Watching subtitled videos with the sound off affects viewers' comprehension, cognitive load, immersion, enjoyment, and gaze patterns: A mixed-methods eye-tracking study.

Every day, millions of viewers worldwide engage with subtitled content, and an increasing number choose to watch without sound. In this mixed-methods study, we examine the impact of sound presence or absence on the viewing experience of both first-language (L1) and second-language (L2) viewers when they watch subtitled videos. We explore this novel phenomenon through comprehension and recall post-tests, self-reported cognitive load, immersion, and enjoyment measures, as well as gaze pattern analysis using eye tracking.

Developing the future academic workforce: A descriptive cross-sectional study of the experiences of early career academics from registered health and social care professions.

Background: Healthcare academics are generally recruited for their expertise as practitioners, however this may not always convert into expertise in higher education.

Objective: Investigate experiences of academics who transitioned from clinical roles by: DESIGN: Descriptive cross-sectional survey.

Participants: 122 survey responses; 103 females, 89.

Barriers and facilitators to implementing a cancer risk assessment tool (QCancer) in primary care: a qualitative study.

Aim: We aimed to explore service users' and primary care practitioners' perspectives on the barriers and facilitators to implementing a cancer risk assessment tool (RAT), QCancer, in general practice consultations.

Background: Cancer RATs, including QCancer, are designed to estimate the chances of previously undiagnosed cancer in symptomatic individuals. Little is known about the barriers and facilitators to implementing cancer RATs in primary care consultations.

Communicating cancer risk in the primary care consultation when using a cancer risk assessment tool: Qualitative study with service users and practitioners.

Background: Cancer risk assessment tools are designed to help detect cancer risk in symptomatic individuals presenting to primary care. An early detection of cancer risk could mean early referral for investigations, diagnosis and treatment, helping to address late diagnosis of cancer. It is not clear how best cancer risk may be communicated to patients when using a cancer risk assessment tool to assess their risk of developing cancer.

Exploring the experiences of young people nursed on adult wards.

This paper reports on a study of experiences of young people aged 14 to 18 years who were nursed on acute adult hospital wards in NHS hospitals in England. In spite of British government guidelines, young people from 14 years of age continue to be admitted to adult wards in the UK. Although much has been written about the transition of the young person to adult services, there is little research about the experiences of young people who are nursed on adult wards.

Evidence-based prevent catheter-associated urinary tract infections guidelines and burn-injured patients: a pilot study.

The objective of this pilot study was to describe effectiveness of an evidence-based guideline designed to prevent catheter-associated urinary tract infection (CA-UTI) in reducing CA-UTI in the burn-injured patient population. The study used a pre- and post-bundle implementation comparison design. Inclusion criteria included burn-injured patients of all ages with an indwelling urinary catheter.

Failing a student nurse: a new horizon of moral courage.

The factors preventing registered nurses from failing students in practice are multifaceted and have attracted much debate over recent years. However, writers rarely focus on what is needed to fail an incompetent pre-registration nursing student in their final placement. This hermeneutic study explored the mentor experience of failing a pre-registration nursing student in their final placement.

Curriculum-based emergent literacy assessment in early childhood.

Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands.