A Mobile stroke unit (MSU) is a type of ambulance deployed to promote the rapid delivery of stroke care. We present a computational study using a time to treatment estimation model to analyze the potential benefits of using MSUs in Sweden's Southern Health Care Region (SHR). In particular, we developed two scenarios (MSU1 and MSU2) each including three MSUs, which we compared with a baseline scenario containing only regular ambulances. For each MSU scenario, we assessed how much the expected time to treatment is estimated to decrease for the whole region and each subregion of SHR, and how the population is expected to benefit from the deployment of MSUs. For example, the average time to treatment in SHR was decreased with 20,4 and 15,6 minutes, respectively, in the two MSU scenarios. Moreover, our computational results show that the locations of the MSUs significantly influence what benefits can be expected. While MSU1 is expected to improve the situation for a higher share of the population, MSU2 is expected to have a higher impact on the patients who currently have the longest time to treatment.

A mobile stroke unit (MSU) is an ambulance, where stroke patients can be diagnosed and treated. Recently, placement of MSUs has been studied focusing on either maximum population coverage or equal service for all patients, termed efficiency and equity, respectively. In this study, we propose an unconstrained optimization model for the placement of MSUs, designed to introduce a tradeoff between efficiency and equity. The tradeoff is based on the concepts of weighted average time to treatment and the time difference between the expected time to treatment for different geographical areas. We conduct a case-study for Sweden’s Southern Health care Region (SHR), generating three scenarios (MSU1, MSU2, and MSU3) including 1, 2, and 3 MSUs, respectively. We show that our proposed optimization model can tune the tradeoff between the efficiency and equity perspectives for the MSU(s) allocation. This enables a high level of equal service for most inhabitants, as well as reducing the time to treatment for most inhabitants of a geographic region. In particular, placing three MSUs in the SHR with the proposed tradeoff, the share of inhabitants who are expected to receive treatment within an hour potentially improved by about a factor of 14 in our model.

A mobile stroke unit (MSU) is a special type of ambulance, where stroke patients can be diagnosed and provided intravenous treatment, hence allowing to cut down the time to treatment for stroke patients. We present a discrete event simulation (DES) model to study the potential benefits of using MSUs in the southern health care region of Sweden (SHR). We included the activities and actions used in the SHR for stroke patient transportation as events in the DES model, and we generated a synthetic set of stroke patients as input for the simulation model. In a scenario study, we compared two scenarios, including three MSUs each, with the current situation, having only regular ambulances. We also performed a sensitivity analysis to further evaluate the presented DES model. For both MSU scenarios, our simulation results indicate that the average time to treatment is expected to decrease for the whole region and for each municipality of SHR. For example, the average time to treatment in the SHR is reduced from 1.31h in the baseline scenario to 1.20h and 1.23h for the two MSU scenarios. In addition, the share of stroke patients who are expected to receive treatment within one hour is increased by a factor of about 3 for both MSU scenarios.

Constructing simulation models can be a complex and time-consuming task, in particular if the models are constructed from scratch or if a general-purpose simulation modeling tool is used. In this paper, we propose a model construction framework, which aims to simplify the process of constructing discrete event simulation models for emergency medical service (EMS) policy analysis. The main building blocks used in the framework are a set of general activities that can be used to represent different EMS care chains modeled as flowcharts. The framework allows to build models only by specifying input data, including demographic and statistical data, and providing a care chain of activities and decisions. In a case study, we evaluated the framework by using it to construct a model for the simulation of the EMS activities related to acute stroke. Our evaluation shows that the predefined activities included in the framework are sufficient to build a simulation model for the rather complex case of acute stroke.

Mobile Stroke Units (MSUs) are specialized ambulances that can diagnose and treat stroke patients; hence, reducing the time to treatment for stroke patients. Optimal placement of MSUs in a geographic region enables to maximize access to treatment for stroke patients. We contribute a mathematical model to optimally place MSUs in a geographic region. The objective function of the model takes the tradeoff perspective, balancing between the efficiency and equity perspectives for the MSU placement. Solving the optimization problem enables to optimize the placement of MSUs for the chosen tradeoff between the efficiency and equity perspectives. We applied the model to the Blekinge and Kronoberg counties of Sweden to illustrate the applicability of our model. The experimental findings show both the correctness of the suggested model and the benefits of placing MSUs in the considered regions.

A mobile stroke unit (MSU) is a specialized ambulance, enabling to shorten the time to diagnosis and treatment for stroke patients. In the current paper, we present a simulation-based approach to study the potential impacts of collaborative use of regular ambulances and MSUs in prehospital transportation for stroke patients, denoted as co-dispatching. We integrated a co-dispatch policy in an existing modeling framework for constructing emergency medical services simulation models. In a case study, we applied the extended framework to southern Sweden to evaluate the effectiveness of using the co-dispatch policy for different types of stroke. The results indicate reduced time to diagnosis and treatment for stroke patients when using the co-dispatch policy compared to the situation where either a regular ambulance or an MSU is assigned for a stroke incident.

