Scott James Andrews

UK PubMed Central (UKPMC) is a full-text article database that extends the functionality of the original PubMed Central (PMC) repository. The UKPMC project was launched as the first 'mirror' site to PMC, which in analogy to the International Nucleotide Sequence Database Collaboration, aims to provide international preservation of the open and free-access biomedical literature. UKPMC (http://ukpmc.ac.uk) has undergone considerable development since its inception in 2007 and now includes both a UKPMC and PubMed search, as well as access to other records such as Agricola, Patents and recent biomedical theses. UKPMC also differs from PubMed/PMC in that the full text and abstract information can be searched in an integrated manner from one input box. Furthermore, UKPMC contains 'Cited By' information as an alternative way to navigate the literature and has incorporated text-mining approaches to semantically enrich content and integrate it with related database resources. Finally, UKPMC also offers added-value services (UKPMC+) that enable grantees to deposit manuscripts, link papers to grants, publish online portfolios and view citation information on their papers. Here we describe UKPMC and clarify the relationship between PMC and UKPMC, providing historical context and future directions, 10 years on from when PMC was first launched.

Wall churches Get access S. Andrews S. Andrews Search for other works by this author on: Oxford Academic Google Scholar Notes and Queries, Volume s11-IV, Issue 90, 16 September 1911, Pages 235–236, https://doi.org/10.1093/nq/s11-IV.90.235c Published: 16 September 1911

• Simulating real-world scenarios in a low-risk environment can enhance learning. • GBL simulation may prepare nursing students for leadership roles. • GBL simulation should be integrated into nursing education curricula. Early progression of Registered Nurses into leadership roles is commonplace in clinical settings. Student nurses can prepare for leadership by gaining exposure through simulation-based learning. A novel and expanding modality are Game-based learning (GBL) simulation. To understand if a GBL simulation is useful in preparing student nurses for leadership roles during times of resource scarcity, student nurses were asked to evaluate a novel GBL simulation requiring learners to manage patient triage and hospital resources during a pandemic. The study design leveraged Kirkpatrick's Training Evaluation Model. Nursing students ( n = 74) from one university in Perth, Western Australia, completed a one-hour online GBL simulation. Pre- and postsimulation questionnaires investigated self-reported confidence, identified/external regulation, system usability and learning satisfaction. Significant differences in self-reported confidence and identified regulation were observed ( p < 0.05) and participants reported moderate usability and user satisfaction. GBL can deliver effective leadership preparedness and resource management training for nursing students. Findings indicate GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula.

BACKGROUND: Early progression of newly registered nurses into leadership roles is commonplace in clinical settings. Nurses and student nurses can prepare for leadership by gaining exposure through simulation-based learning. A novel and expanding modality are game-based learning (GBL) simulation. Nurse leaders play a crucial role during pandemics, guiding their teams through crises and ensuring effective response strategies. Reviewing the literature to identify the content, structure, and effectiveness of current pandemic preparedness and GBL simulation in nursing education is necessary to identify lessons learnt during the COVID-19 pandemic response to guide workforce preparation for future surge planning. AIM: The aim of this narrative review was to explore the literature regarding current pandemic preparedness and GBL simulation in nursing education. METHODS: This narrative review was conducted in accordance with the sequence outlined by Gregory and Denniss (2018). The review process adhered to the PRISMA protocol and used the population, concept, and context (PCC) framework to define inclusion and exclusion criteria. A search of five major healthcare databases: CINAHL Ultimate (EBSCO), Medline (Ovid), APA PsycInfo, Web of Science, and Scopus was supplemented with a grey literature search via Google Scholar. RESULTS: Screening and review identified 48 manuscripts that met inclusion criterion. Analysis revealed variation in duration of pandemic preparedness programs (n = 30 articles), theoretical versus practical content, and face-to-face or online modes of delivery. GBL simulation (n = 18 articles) was revealed as an emerging modality in nursing education curriculum. DISCUSSION: Existing learning strategies in use within the nursing field comprise a raft of various teaching methods which facilitate preparedness of nurses for pandemics, leadership and workforce shortages. Despite implementation challenges such as considerable resource investment and ongoing maintenance, GBL simulation achieves significant improvements in knowledge, confidence, engagement, motivation and skill acquisition among nurses and nursing students. CONCLUSION: There is limited evidence describing pandemic preparedness training of nursing students via GBL simulation. Further research is needed to identify if GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula.