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Buckley E, Cooke J, Whelton H, Barrett A. 'Rules of engagement': Does competition drive engagement in faculty development. CLINICAL TEACHER 2024:e13737. [PMID: 38291509 DOI: 10.1111/tct.13737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 01/05/2024] [Indexed: 02/01/2024]
Abstract
INTRODUCTION Faculty development (FD) is integral to the implementation of educational programmes. However, attracting new faculty is challenging. Competition is a motivator for learning at an undergraduate level; however, incorporating competition to engage faculty in continued FD has not been explored. In the context of a new strategy to embed in situ simulation in postgraduate education across our healthcare group, and drawing on motivational theory, we asked 'does competition drive engagement in new FD initiatives?' METHODS We conducted semi-structured interviews with nine healthcare professionals (HCPs) who had participated in an in situ simulation 'SimStars' competition. Guided by thematic analysis and borrowing from constructivist grounded theory, we explored participants' motivations for entering a competition, their experiences of competition throughout their education and how this process impacted on their engagement in FD. RESULTS Three overarching concepts arose and challenged our understanding of the role of competition as a motivator: (1) 'Competition is a necessary evil'; (2) 'It really is the taking part that counts'; and (3) 'Teamwork makes the dream work'. In contrast to previously published work, our results suggest participants view competition negatively and as a means to career progression. However, the opportunity to work as part of an (interprofessional) team towards a goal, and to develop a new skill (i.e. the process), was more motivating for participants than 'winning' a competition. CONCLUSION Competition may not provide a motivation for HCPs to engage in FD and may be a barrier. Providing collaboration opportunities, faculty coaching and the chance to develop new skills could enhance engagement.
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Affiliation(s)
- Emily Buckley
- Department of Geriatric Medicine, University Hospital Waterford, Waterford, Ireland
| | - John Cooke
- Department of Geriatric Medicine, University Hospital Waterford, Waterford, Ireland
| | - Helen Whelton
- College of Medicine and Health University College Cork, Cork, Ireland
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Brazil V, Purdy E, El Kheir A, Szabo RA. Faculty development for translational simulation: a qualitative study of current practice. Adv Simul (Lond) 2023; 8:25. [PMID: 37919820 PMCID: PMC10621189 DOI: 10.1186/s41077-023-00265-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 10/13/2023] [Indexed: 11/04/2023] Open
Abstract
BACKGROUND Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. METHODS We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. RESULTS Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) 'home-grown', informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. CONCLUSION Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.
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Affiliation(s)
- Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
| | - Eve Purdy
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - Alexander El Kheir
- Emergency Department, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
| | - Rebecca A Szabo
- Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
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Roh YS, Issenberg SB. Effects of a tiered competence-based simulation educator development program. Nurse Educ Pract 2022; 59:103300. [DOI: 10.1016/j.nepr.2022.103300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 11/30/2021] [Accepted: 01/12/2022] [Indexed: 11/25/2022]
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Luo D, Yang BX, Liu Q, Xu A, Fang Y, Wang A, Yu S, Li T. Nurse educators perceptions of simulation teaching in Chinese context: benefits and barriers. PeerJ 2021; 9:e11519. [PMID: 34178445 PMCID: PMC8214848 DOI: 10.7717/peerj.11519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 05/04/2021] [Indexed: 11/20/2022] Open
Abstract
Background Although simulated teaching was introduced to China in the 1990s, it remains underused in nursing education. Determining how Chinese nurse educators feel about using simulation in their institutions is very important for faculty training and has the potential to influence simulation implementation. Method This cross-sectional descriptive study was undertaken to identify the nurse educators’ experiences in the use of simulation from various regions of China. One hundred and thirty-six nurse educators provided demographic data and information about simulation implementation within their institutions and explored the perceived barriers and benefits of simulation usage. Results The survey data shows that 108 participants have used simulation in their work, but less than 92 (67.6%) of the respondents had used this teaching strategy more than ten times in last year. The study identified four factors hindering nurse faculty from simulation adoption: (1) concerns with student readiness; (2) the need for faculty team-building for simulation teaching; (3) lack of adequate simulation resources; and (4) thoughtful integration of simulation into nursing curricula. Conclusions Study data suggest that faculty training programs for simulation should be based on the nurse educators’ training needs, including systematically designed training topics, and the provision of hands-on learning simulation activities with expert feedback to help nurse educators achieve the competencies required for effective simulation-based education.