Preparing travel time data can be a time-consuming process, which greatly limits the flexibility of transport simulation models. In the current paper, we present an approach to integrate a routing engine locally in an existing modeling framework, hence enabling to dynamically calculate travel times in the constructed emergency medical services (EMS) simulation models. This integration eliminates the need for the pre-calculation typically required to prepare travel time data. Using the extended framework, we developed an EMS simulation model for stroke patients, which we applied in a scenario study to southern Sweden. This allowed us to evaluate the potential benefits of using dynamic travel time calculations in prehospital stroke care. The experimental results, supported by comparisons with pre-calculated travel times, confirm the effectiveness of our approach in integrating dynamic travel time calculations into the framework. Moreover, the results of our evaluation indicate that including this functionality in simulation models can provide more realistic results. Finally, our approach for local implementation of dynamic travel time calculations is faster and less restricted compared to using online services.

Travel time estimation is an integral component of emergency medical services (EMS) simulations due to the need to calculate ambulance transport times for patients. We present a study where we integrated a machine learning (ML) based ambulance travel time estimation module into an EMS simulation modeling framework, aiming to explore the potential benefits of using ML-based travel time estimations in emergency simulations. To illustrate the effectiveness of the proposed approach, we used the framework to construct an EMS simulation model for stroke patients and applied it in a scenario study covering Skåne County, Sweden. The result of the simulation shows differences in ambulance driving times when using the ML-based module compared to existing routing engines designed for passenger cars. The observed differences emphasize the impacts of integrating ML-based estimations into EMS simulations.

Children’s right to involvement in practices that address their well-being is frequentlyhighlighted, yet how children exercise involvement in face-to-face encounters hasremained fairly unknown. To fulfil our aim of identifying, describing and defining children’s involvement, we conducted an inductive microanalysis of face-to-face dialogue onaudiovisual recordings of naturally occurring therapy sessions with children attendingsocial services departments and mental health clinics. The resulting operationalisationgenerated six dimensions of children’s involvement: participatory, directive, positional,emotional, agentive and narrative. By operationalising how children exercise involvement, we render the abstract concept more amenable to fine-grained analysis, systematic evaluation and criticism. The domains also offer tools to recognise children’sinvolvement in practice. Lastly, the article discusses practical implications and presents acompass for orientation. Since many conversational elements in institutional talks aregeneric, the dimensions are potentially transferable to other settings, including schoolcounselling, child protection investigation and clinical psychology. A high inter-analystagreement, together with similar findings on utterance functions and interactionaldominance in other types of dialogues, also enhance the dimensions’ transferability.

Children’s in-session involvement in child and family therapies correlates with both positive and negative treatment outcomes. Thus, it is important to gain a better understanding of the clinical practices that facilitate children’s involvement in therapy sessions so that practitioners can employ them with greater precision. To address this need, we conducted a study to answer the following question: What clinical practices facilitate children’s in-session involvement in child and family therapies? The data consisted of 16 extant audiovisual recordings of child and family therapy sessions and 24 stimulated-recall interviews with the participants in the recordings. Following constructivist grounded theory and incorporating storyline as an additional analytical technique, we have constructed a framework consisting of four involvement-enhancing practices: managing time, staying relevant, adjusting intensity, and facilitating inclusion. Furthermore, by detailing some of the complex processes that practitioners navigate when they facilitate children’s involvement, our study adds a multilayered and dynamic dimension to the list of already established involvement facilitators. It may be used to moderate an overstandardized work culture that continues to characterize services that address children’s needs. The results may be applied to other institutional encounters, providing resonance beyond the analyzed therapy sessions.

This paper presents an analysis of how three interlocutors sequentially organize and accomplish mutual understanding in naturally occurring audiovisual recordings of therapy sessions. The analysis is in keeping with microanalysis of face-to-face dialog (MFD) and follows operational definitions of three-step micro-processes that interlocutors use when they calibrate new information; that is, how they agree that they have understood each other's words and actions well enough for current practical purposes. Pointing to some of the complexities that characterize triadic interactions, the analysis contributes with new documentations of 'suspended', 'nested', 'branched', 'multi-paced', and 'mixed interpretations' calibrations. The analysis also demonstrates how interlocutors may calibrate the 'tone' of an utterance before the topical content is mutually understood. The results and their implications may be relevant to practitioners of institutional talks at large, where the quality and outcome of, for instance, assessments and interventions largely rely on accomplishing mutual understanding.

