Comparing student nurse knowledge and performance of basic life support algorithm actions: An observational post-retention test design study.

This study aims to identify which basic life support skills of student nurses deteriorate in a period of four months. Secondly, it investigates the link between a specific cognitive skill and its corresponding motor skill in BLS. The population for this study consisted of 169 general nursing students within the first year cohort of a three-year undergraduate nursing education program.

The effect of a specialized content knowledge workshop on teaching and learning Basic Life Support in elementary school: A cluster randomized controlled trial.

Background: Research investigating the effect of specialised content knowledge (SCK) on teaching and learning Basic Life Support (BLS) is lacking.

Purpose: To investigate the effect of a specialised content knowledge workshop on teaching behaviour, lesson context and student learning of BLS. Specialised content knowledge comprises knowledge of content progressions, skill analysis, and how to correct common errors.

[Reflection around the return home of a head injury patient].

The rehabilitation of people having suffered a head injury requires an inter-disciplinary perspective. Understanding the family dynamics as well as assessing the patient's resources and limits help professionals organise the necessary support to guide the patient and their family towards social reintegration.

Serious games for improving knowledge and self-management in young people with chronic conditions: a systematic review and meta-analysis.

Objective: To conduct a systematic review and meta-analysis of randomized controlled trials assessing the effectiveness of serious games in improving knowledge and/or self-management behaviors in young people with chronic conditions.

Materials And Methods: The authors searched the databases PubMed, Cochrane Library, Web of Sciences, and PsychINFO for articles published between January 1990 and January 2014. Reference lists were hand-searched to retrieve additional studies.

Peer-assisted Learning in Cardiopulmonary Resuscitation: The Jigsaw Model.

Background: Training a large cohort of the population could, over time, increase the rate of bystander cardiopulmonary resuscitation (CPR) and survival after out-of-hospital cardiac arrest.

Objectives: This study investigates 1) the quality of peer-assisted learning (PAL) by means of the jigsaw method compared to direct teaching by an instructor for learning CPR, and 2) the extent to which acquired skills can be passed on from tutor to tutee without loss of learning.

Methods: One hundred thirty-seven master students were randomized into a jigsaw and a control group.

A multiple linear regression analysis of factors affecting the simulated Basic Life Support (BLS) performance with Automated External Defibrillator (AED) in Flemish lifeguards.

Background: Research investigating lifeguards' performance of Basic Life Support (BLS) with Automated External Defibrillator (AED) is limited.

Aim: Assessing simulated BLS/AED performance in Flemish lifeguards and identifying factors affecting this performance.

Methods: Six hundred and sixteen (217 female and 399 male) certified Flemish lifeguards (aged 16-71 years) performed BLS with an AED on a Laerdal ResusciAnne manikin simulating an adult victim of drowning.

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: are videos superior to pictures? A randomized controlled trial.

Background: It is often assumed that animations (i.e., videos) will lead to higher learning compared to static media (i.

Reciprocal learning with task cards for teaching Basic Life Support (BLS): investigating effectiveness and the effect of instructor expertise on learning outcomes. A randomized controlled trial.

Background: Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content.

Objective: Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes.

Methods: There were 175 students (mean age = 18.

Game-based learning as a vehicle to teach first aid content: a randomized experiment.

Background: Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA.

Methods: Four class groups (120 students) were randomly assigned to 2 conditions, a board game or a traditional lecture method (control condition).

Game-based assessment of first aid and resuscitation skills.

Aim: Effective assessment of motor skills in large-size classes is a challenge in medical education. This case-study investigates whether a game can be considered a valid tool for the summative assessment of first aid and basic life support skills.

Methods: Using a traditional exam as bench-mark, a board game format was experimentally trialed to assess students' competency after taking a first aid course.

Replication of not-known-vector flaviviruses in mosquito cells is restricted by intracellular host factors rather than by the viral envelope proteins.

Chimeric yellow fever virus 17D (YFV-17D) and dengue virus type 2 (DENV2) carrying the surface proteins of Modoc virus (MODV), a not-known-vector (NKV) flavivirus, replicated efficiently in mammalian (Vero-B) and mosquito (C6/36) cells, whereas MODV failed to replicate in mosquito cells. Transfection of C6/36 cells with MODV RNA did not result in virus replication; however, transfection of these mosquito cells with YFV-17D or DENV2 RNA did. The inability of NKV viruses (such as MODV) to infect and replicate in arthropod cells is thus not determined by the viral envelope, but by a post-entry event.

Conservation of the pentanucleotide motif at the top of the yellow fever virus 17D 3' stem-loop structure is not required for replication.

The pentanucleotide (PN) sequence 5'-CACAG-3' at the top of the 3' stem-loop structure of the flavivirus genome is well conserved in the arthropod-borne viruses but is more variable in flaviviruses with no known vector. In this study, the sequence requirements of the PN motif for yellow fever virus 17D (YFV) replication were determined. In general, individual mutations at either the second, third or fourth positions were tolerated and resulted in replication-competent virus.

