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clinical environment</title> <meta name="description" content="Search results for: integrated clinical environment"> <meta name="keywords" content="integrated clinical environment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="integrated clinical environment"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14843</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: integrated clinical environment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14843</span> Effect of Clinical Depression on Automatic Speaker Verification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheeraz%20Memon">Sheeraz Memon</a>, <a href="https://publications.waset.org/abstracts/search?q=Namunu%20C.%20Maddage"> Namunu C. Maddage</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20Lech"> Margaret Lech</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Allen"> Nicholas Allen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effect of a clinical environment on the accuracy of the speaker verification was tested. The speaker verification tests were performed within homogeneous environments containing clinically depressed speakers only, and non-depresses speakers only, as well as within mixed environments containing different mixtures of both climatically depressed and non-depressed speakers. The speaker verification framework included the MFCCs features and the GMM modeling and classification method. The speaker verification experiments within homogeneous environments showed 5.1% increase of the EER within the clinically depressed environment when compared to the non-depressed environment. It indicated that the clinical depression increases the intra-speaker variability and makes the speaker verification task more challenging. Experiments with mixed environments indicated that the increase of the percentage of the depressed individuals within a mixed environment increases the speaker verification equal error rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speaker%20verification" title="speaker verification">speaker verification</a>, <a href="https://publications.waset.org/abstracts/search?q=GMM" title=" GMM"> GMM</a>, <a href="https://publications.waset.org/abstracts/search?q=EM" title=" EM"> EM</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20environment" title=" clinical environment"> clinical environment</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20depression" title=" clinical depression"> clinical depression</a> </p> <a href="https://publications.waset.org/abstracts/39436/effect-of-clinical-depression-on-automatic-speaker-verification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14842</span> Clinical Training Simulation Experience of Medical Sector Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahsien%20Mohamed%20Okasha">Tahsien Mohamed Okasha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Simulation is one of the emerging educational strategies that depend on the creation of scenarios to imitate what could happen in real life. At the time of COVID, we faced big obstacles in medical education, specially the clinical part and how we could apply it, the simulation was the golden key. Simulation is a very important tool of education for medical sector students, through creating a safe, changeable, quiet environment with less anxiety level for students to practice and to have repeated trials on their competencies. That impacts the level of practice, achievement, and the way of acting in real situations and experiences. A blind Random sample of students from different specialties and colleges who came and finished their training in an integrated environment was collected and tested, and the responses were graded from (1-5). The results revealed that 77% of the studied subjects agreed that dealing and interacting with different medical sector candidates in the same place was beneficial. 77% of the studied subjects agreed that simulations were challenging in thinking and decision-making skills .75% agreed that using high-fidelity manikins was helpful. 75% agree .76% agreed that working in a safe, prepared environment is helpful for realistic situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20training" title=" clinical training"> clinical training</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20sector%20students" title=" medical sector students"> medical sector students</a> </p> <a href="https://publications.waset.org/abstracts/188304/clinical-training-simulation-experience-of-medical-sector-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14841</span> Production of Ultra-Low Temperature by the Vapor Compression Refrigeration Cycles with Environment Friendly Working Fluids</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameh%20Frikha">Sameh Frikha</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Salah%20Abid"> Mohamed Salah Abid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We investigate the performance of an integrated cascade (IC) refrigeration system which uses environment friendly zeotropic mixtures. Computational calculation has been carried out by varying pressure level at the evaporator and the condenser of the system. Effects of mass flow rate of the refrigerant on the coefficient of performance (COP) are presented. We show that the integrated cascade system produces ultra-low temperatures in the evaporator by using environment friendly zeotropic mixture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coefficient%20of%20performance" title="coefficient of performance">coefficient of performance</a>, <a href="https://publications.waset.org/abstracts/search?q=environment%20friendly%20zeotropic%20mixture" title=" environment friendly zeotropic mixture"> environment friendly zeotropic mixture</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20cascade" title=" integrated cascade"> integrated cascade</a>, <a href="https://publications.waset.org/abstracts/search?q=ultra%20low%20temperature" title=" ultra low temperature"> ultra low temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=vapor%20compression%20refrigeration%20cycles" title=" vapor compression refrigeration cycles"> vapor compression refrigeration cycles</a> </p> <a href="https://publications.waset.org/abstracts/40244/production-of-ultra-low-temperature-by-the-vapor-compression-refrigeration-cycles-with-environment-friendly-working-fluids" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14840</span> Survey on Resilience of Chinese Nursing Interns: A Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yutong%20Xu">Yutong Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wanting%20Zhang"> Wanting Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Wang"> Jia Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zihan%20Guo"> Zihan Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Weiguang%20Ma"> Weiguang Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The resilience education of intern nursing students has significant implications for the development and improvement of the nursing workforce. The clinical internship period is a critical time for enhancing resilience. Aims: To evaluate the resilience level of Chinese nursing interns and identify the factors affecting resilience early in their careers. Methods: The cross-sectional study design was adopted. From March 2022 to May 2023, 512 nursing interns in tertiary care hospitals were surveyed online with the Connor-Davidson Resilience Scale, the Clinical Learning Environment scale for Nurse, and the Career Adapt-Abilities Scale. Structural equation modeling was used to clarify the relationships among these factors. Indirect effects were tested using bootstrapped Confidence Intervals. Results: The nursing interns showed a moderately high level of resilience[M(SD)=70.15(19.90)]. Gender, scholastic attainment, had a scholarship, career adaptability and clinical learning environment were influencing factors of nursing interns’ resilience. Career adaptability and clinical learning environment positively and directly affected their resilience level (β = 0.58, 0.12, respectively, p＜0.01). career adaptability also positively affected career adaptability (β = 0.26, p < 0.01), and played a fully mediating role in the relationship between clinical learning environment and resilience. Conclusion: Career adaptability can enhance the influence of clinical learning environment on resilience. The promotion of career adaptability and the clinical teaching environment should be the potential strategies for nursing interns to improve their resilience, especially for those female nursing interns with low academic performance. Implications for Nursing Educators Nursing educators should pay attention to the cultivation of nursing students' resilience; for example, by helping them integrate to the clinical learning environment and improving their career adaptability. Reporting Method: The STROBE criteria were used to report the results of the observations critically. Patient or Public Contribution No patient or public contribution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resilience" title="resilience">resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20learning%20environment" title=" clinical learning environment"> clinical learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20adaptability" title=" career adaptability"> career adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20interns" title=" nursing interns"> nursing interns</a> </p> <a href="https://publications.waset.org/abstracts/174092/survey-on-resilience-of-chinese-nursing-interns-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14839</span> The Integration and Automation of EDA Tools in an Integrated Circuit Design Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohaya%20Abdul%20Wahab">Rohaya Abdul Wahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Raja%20Mohd%20Fuad%20Tengku%20Aziz"> Raja Mohd Fuad Tengku Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nazaliza%20Othman"> Nazaliza Othman</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharifah%20Saleh"> Sharifah Saleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Nabihah%20Razali"> Nabihah Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Rozaimah%20Baharim"> Rozaimah Baharim</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Hanif%20M.