Background The growing resistance of bacteria to antimicrobial medicines is a global issue and a direct threat to human health. Despite this, antibiotic prophylaxis is often still routinely used in dental implant surgery to prevent bacterial infection and early implant failure, despite unclear benefits. There is a lack of sufficient evidence to formulate clear clinical guidelines and therefore there is a need for well-designed, large-scale randomized controlled trials to determine the effect of antibiotic prophylaxis. Purpose To compare the effect of a presurgical antibiotic regimen with an identical placebo regimen in healthy or relatively healthy patients receiving dental implants. Materials and Methods The 474 patients participating in the study were recruited from seven clinics in southern Sweden. We randomized the patients into a test and a placebo group; the study was conducted double-blinded. Preoperatively, the test group received 2 g of amoxicillin and the control group, identical placebo tablets. The primary outcome was implant failure; secondary outcomes were postoperative infections and adverse events. Patients were evaluated at two follow-ups: at 7-14 days and at 3-6 months. Results Postoperative evaluations of the antibiotic (n = 238) and the placebo (n = 235) groups noted implant failures (antibiotic group: six patients, 2.5% and placebo group: seven patients, 3.0%) and postoperative infections (antibiotic group: two patients, 0.8% and placebo group: five patients, 2.1%). No patient reported any adverse events. Between-group differences in implant failures and postoperative infections were nonsignificant. Conclusion Antibiotic prophylaxis in conjunction with implant placement is likely of small benefit and should thus be avoided in most cases, especially given the unabated growth in antibiotic-resistant bacteria. Clinical trial registration number: NCT03412305.

BACKGROUND: The question of whether antibiotic prophylaxis should be administered routinely for dental implant surgery is unresolved. Despite the lack of conclusive supportive evidence, antibiotics are often administered to reduce the risk of infection, which could lead to early implant failure. Increasing antibiotic resistance is a major concern and it is therefore important to reduce the overall use of antibiotics, including in dentistry. The aim of the present systematic review and meta-analysis was to evaluate the efficacy of preoperative antibiotics in preventing early implant failure, in overall healthy patients undergoing dental implant surgery.

METHODS: , 2023, to identify randomized clinical trials (RCTs). All RCTs comparing antibiotic prophylaxis with no antibiotics/placebo in overall healthy patients receiving dental implants were included. The primary outcome was patients with early implant failure. Risk of bias was assessed, data were extracted, a meta-analysis was done, and GRADE certainty-of-evidence ratings were determined. The risk ratio (RR), the risk difference (RD) and 95% confidence intervals (CI) were estimated.

RESULTS: After removal of duplicates, 1086 abstracts were screened, and 17 articles were reviewed in full text. Seven RCTs with moderate or low risk of bias and with a total of 1859 patients and 3014 implants were included in the meta-analysis. With reference to early implant failure at patient level, the meta-analysis failed to disclose any statistically significant difference (RR: 0.66, 95% CI: 0.30-1.47) between antibiotic prophylaxis and a placebo. The risk difference was -0.007 (95% CI: -0.035-0.020) leading to a number needed to treat (NNT) of 143.

CONCLUSION: Antibiotic prophylaxis for dental implant surgery does not seem to have any substantial effect on early implant failure ( ). The results do not support routine antibiotic prophylaxis for dental implant surgery.

Objectives Formative peer assessment focuses onlearning and development of the student learning process.This implies that students are taking responsibility forassessing the work of their peers by giving and receivingfeedback to each other. The aim was to compile researchabout formative peer assessment presented in higherhealthcare education, focusing on the rationale, theinterventions, the experiences of students and teachersand the outcomes of formative assessment interventions.Design A scoping review.Data sources Searches were conducted until May 2019in PubMed, Cumulative Index to Nursing and Allied HealthLiterature, Education Research Complete and EducationResearch Centre. Grey literature was searched in LibrarySearch, Google Scholar and Science Direct.Eligibility criteria Studies addressing formative peerassessment in higher education, focusing on medicine,nursing, midwifery, dentistry, physical or occupationaltherapy and radiology published in peer-reviewedarticlesor in grey literature.Data extractions and synthesis Out of 1452 studies,37 met the inclusion criteria and were critically appraisedusing relevant Critical Appraisal Skills Programme, JoannaBriggs Institute and Mixed Methods Appraisal Tool tools.The pertinent data were analysed using thematic analysis.Result The critical appraisal resulted in 18 includedstudies with high and moderate quality. The rationale forusing formative peer assessment relates to giving andreceiving constructive feedback as a means to promotelearning. The experience and outcome of formativepeer assessment interventions from the perspectiveof students and teachers are presented within threethemes: (1) organisation and structure of the formativepeer assessment activities, (2) personal attributes andconsequences for oneself and relationships and (3)experience and outcome of feedback and learning.Conclusion Healthcare education must considerpreparing and introducing students to collaborativelearning, and thus develop well-designedlearningactivities aligned with the learning outcomes. Since peercollaboration seems to affect students’ and teachers’experiences of formative peer assessment, empiricalinvestigations exploring collaboration between studentsare of utmost importance.

AIM: The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices.

BACKGROUND: The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students' interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction.

DESIGN: The study was conducted with a focused ethnographic approach.

METHOD: Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students' views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students' collaboration.

RESULT: The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students' collaboration. One the one hand, the global theme involved the students' ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others' perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work.

CONCLUSION: Collaborative activities in nurse education fosters and challenges nursing students' collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession.

Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first-year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher-led assistance and guidance to student interdependency and reciprocal learning, ending with student-led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process.