Mouse and hamster models for the study of therapy against flavivirus infections.

Small animal models that are reminiscent of flaviviral disease in human will be instrumental in identifying therapeutic strategies against flavivirus infections. Here we review models in mice and hamsters for the most clinically important flaviviruses: dengue virus, yellow fever virus, West Nile virus, Japanese encephalitis virus and tick-borne encephalitis virus. In addition, models are discussed that employ no known vector viruses such as the Modoc virus.

Rodent models for the study of therapy against flavivirus infections.

Flaviviruses cause a variety of diseases including (meningo)encephalitis and hemorrhagic fevers. There is no specific antiviral therapy available for the treatment of infections with flaviviruses and such therapy should be urgently developed. Small animal models that are reminiscent of the disease in man will be instrumental to identify therapeutic strategies against flavivirus infections.

Exchanging the yellow fever virus envelope proteins with Modoc virus prM and E proteins results in a chimeric virus that is neuroinvasive in SCID mice.

A chimeric flavivirus infectious cDNA was constructed by exchanging the premembrane (prM) and envelope (E) genes of the yellow fever virus vaccine strain 17D (YF17D) with the corresponding genes of Modoc virus (MOD). This latter virus belongs to the cluster of the "not-known vector" flaviviruses and is, unlike YF17D, neuroinvasive in SCID mice. Replication of in vitro-transcribed RNA from this chimeric flavivirus was shown by [(3)H]uridine labeling and RNA analysis.

Acute encephalitis, a poliomyelitis-like syndrome and neurological sequelae in a hamster model for flavivirus infections.

Infection of hamsters with the murine flavivirus Modoc results in (meningo)encephalitis, which is, during the acute phase, frequently associated with flaccid paralysis, as also observed in patients with West Nile virus encephalitis. Twenty percent of the hamsters that recover from the acute encephalitis develop life-long neurological sequelae, reminiscent of those observed, for example, in survivors of Japanese encephalitis. Magnetic resonance imaging and histology revealed severe lesions predominantly located in the olfactory-limbic system, both in hamsters with acute encephalitis as in survivors.

Impact of direct virus-induced neuronal dysfunction and immunological damage on the progression of flavivirus (Modoc) encephalitis in a murine model.

Flavivirus encephalitis is believed to be the result of two main mechanisms: (i) direct damage to and dysfunction of neurons as a result of viral replication and (ii) destruction of the brain tissue by an inflammatory response. The differential impact of both mechanisms on the progression of flavivirus encephalitis has not been clearly determined. We have now studied the encephalitis caused by Modoc virus (MODV) infection in (i) severe combined immunodeficiency (SCID) mice, (ii) immunocompetent NMRI mice, and (iii) NMRI mice under varying immunosuppressive treatment regimens.

A rapid and convenient variant of fusion-PCR to construct chimeric flaviviruses.

So far, full-length cDNAs of chimeric flaviviruses have been constructed by restriction-enzyme cleavage of the gene(s) to be exchanged or by fusion-PCR of two amplified PCR fragments. The construction of a chimeric flavivirus by a faster and more convenient variant of the standard fusion-PCR is reported. A Modoc/yellow fever chimeric virus was engineered in which the structural prM and E genes of yellow fever virus 17D were replaced by the homologous genes of Modoc virus.

Interferons, interferon inducers, and interferon-ribavirin in treatment of flavivirus-induced encephalitis in mice.

We evaluated the prophylactic and therapeutic efficacy of interferon alpha-2b, pegylated interferon alpha-2b, poly(I. C), and Ampligen against Modoc virus encephalitis in an animal model for flavivirus infections. All compounds significantly delayed virus-induced morbidity (paralysis) and mortality (due to progressive encephalitis).

Infection of SCID mice with Montana Myotis leukoencephalitis virus as a model for flavivirus encephalitis.

We have established a convenient animal model for flavivirus encephalitis using Montana Myotis leukoencephalitis virus (MMLV), a bat flavivirus. This virus has the same genomic organization, and contains the same conserved motifs in genes that encode potential antiviral targets, as flaviviruses that cause disease in man (N. Charlier et al.

Complete genome sequence of Montana Myotis leukoencephalitis virus, phylogenetic analysis and comparative study of the 3' untranslated region of flaviviruses with no known vector.

Montana Myotis leukoencephalitis virus (MMLV), a virus isolated from bats, causes an encephalitis in small rodents reminiscent of flavivirus encephalitis in humans. The complete MMLV genome is 10690 nucleotides long and encodes a putative polyprotein of 3374 amino acids. The virus contains the same conserved motifs in genes that are believed to be interesting antiviral targets (NTPase/helicase, serine protease and RNA-dependent RNA polymerase) as flaviviruses of clinical importance.

Complete genome sequence, taxonomic assignment, and comparative analysis of the untranslated regions of the Modoc virus, a flavivirus with no known vector.

We recently developed a model for flavivirus infection in mice and hamsters using the Modoc virus (MODV), a flavivirus with no known vector (P. Leyssen, A. Van Lommel, C.