%20Nasir"> M. Hanif M. Nasir </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will discuss how EDA tools are integrated and automated in an Integrated Circuit Design Environment. Some of the problems face in our current environment is that users need to configure manually on the library paths, start-up files and project directories. Certain manual processes that happen between the users and applications can be automated but they must be transparent to the users. For example, the users can run the applications directly after login without knowing the library paths and start-up files locations. The solution to these problems is to automate the processes using standard configuration files which will benefit the users and EDA support. This paper will discuss how the implementation is done to automate the process using scripting languages such as Perl, Tcl, Scheme and Shell Script. These scripting tools are great assets for design engineers to build a robust and powerful design flow and this technique is widely used to integrate all the tools together. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EDA%20tools" title="EDA tools">EDA tools</a>, <a href="https://publications.waset.org/abstracts/search?q=Integrated%20Circuits" title=" Integrated Circuits"> Integrated Circuits</a>, <a href="https://publications.waset.org/abstracts/search?q=scripting" title=" scripting"> scripting</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=automation" title=" automation"> automation</a> </p> <a href="https://publications.waset.org/abstracts/12020/the-integration-and-automation-of-eda-tools-in-an-integrated-circuit-design-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14838</span> Structural Analysis of Multi-Pressure Integrated Vessel for Sport-Multi-Artificial Environment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joon-Ho%20Lee">Joon-Ho Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeong-Hwan%20Yoon"> Jeong-Hwan Yoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jung-Hwan%20Yoon"> Jung-Hwan Yoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Sangmo%20Kang"> Sangmo Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Su-Yeon%20Hong"> Su-Yeon Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyun-Woo%20Jeong"> Hyun-Woo Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaeick%20Chae"> Jaeick Chae</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are several dedicated individual chambers for sports that are supplied and used, but none of them are multi-pressured all-in-one chambers that can provide a sports multi-environment simultaneously. In this study, we design a multi-pressure (positive/atmospheric/negative pressure) integrated vessel that can be used for the sport-multi-artificial environment system. We presented additional vessel designs with enlarged space for the tall users; with reinforcement pads added to reduce the maximum stress in the joints of its shells, and then carried out numerical analysis for the structural analysis with maximum stress and structural safety. Under the targeted allowable pressure conditions, maximum stresses occurred at the joint of the shell, and the entrance, the safety of the structure was checked with the allowable stress of its material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=structural%20analysis" title="structural analysis">structural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-pressure" title=" multi-pressure"> multi-pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20vessel" title=" integrated vessel"> integrated vessel</a>, <a href="https://publications.waset.org/abstracts/search?q=sport-multi-artificial%20environment" title=" sport-multi-artificial environment"> sport-multi-artificial environment</a> </p> <a href="https://publications.waset.org/abstracts/89981/structural-analysis-of-multi-pressure-integrated-vessel-for-sport-multi-artificial-environment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">532</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14837</span> Social Justice-Focused Mental Health Practice: An Integrative Model for Clinical Social Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hye-Kyung%20Kang">Hye-Kyung Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social justice is a central principle of the social work profession and education. However, scholars have long questioned the profession’s commitment to putting social justice values into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns of the oppressed. One prominent criticism of clinical social work is that it often relies on individual intervention and fails to take on system-level changes or advocacy. This concern evokes the historical macro-micro tension of the social work profession where micro (e.g., mental health counseling) and macro (e.g., policy advocacy) practices are conceptualized as separate domains, creating a false binary for social workers. One contributor to this false binary seems to be that most clinical practice models do not prepare social work students and practitioners to make a clear link between clinical practice and social justice. This paper presents a model of clinical social work practice that clearly recognizes the essential and necessary connection between social justice, advocacy, and clinical practice throughout the clinical process: engagement, assessment, intervention, and evaluation. Contemporary relational theories, critical social work frameworks, and anti-oppressive practice approaches are integrated to build a clinical social work practice model that addresses the urgent need for mental health practice that not only helps and heals the person but also challenges societal oppressions and aims to change them. The application of the model is presented through case vignettes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title="social justice">social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work" title=" clinical social work"> clinical social work</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20social%20work%20model" title=" clinical social work model"> clinical social work model</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20model" title=" integrative model"> integrative model</a> </p> <a href="https://publications.waset.org/abstracts/167713/social-justice-focused-mental-health-practice-an-integrative-model-for-clinical-social-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14836</span> Clinical Supervisors Experience of Supervising Nursing Students from a Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Magerman">J. Magerman</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Martin"> P. Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nursing students' clinical abilities is highly dependent on the quality of the clinical experience obtained while placed in the clinical environment. The clinical environment has amongst other, key role players which include the clinical supervisor. The primary role of the clinical supervisor is to guide nursing students to become the 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. At the participating university, this may be due to various factors such as large student numbers and social and environmental challenges experienced by 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 participants, who supervised first and second year nursing studnets at the higher education institution under study. TH esample comprised of eight clinical supervisors who supervise first and secon year nursing studnets at teh institution under study. Data was collected by means of in-depht interviews. Data was analysed using Collaizzi's seven steps method of qualitative analysis. Five major themes identified , focussed on the experiences regarding time a sa constraint to job productivity, the impact of teh organisational culture on the fluidity of support, interpersonal relationships a sa dynamic communication process, impact on the self, and limited resources. Trustworthiness of the data was ensured by means of applying Guba's model of truth value, applicability, consistency and neutrality. Reflexivity was also used by the researcher to further enhance trustworthiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20supervision" title="clinical supervision">clinical supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20supervisors" title=" clinical supervisors"> clinical supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20placements" title=" clinical placements"> clinical placements</a> </p> <a href="https://publications.waset.org/abstracts/37743/clinical-supervisors-experience-of-supervising-nursing-students-from-a-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14835</span> Application of Federated Learning in the Health Care Sector for Malware Detection and Mitigation Using Software-Defined Networking Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Dinelka%20Panagoda">A. Dinelka Panagoda</a>, <a href="https://publications.waset.org/abstracts/search?q=Bathiya%20Bandara"> Bathiya Bandara</a>, <a href="https://publications.waset.org/abstracts/search?q=Chamod%20Wijetunga"> Chamod Wijetunga</a>, <a href="https://publications.waset.org/abstracts/search?q=Chathura%20Malinda"> Chathura Malinda</a>, <a href="https://publications.waset.org/abstracts/search?q=Lakmal%20Rupasinghe"> Lakmal Rupasinghe</a>, <a href="https://publications.waset.org/abstracts/search?q=Chethana%20Liyanapathirana"> Chethana Liyanapathirana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research takes us forward with the concepts of Federated Learning and Software-Defined Networking (SDN) to introduce an efficient malware detection technique and provide a mitigation mechanism to give birth to a resilient and automated healthcare sector network system by also adding the feature of extended privacy preservation. Due to the daily transformation of new malware attacks on hospital Integrated Clinical Environment (ICEs), the healthcare industry is at an undefinable peak of never knowing its continuity direction. The state of blindness by the array of indispensable opportunities that new medical device inventions and their connected coordination offer daily, a factor that should be focused driven is not yet entirely understood by most healthcare operators and patients. This solution