem”. Os referenciais teóricos subjacentes, os métodos de avaliação e os tipos de TIC utilizadas indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competências, dando ao aluno oportunidades com alguma regularidade para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. Há também evidências de que dar ou produzir feedback é mais benéfico para a aprendizagem do que apenas recebê-lo, como também é cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crítico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexão sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das práticas de avaliação no sentido de potenciar aprendizagens e resultados acadêmicos, em atenção às necessidades de aprendizagem que se manifestam frente às expectativas da educação atual e futura e às exigências da sociedade.In this research a systematic review of literature about Online Peer Assessment (OPA) in higher education, mediated by Information and Communication Technology (ICT), was carried out. Optional and central characteristics and its practices (procedures and ICT) were identified and mapping. These procedures and practices may be transversal, adaptable and applied in several curriculum units and educational regimes. The results point to the use of OPA as a strategy that enhances “assessment for learning”. The theoretical framework, the methods of assessment and the kinds of ICT used indicate directions for greater involvement and responsibility from the part of the student in his/her learning. Theoretical framework identifies the need to develop students’ skills, providing them with opportunities for self-assessment and peer assessment on a regular basis through constructive feedback. There is also evidence that to give or receive feedback is more beneficial for learning than just receiving it. It is also cognitively more demanding and directs the students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues for further reflection are also identified such as the creative development of assessment methods with a focus on diversity and innovation in order to enhance students’ learning and academic results, taking into account their learning needs in face of the expectations of current and future education and the demands of society.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Enhancing legal argument mining with domain pre-training and neural networks

The contextual word embedding model, BERT, has proved its ability on downstream tasks with limited quantities of annotated data. BERT and its variants help to reduce the burden of complex annotation work in many interdisciplinary research areas, for example, legal argument mining in digital humanities. Argument mining aims to develop text analysis tools that can automatically retrieve arguments and identify relationships between argumentation clauses. Since argumentation is one of the key aspects of case law, argument mining tools for legal texts are applicable to both academic and non-academic legal research. Domain-specific BERT variants (pre-trained with corpora from a particular background) have also achieved strong performance in many tasks. To our knowledge, previous machine learning studies of argument mining on judicial case law still heavily rely on statistical models. In this paper, we provide a broad study of both classic and contextual embedding models and their performance on practical case law from the European Court of Human Rights (ECHR). During our study, we also explore a number of neural networks when being combined with different embeddings. Our experiments provide a comprehensive overview of a variety of approaches to the legal argument mining task. We conclude that domain pre-trained transformer models have great potential in this area, although traditional embeddings can also achieve strong performance when combined with additional neural network layers

A decade of legal argumentation mining: datasets and approaches

The growing research field of argumentation mining (AM) in the past ten years has made it a popular topic in Natural Language Processing. However, there are still limited studies focusing on AM in the context of legal text (Legal AM), despite the fact that legal text analysis more generally has received much attention as an interdisciplinary field of traditional humanities and data science. The goal of this work is to provide a critical data-driven analysis of the current situation in Legal AM. After outlining the background of this topic, we explore the availability of annotated datasets and the mechanisms by which these are created. This includes a discussion of how arguments and their relationships can be modelled, as well as a number of different approaches to divide the overall Legal AM task into constituent sub-tasks. Finally we review the dominant approaches that have been applied to this task in the past decade, and outline some future directions for Legal AM research

Search for charginos in e+e- interactions at sqrt(s) = 189 GeV

An update of the searches for charginos and gravitinos is presented, based on a data sample corresponding to the 158 pb^{-1} recorded by the DELPHI detector in 1998, at a centre-of-mass energy of 189 GeV. No evidence for a signal was found. The lower mass limits are 4-5 GeV/c^2 higher than those obtained at a centre-of-mass energy of 183 GeV. The (\mu,M_2) MSSM domain excluded by combining the chargino searches with neutralino searches at the Z resonance implies a limit on the mass of the lightest neutralino which, for a heavy sneutrino, is constrained to be above 31.0 GeV/c^2 for tan(beta) \geq 1.Comment: 22 pages, 8 figure