The PANDEM-2 Simulation Exercise: Training the Coordinated Response to a Large-Scale Pandemic in 2 European Public Health Emergency Operations Centers.

Objective: In the course of the EU funded Pandemic Preparedness and Response (PANDEM-2) project, a functional exercise (FX) was conducted to train the coordinated response to a large-scale pandemic event in Europe by using new IT solutions developed by the project. This report provides an overview of the steps involved in planning, conducting, and evaluating the FX.

Methods: The FX design was based on the European Centre for Disease Prevention and Control (ECDC) simulation exercise cycle for public health settings and was carried out over 2 days in the German and Dutch national public health institutes (PHI), with support from other consortium PHIs.

Safeguarding older adults in residential care settings: lessons from Kouzes and Posner's transformational leadership model.

Various styles and models of leadership can be used in nursing practice, with transformational leadership generally considered to be the most effective style. This article explores the application of Kouzes and Posner's Five Practices of Exemplary Leadership framework to the safeguarding of residents from abuse in residential care settings in the Republic of Ireland. The authors outline and critically evaluate Kouzes and Posner's five fundamental leadership practices in this context.

Voice of the nurse in paediatric intensive care: a scoping review.

Objectives: The objective was to explore how the voice of the nurse in paediatric intensive care units (PICU) is portrayed in the literature.

Design: Scoping review using the six-step scoping review framework outlined by Arksey and O'Malley.

Data Sources: PubMed, Nursing (OVID), Medline (OVID), CINHAL (EBSCO), SCOPUS and Web of Science online databases.

Sensitivity and Specificity of a Signaling Question for Surveillance of Cognitive Functioning in Pediatric Sickle Cell Disease.

Background: Sickle cell disease (SCD) confers neurological risks that contribute to cognitive and academic difficulties. Clinical guidelines state that cognition should be monitored using signaling questions. However, evidence is lacking regarding the extent to which signaling questions accurately identify children with cognitive issues.