has the involvement of four clients in the form of hospital networks to build up the federated learning experimentation architectural structure with different geographical participation to reach the most reasonable accuracy rate with privacy preservation. While the logistic regression with cross-entropy conveys the detection, SDN comes in handy in the second half of the research to stack up the initial development phases of the system with malware mitigation based on policy implementation. The overall evaluation sums up with a system that proves the accuracy with the added privacy. It is no longer needed to continue with traditional centralized systems that offer almost everything but not privacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software-defined%20network" title="software-defined network">software-defined network</a>, <a href="https://publications.waset.org/abstracts/search?q=federated%20learning" title=" federated learning"> federated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20clinical%20environment" title=" integrated clinical environment"> integrated clinical environment</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralized%20learning" title=" decentralized learning"> decentralized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=malware%20detection" title=" malware detection"> malware detection</a>, <a href="https://publications.waset.org/abstracts/search?q=malware%20mitigation" title=" malware mitigation"> malware mitigation</a> </p> <a href="https://publications.waset.org/abstracts/149784/application-of-federated-learning-in-the-health-care-sector-for-malware-detection-and-mitigation-using-software-defined-networking-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14834</span> Evaluation of Clinical Decision Support System in Electronic Medical Record System: A Case of Malawi National Art Electronic Medical Record System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pachawo%20Bisani">Pachawo Bisani</a>, <a href="https://publications.waset.org/abstracts/search?q=Goodall%20Nyirenda"> Goodall Nyirenda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Malawi National Antiretroviral Therapy (NART) Electronic Medical Record (EMR) system was designed and developed with guidance from the Ministry of Health through the Department of HIV and AIDS (DHA) with the aim of supporting the management of HIV patient data and reporting in high prevalence ART clinics. As of 2021, the system has been scaled up to over 206 facilities across the country. The system is integrated with the clinical decision support system (CDSS) to assist healthcare providers in making a decision about an individual patient at a particular point in time. Despite NART EMR undergoing several evaluations and assessments, little has been done to evaluate the clinical decision support system in the NART EMR system. Hence, the study aimed to evaluate the use of CDSS in the NART EMR system in Malawi. The study adopted a mixed-method approach, and data was collected through interviews, observations, and questionnaires. The study has revealed that the CDSS tools were integrated into the ART clinic workflow, making it easy for the user to use it. The study has also revealed challenges in system reliability and information accuracy. Despite the challenges, the study further revealed that the system is effective and efficient, and overall, users are satisfied with the system. The study recommends that the implementers focus more on the logic behind the clinical decision-support intervention in order to address some of the concerns and enhance the accuracy of the information supplied. The study further suggests consulting the system's actual users throughout implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20decision%20support%20system" title="clinical decision support system">clinical decision support system</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20medical%20record%20system" title=" electronic medical record system"> electronic medical record system</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=antiretroviral%20therapy" title=" antiretroviral therapy"> antiretroviral therapy</a> </p> <a href="https://publications.waset.org/abstracts/159450/evaluation-of-clinical-decision-support-system-in-electronic-medical-record-system-a-case-of-malawi-national-art-electronic-medical-record-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159450.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14833</span> Nurses' Knowledge and Attitudes about Clinical Governance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sedigheh%20Salemi">Sedigheh Salemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Sanjari"> Mahnaz Sanjari</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Aalaa"> Maryam Aalaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mirzabeigi"> Mohammad Mirzabeigi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Clinical governance is the framework within which the health service provider is required to ongoing accountability and improvement of the quality of their services. This cross-sectional study was conducted in 661 nurses who work in government hospitals from 35 hospitals of 9 provinces in Iran. The study was approved by the Nursing Council and was carried out with the authorization of the Research Ethics Committee. The questionnaire included 24 questions in which 4 questions focused on clinical governance defining from the nurses' perspective. The reliability was evaluated by Cronbach's alpha (α=0/83). Statistical analyzes were performed, using SPSS version 16. Approximately 40% of nurses correctly answered that clinical governance is not "system of punishment and rewards for the staff". The most nurses believed that "clinical efficacy" is one of the main components of clinical governance. A few of nurses correctly responded that "Evidence Based Practice" and "management" is not part of clinical governance. The small number of nurses correctly answered that the "maintenance of patient records" and "to recognize the adverse effects" is not the role of nurse in clinical governance. Most "do not know" answer was to the "maintenance of patient records". The most nurses unanimously believed that the implementation of clinical governance led to "promoting the quality of care". About a third of nurses correctly stated that the implementation of clinical governance will not lead to "an increase in salaries and benefits of the medical team". As a member of the health team, nurses are responsible in terms of participation in quality improvement and it is necessary to create an environment in which clinical care will flourish and serve to preserve the high standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20governance" title="clinical governance">clinical governance</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=salary" title=" salary"> salary</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20team" title=" health team"> health team</a> </p> <a href="https://publications.waset.org/abstracts/21076/nurses-knowledge-and-attitudes-about-clinical-governance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14832</span> Nursing Students Assessment to the Clinical Learning Environment and Mentoring in Children Nursing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lily%20Parm">Lily Parm</a>, <a href="https://publications.waset.org/abstracts/search?q=Irma%20Nool"> Irma Nool</a>, <a href="https://publications.waset.org/abstracts/search?q=Liina%20M%C3%A4nniksaar"> Liina Männiksaar</a>, <a href="https://publications.waset.org/abstracts/search?q=Mare%20Tupits"> Mare Tupits</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivi%20Prits"> Ivi Prits</a>, <a href="https://publications.waset.org/abstracts/search?q=Merilin%20Kuhi"> Merilin Kuhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Raudsepp"> Valentina Raudsepp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The results of previous clinical satisfaction surveys show that nursing students swhounderw entinternships in the pediatricwardhadthelowestsatisfactioncomparedtootherwards, but the quality of students' practicaltrainingexperienceisanimportant determinant in nursing education. The aim of theresearchwastodescribenursingstudents` assessment to the clinical learning environment and supervision in pediatric wards Method: Theresearchisquantitative. All studentswhohadpracticaltraining in the pediatric ward participated in the study (N = 39). FordatacollectionClinicalLearningEnvironment, Supervision, and NurseTeacher (CLES + T) evaluationscalewasused, wherethescalewasanswered on a 5-point Likert scale. In addition, 10 backgroundvariableswereused in the questionnaire. IBM SPSS Statistics 28.0 wasusedfordataanalysis. Descriptive statistics and Spearmanncorrelationanalysiswasusedtofindcorrelatinsbetweenbackgroundvariables and satisfaction with supervision.Permissiontoconductthestudy (No 695) hasbeenobtainedbytheEthicsCommittee of theInstituteforHealthDevelopment. Results: Of therespondents, 28 (71.8%) werefirst-year, 9 (23.1%) second-year and 2 (5.1%) fourth-yearstudents. Thelargestshare of the last practicaltrainigwas in nursing, with 27 (69.2%) respondents. Mainlythementorswerenursesfor 32 (82,1%) of students.Satisfactionwiththementoring (4.4 ± 0.83) and wardnursemanager`sleaderhiostyle (4.4 ± 0.7), ratedthehighest and therole of thenurseteacherwasratedthelowest (3,7 ± 0.83.In Spearmann'scorrelationanalysis, therewas a statisticallystrongcorrelationbetween a positiveattitudetowardsthesupervisor'ssupervision and receivingfeedbackfromthesupervisor (r =0.755; p <0.001), studentsatisfactionwithsupervision (r = 0.742; p <0.001), supervisionbased on cooperation (r = 0.77) and instructionbased on theprinciple of equalitythatpromotedlearning (r = 0.755; p <0.001). Conclusions: Theresults of theresearchshowedhighsatisfactionwiththesupervisionand therole of wardmanager. Stillbettercooperationisneededbetweenpracticalplacement and nursingschooltoenhancethestudents`satisfactionwithsupervision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLES%2BT" title="CLES+T">CLES+T</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20environment" title=" clinical environment"> clinical environment</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse%20teacher" title=" nurse teacher"> nurse teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=statisfaction" title=" statisfaction"> statisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric%20ward" title=" pediatric ward"> pediatric ward</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a> </p> <a href="https://publications.waset.org/abstracts/144642/nursing-students-assessment-to-the-clinical-learning-environment-and-mentoring-in-children-nursing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14831</span> Environment and Social Management Strategy at Kuwait Integrated Petroleum Industries Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hannan%20Al-Qanai">Hannan Al-Qanai</a>, <a href="https://publications.waset.org/abstracts/search?q=Haitham%20Mustafa"> Haitham Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajeswaran%20Sivasankar"> Rajeswaran Sivasankar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kuwait Integrated Petroleum Industries Company (KIPIC, Company), established in 2016 as a subsidiary to Kuwait Petroleum Corporation (KPC), is responsible for operating and managing the largest grassroots integrated complex for refining, petrochemicals manufacture businesses, and liquefied natural gas import facilities at Al-Zour, Kuwait. KIPIC and its Contractors/sub-contractors employ over 69,000 staff in its current projects at Al-Zour during peak construction activity. KIPIC holds a unique responsibility to the society, which includes all stakeholders, and demonstrates its social commitment in developing an integrated environment & social management system (ESMS) and ensuring sustainability. This paper mainly demonstrates the knowledge on corporate branding from a corporate social responsibility (CSR) perspective and presents the achievements and best practices of KIPIC in the field of CSR and the challenges faced in handling social issues. Moreover, the study is based on qualitative data abstracted from KIPIC Health, Safety, Security & Environment Management System (HSSE MS) procedures, audit reports, the outcome of counseling sessions, national and international laws and regulations, and International Guidelines on Environment and Social Management System (ESMS). KIPIC has committed to caring for the environmental concerns and acting on social as they do on profits and economic growth. The main findings of this paper are that the successful implementation and operationalization of CSR within an organization depends on a simple but stringent process with both top-down and bottom-up commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=welfare" title="welfare">welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title=" corporate social responsibility"> corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20management" title=" social management"> social management</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/137123/environment-and-social-management-strategy-at-kuwait-integrated-petroleum-industries-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14830</span> Integrated Thermal Control to Improve Workers' Intellectual Concentration in Office Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimi%20Ueda">Kimi Ueda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosuke%20Sugita"> Kosuke Sugita</a>, <a href="https://publications.waset.org/abstracts/search?q=Soma%20Kawamoto"> Soma Kawamoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Shimoda"> Hiroshi Shimoda</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirotake%20Ishii"> Hirotake Ishii</a>, <a href="https://publications.waset.org/abstracts/search?q=Fumiaki%20Obayashi"> Fumiaki Obayashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuhiro%20Taniguchi"> Kazuhiro Taniguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayaka%20Suzuki"> Ayaka Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The authors have focused on the thermal difference between office rooms and break rooms, and proposed an integrated thermal control method to improve workers’ intellectual concentration. First, a trial experiment was conducted to verify the effect of temperature difference on workers’ intellectual concentration with using two experimental rooms; a thermally neutral break room and a cooler office room. As the result of the experiment, it was found that the thermal difference had a significant effect on improving their intellectual concentration. Workers, however, often take a short break at their desks without moving to a break room, so that the thermal difference cannot be given to them. So utilization of airflow was proposed as an integrated thermal control method instead of the temperature difference to realize the similar effect. Concretely, they are exposed to airflow when working in order to reduce their effective temperature while it is weakened when taking a break. Another experiment was conducted to confirm the effect of the airflow control on their intellectual concentration. As the result of concentration index and questionnaire survey, their intellectual concentration was significantly improved in the integrated thermal controlled environment. It was also found that most of them felt more comfortable and had higher motivation and higher degree of concentration in the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airflow" title="airflow">airflow</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20experiment" title=" evaluation experiment"> evaluation experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20concentration" title=" intellectual concentration"> intellectual concentration</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20difference" title=" thermal difference"> thermal difference</a> </p> <a href="https://publications.waset.org/abstracts/93543/integrated-thermal-control-to-improve-workers-intellectual-concentration-in-office-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14829</span> Improving Effectiveness of Students' Learning during Clinical Rotations at a Teaching Hospital in Rwanda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nanyombi%20Lubimbi">Nanyombi Lubimbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Josette%20Niyokindi"> Josette Niyokindi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: As in many other developing countries in Africa, Rwanda suffers from a chronic shortage of skilled Health Care professionals including Clinical Instructors. This shortage negatively affects the clinical instruction quality therefore impacting student-learning outcomes. Due to poor clinical supervision, it is often noted that students have no structure or consistent guidance in their learning process. The Clinical Educators and the Rwandan counterparts identified the need to create a favorable environment for learning. Description: During orientation the expectations of the student learning process, collaboration of the clinical instructors with the nurses and Clinical Educators is outlined. The ward managers facilitate structured learning by helping the students identify a maximum of two patients using the school’s objectives to guide the appropriate selection of patients. Throughout the day, Clinical Educators with collaboration of Clinical Instructors when present conduct an ongoing assessment of learning and provide feedback to the students. Post-conference is provided once or twice a week to practice critical thinking skills of patient cases that they have been taking care of during the day. Lessons Learned: The students are found to be more confident with knowledge and skills gained during rotations. Clinical facility evaluations completed by students at the end of their rotations highlight the student’s satisfaction and recommendation for continuation of structured learning. Conclusion: Based on the satisfaction of both students and Clinical Instructors, we have identified need for structured learning during clinical rotations. We acknowledge that more evidence-based practice is necessary to effectively address the needs of nursing and midwifery students throughout the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rwanda" title="Rwanda">Rwanda</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20rotation" title=" clinical rotation"> clinical rotation</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20learning" title=" structured learning"> structured learning</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=post-conference" title=" post-conference"> post-conference</a> </p> <a href="https://publications.waset.org/abstracts/37330/improving-effectiveness-of-students-learning-during-clinical-rotations-at-a-teaching-hospital-in-rwanda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37330.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14828</span> The Art and Science of Trauma-Informed Psychotherapy: Guidelines for Inter-Disciplinary Clinicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daphne%20Alroy-Thiberge">Daphne Alroy-Thiberge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trauma-impacted individuals present unique treatment challenges that include high reactivity, hyper-and hypo-arousal, poor adherence to therapy, as well as powerful transference and counter-transference experiences in therapy. This work provides an overview of the clinical tenets most often encountered in trauma-impacted individuals. Further, it provides readily applicable clinical techniques to optimize therapeutic rapport and facilitate accelerated positive mental health outcomes. Finally, integrated neuroscience and clinical evidence-based data are discussed to shed new light on crisis states in trauma-impacted individuals. This knowledge is utilized to provide effective and concrete interventions towards rapid and successful de-escalation of the impacted individual. A highly interactive, adult-learning-principles-based modality is utilized to provide an organic learning experience for participants. The information and techniques learned aim to increase clinical effectiveness, reduce staff injuries and burnout, and significantly enhance positive mental health outcomes and self-determination for the trauma-impacted individuals treated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20competencies" title="clinical competencies">clinical competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=crisis%20interventions" title=" crisis interventions"> crisis interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20techniques" title=" psychotherapy techniques"> psychotherapy techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20informed%20care" title=" trauma informed care"> trauma informed care</a> </p> <a href="https://publications.waset.org/abstracts/166216/the-art-and-science-of-trauma-informed-psychotherapy-guidelines-for-inter-disciplinary-clinicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166216.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14827</span> The Effect of Integrated Reporting on Corporate Financial Performance: A Bibliometric Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adhila%20Sandra%20Devy">Adhila Sandra Devy</a>, <a href="https://publications.waset.org/abstracts/search?q=Evangeline%20Syalomita%20Silitonga"> Evangeline Syalomita Silitonga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The landscape of corporate governance and accountability has led to the emergence of Integrated Reporting (IR) in response to the shortcomings of traditional reporting frameworks. Developed by The International Integrated Reporting Council (IIRC), IR aims to offer stakeholders a comprehensive view of a company’s performance by integrating financial and non-financial disclosures. This study analyzes literature on Integrated Reporting and Corporate Financial Performance from 2013 to 2024, employing a descriptive analysis methodology. 31 relevant articles were gathered from various sources, indicating a positive correlation between integrated reporting and financial performance, albeit without conclusive evidence of long-term impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20reporting" title="integrated reporting">integrated reporting</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20financial%20performance" title=" corporate financial performance"> corporate financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20performance" title=" corporate performance"> corporate performance</a>, <a href="https://publications.waset.org/abstracts/search?q=firm%20performance" title=" firm performance"> firm performance</a>, <a href="https://publications.waset.org/abstracts/search?q=bibliometric%20analysis" title=" bibliometric analysis"> bibliometric analysis</a> </p> <a href="https://publications.waset.org/abstracts/186323/the-effect-of-integrated-reporting-on-corporate-financial-performance-a-bibliometric-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14826</span> Design of Cloud Service Brokerage System Intermediating Integrated Services in Multiple Cloud Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dongjae%20Kang">Dongjae Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sokho%20Son"> Sokho Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Jinmee%20Kim"> Jinmee Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cloud service brokering is a new service paradigm that provides interoperability and portability of application across multiple Cloud providers. In this paper, we designed cloud service brokerage system, any broker, supporting integrated service provisioning and SLA based service life cycle management. For the system design, we introduce the system concept and whole architecture, details of main components and use cases of primary operations in the system. These features ease the Cloud service provider and customer’s concern and support new Cloud service open market to increase cloud service profit and prompt Cloud service echo system in cloud computing related area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20service%20brokerage" title="cloud service brokerage">cloud service brokerage</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20Clouds" title=" multiple Clouds"> multiple Clouds</a>, <a href="https://publications.waset.org/abstracts/search?q=Integrated%20service%20provisioning" title=" Integrated service provisioning"> Integrated service provisioning</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20service" title=" network service"> network service</a> </p> <a href="https://publications.waset.org/abstracts/17018/design-of-cloud-service-brokerage-system-intermediating-integrated-services-in-multiple-cloud-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14825</span> Socio-Sensorial Assessment of Nursing Homes in Singapore: Towards Integrated Enabling Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zdravko%20Trivic">Zdravko Trivic</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Chye%20Fung"> John Chye Fung</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruzica%20Bozovic-Stamenovic"> Ruzica Bozovic-Stamenovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the context of rapidly ageing population in Singapore and the pressing demands on both caregivers and care providers, an integrated approach to ageing-friendly and ability-sensitive enabling environment becomes an imperative. This particularly applies to nursing home environments and their immediate surroundings, as they are becoming one of the main available options of long-term care for many senior adults who are unable to age at home. Yet, despite the considerable efforts to break the still predominant clinical approach to eldercare and to introduce more home-like design and person-centric care model, nursing homes keep being stigmatised and perceived as not so desirable environments to grow old in. The challenges are further emphasised by the associated physical, sensorial, psychological and cognitive declines that are the common consequences of ageing. Such declines have an immense impact on almost all aspects of older adults’ daily functioning, including problems with mobility and spatial orientation, difficulties in communication, withdrawal from social interaction, higher level of depression and decreased sense of independence and autonomy. However, typical nursing home designs tend to neglect the full capacities of balanced and carefully integrated multisensory stimuli as active component of care and ability building. This paper outlines part of a larger multi-disciplinary study of six nursing homes in Singapore, with overarching objectives to create new models of supportive nursing home environments that go beyond the clinical care model and encourage community integration with the nursing home settings. The paper focuses on the largely neglected aspects of sensorial comfort and multi-sensorial properties of nursing homes, including both indoor and immediate outdoor spaces (boundaries). The objective was to investigate the sensory rhythms and explore their role in nursing home users’ daily routine and therapeutic capacities. Socio-sensory rhythms were captured and analysed through a combination of on-site sensory recordings of “objective” quantitative sensory data (air temperature and humidity, sound level and luminance) using multi-function environment meter, perceived experienced data, spatial mapping, first-person observations of nursing home users’ activity patterns, and interviews. This was done in addition to employment of available assessment tools, such as Wisconsin Person Directed Care assessment tool, Dementia Quality of Life [DQoL] instrument, and Resident Environment Impact Scale [REIS], as these tools address the issues of sensorial experience insufficiently and selectively. Key findings indicate varied levels of sensory comfort, as well as diversity, intensity, and customisation of multi-sensory conditions within different nursing home spaces. Sensory stimulation is typically concentrated in communal living areas of the nursing homes or in the areas that often provide controlled or limited access, including specifically designed sensory rooms and outdoor green spaces (gardens and terraces). Opportunities for sensory stimulation are particularly limited for bed-bound senior residents and within more functional areas, such as corridors. This suggests that the capacities of nursing home designs to provide more diverse and better integrated pleasant sensory conditions as integrated “therapeutic devices” to build nursing home residents’ physical and mental abilities, encourage activity and improve wellbeing are far from exhausted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ageing-supportive%20environment" title="ageing-supportive environment">ageing-supportive environment</a>, <a href="https://publications.waset.org/abstracts/search?q=enabling%20design" title=" enabling design"> enabling design</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20assessment" title=" multi-sensory assessment"> multi-sensory assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20home%20environment" title=" nursing home environment"> nursing home environment</a> </p> <a href="https://publications.waset.org/abstracts/120724/socio-sensorial-assessment-of-nursing-homes-in-singapore-towards-integrated-enabling-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14824</span> Experiences of Military Nurse-Manager: Implication to Clinical Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Monica%20D.%20Espinosa">Maria Monica D. Espinosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify and examine the characteristics of an effective leader in a Hospital institution from the perspectives of military nurse-managers. The researcher extracted the different facets of leadership from the stories of six nurse- managers from a military hospital. The stories which are in pre-reflective stage convey an unbiased perspective from which clinical leadership may be defined. Using Phenomenology as a method of Research, the lived experiences of the military nurse-managers served as empirical data which were reflected upon until the formulation of insights. The information from the co-researchers became gallows from which the characteristics of effective leadership in the clinical area were drawn. These insights were synthesized through layers of reflection that resulted to the knowledge about clinical leadership. The reflections are the following, (a) Clinical leaders develop their skills through experiences and hardwork; (b) Clinical leaders are devoted; (c) Clinical leaders are focused; (d) Clinical leaders are good in interpersonal relationship; (e) Clinical leaders are mentors; (f) Clinical leaders seek affirmation and recognition; and (g) Clinical leaders are responsible and dependable. The common themes that emerged from the nurse manager’s stories showed that clinical leadership maybe attained if leaders possessed the following traits, (a) The gift to establish a steadfast and firm management; (b) The proficiency to guide and encourage others towards the achievement of their goals and objectives; (c) The ability to instigate participative and collaborative work among his/her subordinates and (d) The aptitude and skill to address the institutional concerns in their unit. In the future, Clinical leaders should continually adapt an evaluation program on how they can relate socially with their subordinates, the result of which can be used as a basis in developing strategies on relationship enhancement. Moreover, they should empower the nurses by allowing them to voice out their opinions and concerns regarding assignments, role expectations, and workload issues to improve and strengthen the relationships among nurses. Lastly, they can incorporate a collaborative strategy to promote professional socialization attitudes of nurse managers who work with staff nurses to improve the quality of their proficiencies and enhance a positive clinical environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20leadership" title="clinical leadership">clinical leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=experiences" title=" experiences"> experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=implications" title=" implications"> implications</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20nurse%20-%20managers" title=" military nurse - managers"> military nurse - managers</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a> </p> <a href="https://publications.waset.org/abstracts/42001/experiences-of-military-nurse-manager-implication-to-clinical-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14823</span> The Learning Impact of a 4-Dimensional Digital Construction Learning Environment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chris%20Landorf">Chris Landorf</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Ward"> Stephen Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses a virtual environment approach to work integrated learning for students in construction-related disciplines. The virtual approach provides a safe and pedagogically rigorous environment where students can apply theoretical knowledge in a simulated real-world context. The paper describes the development of a 4-dimensional digital construction environment and associated learning activities funded by the Australian Office for Learning and Teaching. The environment was trialled with over 1,300 students and evaluated through questionnaires, observational studies and coursework analysis. Results demonstrate a positive impact on students’ technical learning and collaboration skills, but there is need for further research in relation to critical thinking skills and work-readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title="architectural education">architectural education</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20industry" title=" construction industry"> construction industry</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20environments" title=" digital learning environments"> digital learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20learning" title=" immersive learning"> immersive learning</a> </p> <a href="https://publications.waset.org/abstracts/64021/the-learning-impact-of-a-4-dimensional-digital-construction-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14822</span> Landscape Planning And Development Of Integrated Farming Based On Low External Input Sustainable Agriculture (LEISA) In Pangulah Village, Karawang County, West Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eduwin%20Eko%20Franjaya">Eduwin Eko Franjaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Yesi%20Hendriani%20Supartoyo"> Yesi Hendriani Supartoyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integrated farming with LEISA concept as one of the systems or sustainable farming techniques in agriculture has provided opportunities to increase farmers' income. This system also has a positive impact on the environment. However, the development of integrated farming is still on a small scale/site scale. Development on a larger scale is necessary considering to the number of potential resources in the village that can be integrated each other. The aim of this research is to develop an integrated farming landscape on small scale that has been done in previous study, into the village scale. The method used in this study follows the rules of scientific planning in landscape architecture. The initial phase begins with an inventory of the existing condition of the village, by conducting a survey. The second stage is analysis of potential and constraints in the village based on the results of a survey that has been done before. The next stage is concept-making that consists of basic concept, design concept, and development concept. The basic concept is integrated farming based on LEISA. The design concept is based on commodities that are developed in the village. The development concept consists of space concept, circulation concept, the concept of vegetation and commodities, and the concept of the production system. The last stage is planning process which produces Site Plan based on LEISA on village scale. Site Plan is also the end product of this research. The results of this research are expected to increase the income and welfare of the farmers in the village, and can be develop into a tourism area of integrated farming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20farming" title="integrated farming">integrated farming</a>, <a href="https://publications.waset.org/abstracts/search?q=LEISA" title=" LEISA"> LEISA</a>, <a href="https://publications.waset.org/abstracts/search?q=site%20plan" title=" site plan"> site plan</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20agriculture" title=" sustainable agriculture "> sustainable agriculture </a> </p> <a href="https://publications.waset.org/abstracts/22806/landscape-planning-and-development-of-integrated-farming-based-on-low-external-input-sustainable-agriculture-leisa-in-pangulah-village-karawang-county-west-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14821</span> Advancements in AI Training and Education for a Future-Ready Healthcare System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamie%20Kumar">Shamie Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Radiologists and radiographers (RR) need to educate themselves and their colleagues to ensure that AI is integrated safely, useful, and in a meaningful way with the direction it always benefits the patients. AI education and training are fundamental to the way RR work and interact with it, such that they feel confident using it as part of their clinical practice in a way they understand it. Methodology: This exploratory research will outline the current educational and training gaps for radiographers and radiologists in AI radiology diagnostics. It will review the status, skills, challenges of educating and teaching. Understanding the use of artificial intelligence within daily clinical practice, why it is fundamental, and justification on why learning about AI is essential for wider adoption. Results: The current knowledge among RR is very sparse, country dependent, and with radiologists being the majority of the end-users for AI, their targeted training and learning AI opportunities surpass the ones available to radiographers. There are many papers that suggest there is a lack of knowledge, understanding, and training of AI in radiology amongst RR, and because of this, they are unable to comprehend exactly how AI works, integrates, benefits of using it, and its limitations. There is an indication they wish to receive specific training; however, both professions need to actively engage in learning about it and develop the skills that enable them to effectively use it. There is expected variability amongst the profession on their degree of commitment to AI as most don’t understand its value; this only adds to the need to train and educate RR. Currently, there is little AI teaching in either undergraduate or postgraduate study programs, and it is not readily available. In addition to this, there are other training programs, courses, workshops, and seminars available; most of these are short and one session rather than a continuation of learning which cover a basic understanding of AI and peripheral topics such as ethics, legal, and potential of AI. There appears to be an obvious gap between the content of what the training program offers and what the RR needs and wants to learn. Due to this, there is a risk of ineffective learning outcomes and attendees feeling a lack of clarity and depth of understanding of the practicality of using AI in a clinical environment. Conclusion: Education, training, and courses need to have defined learning outcomes with relevant concepts, ensuring theory and practice are taught as a continuation of the learning process based on use cases specific to a clinical working environment. Undergraduate and postgraduate courses should be developed robustly, ensuring the delivery of it is with expertise within that field; in addition, training and other programs should be delivered as a way of continued professional development and aligned with accredited institutions for a degree of quality assurance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology" title=" radiology"> radiology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/166310/advancements-in-ai-training-and-education-for-a-future-ready-healthcare-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166310.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14820</span> AER Model: An Integrated Artificial Society Modeling Method for Cloud Manufacturing Service Economic System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deyu%20Zhou">Deyu Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiao%20Xue"> Xiao Xue</a>, <a href="https://publications.waset.org/abstracts/search?q=Lizhen%20Cui"> Lizhen Cui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing collaboration among various services and the growing complexity of user demands, there are more and more factors affecting the stable development of the cloud manufacturing service economic system (CMSE). This poses new challenges to the evolution analysis of the CMSE. Many researchers have modeled and analyzed the evolution process of CMSE from the perspectives of individual learning and internal factors influencing the system, but without considering other important characteristics of the system's individuals (such as heterogeneity, bounded rationality, etc.) and the impact of external environmental factors. Therefore, this paper proposes an integrated artificial social model for the cloud manufacturing service economic system, which considers both the characteristics of the system's individuals and the internal and external influencing factors of the system. The model consists of three parts: the Agent model, environment model, and rules model (Agent-Environment-Rules, AER): (1) the Agent model considers important features of the individuals, such as heterogeneity and bounded rationality, based on the adaptive behavior mechanisms of perception, action, and decision-making; (2) the environment model describes the activity space of the individuals (real or virtual environment); (3) the rules model, as the driving force of system evolution, describes the mechanism of the entire system's operation and evolution. Finally, this paper verifies the effectiveness of the AER model through computational and experimental results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20manufacturing%20service%20economic%20system%20%28CMSE%29" title="cloud manufacturing service economic system (CMSE)">cloud manufacturing service economic system (CMSE)</a>, <a href="https://publications.waset.org/abstracts/search?q=AER%20model" title=" AER model"> AER model</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20social%20modeling" title=" artificial social modeling"> artificial social modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20framework" title=" integrated framework"> integrated framework</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20experiment" title=" computing experiment"> computing experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=agent-based%20modeling" title=" agent-based modeling"> agent-based modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title=" social networks"> social networks</a> </p> <a href="https://publications.waset.org/abstracts/165322/aer-model-an-integrated-artificial-society-modeling-method-for-cloud-manufacturing-service-economic-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14819</span> Comparative Analysis of Integrated and Non-Integrated Fish Farming in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20G.%20Abiona">B. G. Abiona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compared profitability analysis of integrated and non-integrated fish farming in Ogun State, Nigeria. Primary data were collected using interview guide. Random sampling techniques was used to select 133 non-integrated fish farmers (NIFF) and 216 integrated fish farmers (IFF) (n = 349) from the study area. Data were analyzed using Chi-square, T-test and Pearson Product moment correlation. Results showed that 92.5% of NIFF was male compared to IFF (90.7%). Also, 96.8% of IFF and 79.7% of NIFF were married. The mean ages of sampled farmers were 44 years (NIFF) and 46 years (IFF) while the mean fish farming experiences were 4 years (NIFF) and 5 years (IFF). Also, the average net profit per year of integrated fish farmers was ₦162,550 compared to NIFF (₦61,638). The chi-square analyses showed that knowledge of fish farming had significant relationship with respondents sex (χ2 = 9.44, df = 2, p < 0.05), age (r = 0.20, p< 0.05) and farming experience (r = p = 0.05). Significant differences exist between integrated and non-integrated fish farming, considering their knowledge of fish farming (t = 21.5, χ = 43.01, p < 0.05). The study concluded that IFF are more profitable compared to NIFF. It was recommended that private investors and NGOs should sponsor short training and courses which will enhance efficiency of fish farming to boost productivity among fish farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=profitability%20analysis" title="profitability analysis">profitability analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=farms" title=" farms"> farms</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/7469/comparative-analysis-of-integrated-and-non-integrated-fish-farming-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14818</span> Effects of Ubiquitous 360° Learning Environment on Clinical Histotechnology Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mari%20A.%20Virtanen">Mari A. Virtanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Elina%20Haavisto"> Elina Haavisto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eeva%20Liikanen"> Eeva Liikanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20K%C3%A4%C3%A4ri%C3%A4inen"> Maria Kääriäinen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid technological development and digitalization has affected also on higher education. During last twenty years multiple of electronic and mobile learning (e-learning, m-learning) platforms have been developed and have become prevalent in many universities and in the all fields of education. Ubiquitous learning (u-learning) is not that widely known or used. Ubiquitous learning environments (ULE) are the new era of computer-assisted learning. They are based on ubiquitous technology and computing that fuses the learner seamlessly into learning process by using sensing technology as tags, badges or barcodes and smart devices like smartphones and tablets. ULE combines real-life learning situations into virtual aspects and can be flexible used in anytime and anyplace. The aim of this study was to assess the effects of ubiquitous 360 o learning environment on higher education students’ clinical histotechnology competence. A quasi-experimental study design was used. 57 students in biomedical laboratory science degree program was assigned voluntarily to experiment (n=29) and to control group (n=28). Experimental group studied via ubiquitous 360o learning environment and control group via traditional web-based learning environment (WLE) in a 8-week educational intervention. Ubiquitous 360o learning environment (ULE) combined authentic learning environment (histotechnology laboratory), digital environment (virtual laboratory), virtual microscope, multimedia learning content, interactive communication tools, electronic library and quick response barcodes placed into authentic laboratory. Web-based learning environment contained equal content and components with the exception of the use of mobile device, interactive communication tools and quick response barcodes. Competence of clinical histotechnology was assessed by using knowledge test and self-report developed for this study. Data was collected electronically before and after clinical histotechnology course and analysed by using descriptive statistics. Differences among groups were identified by using Wilcoxon test and differences between groups by using Mann-Whitney U-test. Statistically significant differences among groups were identified in both groups (p<0.001). Competence scores in post-test were higher in both groups, than in pre-test. Differences between groups were very small and not statistically significant. In this study the learning environment have developed based on 360o technology and successfully implemented into higher education context. And students’ competence increases when ubiquitous learning environment were used. In the future, ULE can be used as a learning management system for any learning situation in health sciences. More studies are needed to show differences between ULE and WLE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=histotechnology" title=" histotechnology"> histotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=u-learning" title=" u-learning"> u-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=360o" title=" 360o"> 360o</a> </p> <a href="https://publications.waset.org/abstracts/58400/effects-of-ubiquitous-360-learning-environment-on-clinical-histotechnology-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14817</span> The Association of Work Stress with Job Satisfaction and Occupational Burnout in Nurse Anesthetists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Ling%20Tsai">I. Ling Tsai</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu%20Fen%20Wu"> Shu Fen Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen-Fuh%20Lam"> Chen-Fuh Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Chia%20Yu%20Chen"> Chia Yu Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu%20Jiuan%20Chen"> Shu Jiuan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yen%20Lin%20Liu"> Yen Lin Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Following the conduction of the National Health Insurance (NHI) system in Taiwan since 1995, the demand for anesthesia services continues to increase in the operating rooms and other medical units. It has been well recognized that increased work stress not only affects the clinical performance of the medical staff, long-term work load may also result in occupational burnout. Our study aimed to determine the influence of working environment, work stress and job satisfaction on the occupational burnout in nurse anesthetists. The ultimate goal of this research project is to develop a strategy in establishing a friendly, less stressful workplace for the nurse anesthetists to enhance their job satisfaction, thereby reducing occupational burnout and increasing the career life for nurse anesthetists. Methods: This was a cross-sectional, descriptive study performed in a metropolitan teaching hospital in southern Taiwan between May 2017 to July 2017. A structured self-administered questionnaire, modified from the Practice Environment Scale of the Nursing Work Index (PES-NWI), Occupational Stress Indicator 2 (OSI-2) and Maslach Burnout Inventory (MBI) manual was collected from the nurse anesthetists. The relationships between two numeric datasets were analyzed by the Pearson correlation test (SPSS 20.0). Results: A total of 66 completed questionnaires were collected from 75 nurses (response rate 88%). The average scores for the working environment, job satisfaction, and work stress were 69.6%, 61.5%, and 63.9%, respectively. The three perspectives used to assess the occupational burnout, namely emotional exhaustion, depersonalization and sense of personal accomplishment were 26.3, 13.0 and 24.5, suggesting the presence of moderate to high degrees of burnout in our nurse anesthetists. The presence of occupational burnout was closely correlated with the unsatisfactory working environment (r=-0.385, P=0.001) and reduced job satisfaction (r=-0.430, P=0.000). Junior nurse anesthetists (<1-year clinical experience) reported having higher satisfaction in working environment than the seniors (5 to 10-year clinical experience) (P=0.02). Although the average scores for work stress, job satisfaction, and occupational burnout were lower in junior nurses, the differences were not statistically different. The linear regression model, the working environment was the independent factor that predicted occupational burnout in nurse anesthetists up to 19.8%. Conclusions: High occupational burnout is more likely to develop in senior nurse anesthetists who experienced the dissatisfied working environment, work stress and lower job satisfaction. In addition to the regulation of clinical duties, the increased workload in the supervision of the junior nurse anesthetists may result in emotional stress and burnout in senior nurse anesthetists. Therefore, appropriate adjustment of clinical and teaching loading in the senior nurse anesthetists could be helpful to improve the occupational burnout and enhance the retention rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nurse%20anesthetists" title="nurse anesthetists">nurse anesthetists</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20environment" title=" working environment"> working environment</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20stress" title=" work stress"> work stress</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20burnout" title=" occupational burnout"> occupational burnout</a> </p> <a href="https://publications.waset.org/abstracts/85606/the-association-of-work-stress-with-job-satisfaction-and-occupational-burnout-in-nurse-anesthetists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14816</span> Advanced Nurse Practitioners in Clinical Practice - a Leadership Challenge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mette%20Kjerholt">Mette Kjerholt</a>, <a href="https://publications.waset.org/abstracts/search?q=Thora%20Grothe%20Thomsen"> Thora Grothe Thomsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20B%C3%B8ttcher%20Berthelsen"> Connie Bøttcher Berthelsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bibi%20H%C3%B8lge%20Hazelton"> Bibi Hølge Hazelton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic nursing is a relatively new phenomenon in Denmark. Leadership and management training in nursing does not prepare Danish nurse leaders to become leaders for nurses with academic background, and some leaders may feel estranged with including this kind of nursing staff in clinical settings. Currently there is a debate regarding what academic nurses can contribute with in clinical practice, and some managers express concern regarding whether this will lead to less focus on clinical practice and more focus on theoretical issues that may not seem so relevant in a busy everyday clinical setting. The paper will present the experiences of integrating three advanced nurse practitioners with Ph.D. degrees (ANP) in three different clinical departments at a regional hospital in Denmark with no prior experiences with such profiles among its staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=advanced%20nurse%20practitioners" title=" advanced nurse practitioners"> advanced nurse practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20practice" title=" clinical practice"> clinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20nursing" title=" academic nursing "> academic nursing </a> </p> <a href="https://publications.waset.org/abstracts/21134/advanced-nurse-practitioners-in-clinical-practice-a-leadership-challenge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">576</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14815</span> Level of Application of Integrated Talent Management According To IBM Institute for Business Value Case Study Palestinian Governmental Agencies in Gaza Strip</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iyad%20A.%20A.%20Abusahloub">Iyad A. A. Abusahloub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to measure the level of perception and application of Integrated Talent Management according to IBM standards, by the upper and middle categories in Palestinian government institutions in Gaza, using a descriptive-analytical method. Using a questionnaire based on the standards of the IBM Institute for Business Value, the researcher added a second section to measure the perception of integrated talent management, the sample was 248 managers. The SPSS package was used for statistical analysis. The results showed that government institutions in Gaza apply Integrated Talent Management according to IBM standards at a medium degree did not exceed 59.8%, there is weakness in the perception of integrated talent management at the level of 53.6%, and there is a strong correlation between (Integrated Talent Management) and (the perception of the integrated talent management) amounted to 92.9%, and 88.9% of the change in the perception of the integrated talent management is by (motivate and develop, deploy and manage, connect and enable, and transform and sustain) talents, and 11.1% is by other factors. Conclusion: This study concluded that the integrated talent management model presented by IBM with its six dimensions is an effective model to reach your awareness and understanding of talent management, especially that it must rely on at least four basic dimensions out of the six dimensions: 1- Stimulating and developing talent. 2- Organizing and managing talent. 3- Connecting with talent and empowering it. 4- Succession and sustainability of talent. Therefore, this study recommends the adoption of the integrated talent management model provided by IBM to any organization across the world, regardless of its specialization or size, to reach talent sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HR" title="HR">HR</a>, <a href="https://publications.waset.org/abstracts/search?q=talent" title=" talent"> talent</a>, <a href="https://publications.waset.org/abstracts/search?q=talent%20management" title=" talent management"> talent management</a>, <a href="https://publications.waset.org/abstracts/search?q=IBM" title=" IBM"> IBM</a> </p> <a href="https://publications.waset.org/abstracts/154399/level-of-application-of-integrated-talent-management-according-to-ibm-institute-for-business-value-case-study-palestinian-governmental-agencies-in-gaza-strip" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14814</span> Inter-Communication-Management in Cases with Disabled Children (ICDC)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dena%20A.%20Hussain">Dena A. Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this project is to design an Information and Communication Technologies (ICT) tool based on a standardized platform to assist the work-integrated learning process of caretakers of disabled children. The tool should assist the intercommunication between caretakers and improve the learning process through knowledge bridging between all involved caretakers. Some children are born with disabilities while others have special needs after an illness or accident. Special needs children often need help in their learning process and require tools and services in a different way. In some cases the child has multiple disabilities that affect several capabilities in different ways. These needs are to be transformed into different learning techniques that the staff or personal (called caretakers in this project) caring for the child needs to learn and adapt. The caretakers involved are also required to learn new learning or training techniques and utilities specialized for the child’s needs. In many cases the number of people caring for the child’s development is rather large; the parents, specialist pedagogues, teachers, therapists, psychologists, personal assistants, etc. Each group of specialists has different objectives and in some cases the merge between theses specifications is very unique. This makes the synchronization between different caretakers difficult, resulting often in low level cooperation. By better intercommunication between professions both the child’s development could be improved but also the caretakers’ methods and knowledge of each other’s work processes and their own profession. This introduces a unique work integrated learning environment for all personnel involve, merging learning and knowledge in the work environment and at the same time assist the children’s development process. Creating an iterative process generates a unique learning experience for all involved. Using a work integrated platform will help encourage and support the process of all the teams involved in the process.We believe that working with children who have special needs is a continues learning/working process that is always integrated to achieve one main goal, which is to make a better future for all children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies%20%28ICT%29" title="information and communication technologies (ICT)">information and communication technologies (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20integrated%20learning%20%28WIL%29" title=" work integrated learning (WIL)"> work integrated learning (WIL)</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20learning" title=" sustainable learning"> sustainable learning</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs%20children" title=" special needs children"> special needs children</a> </p> <a href="https://publications.waset.org/abstracts/33650/inter-communication-management-in-cases-with-disabled-children-icdc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=integrated%20clinical%20environment&page=2">2</a></li> <li class="page-item"><a class="page-link" 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