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Affiliation(s)
- Dan Luo
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Bing-Xiang Yang
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Qian Liu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Aijing Xu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Yaxuan Fang
- School of Nursing, Southern Medical University, Guangzhou, China
| | - Ailing Wang
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Sihong Yu
- School of Health Sciences, Wuhan University, Wuhan, China, China
| | - Ting Li
- School of Nursing, Southern Medical University, Guangzhou, China
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Watts PI, Hallmark BF, Beroz S. Professional Development for Simulation Education. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:201-221. [PMID: 33431643 DOI: 10.1891/0739-6686.39.201] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Professional development in simulation methodologies is essential for implementation of quality, consistent, simulation-based experiences. Evidence demonstrates that participation in comprehensive training positively impacts learner outcomes. There are many benefits to professional development, however, challenges exist requiring thoughtful planning, administrative buy-in, and fiscal support. While there are no established guidelines, the literature provides an ongoing consensus related to overall concepts and strategies for training in simulation. We describe a continuum of growth for simulationists, ranging from novice/advanced beginner, competent/proficient, to expert. As a novice, one must conduct a self-assessment of current strengths and create a development plan to advance simulation skills and knowledge. A simulationist should use evidenced-base guidelines, mentorship, and feedback to inform simulation practices. They should be knowledgeable of the standards of best practice, modalities, simulation design, learning theories, and professional integrity. Simulationists must seek ongoing advancement through certification, scholarship, and lifelong learning. This chapter describes the continuum of education and methodologies for the development of simulationists.
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Becker D, Collazo M, Garrison CM, Sandahl SS. Finding Your Way With the INACSL Standards of Best Practice: Simulation℠: Development of an Interactive Web-Based Guide and Roadmap. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Developing facilitator competence in scenario-based medical simulation: Presentation and evaluation of a train the trainer course in Bergen, Norway. Nurse Educ Pract 2020; 47:102840. [DOI: 10.1016/j.nepr.2020.102840] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 06/07/2020] [Accepted: 07/09/2020] [Indexed: 11/24/2022]
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Waxman KT, Nichols AA, Shum C, Forsey L. Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2018-0067. [PMID: 31863693 DOI: 10.1515/ijnes-2018-0067] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 08/15/2019] [Indexed: 11/15/2022]
Abstract
Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.
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Affiliation(s)
- K T Waxman
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Amy A Nichols
- Nursing, University of California Davis Betty Irene Moore School of Nursing, 2570 48th Street suite 3700, Sacramento, Sacramento, CA95817-2200, USA
| | - Cynthia Shum
- Nursing, University of San Francisco - School of Nursing and Health Professions, San Francisco, CA, USA
| | - Lynn Forsey
- Director, Hospital Quality Institute Sacramento Ca, Sacramento, CA, USA
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Roh YS, Kim M, Issenberg SB. Perceived Competence and Training Priorities of Korean Nursing Simulation Instructors. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2018.08.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Abstract
This article discusses the role of simulation training in educating nurses and reducing clinical errors and describes a research project designed to determine the effectiveness of deliberate practice and simulation technology.
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Simes T, Roy S, O'Neill B, Ryan C, Lapkin S, Curtis E. Moving nurse educators towards transcendence in simulation comfort. Nurse Educ Pract 2017; 28:218-223. [PMID: 29127895 DOI: 10.1016/j.nepr.2017.10.024] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2016] [Revised: 09/19/2017] [Accepted: 10/17/2017] [Indexed: 11/26/2022]
Abstract
Expensive simulation equipment continues to sit idle in nursing learning and teaching environments. To identify factors that influence nursing educator comfort in the use of simulation at an Australian university an explorative qualitative research project was undertaken using an interpretative constructivist methodology. The Goodwin et al. (2007) adapted Comfort Theory for nursing education has been used. The aim of the study was to identify factors that influence nurse educator's comfort in the use of simulation. Research question asked was: What are the barriers and enhancers to using simulation as a learning and teaching modality. Thematic analysis of data from focus groups on four different campus sites was undertaken. Four themes identified that affected participants' comfort in this study were: 1) Personal barriers; 2) Human resource barriers; 3) Structural barriers and 4) Suggestions to address barriers. Further understanding of the themes and how they relate to educator comfort with simulation are shared with the reader. The paper also outlines emerging recommendations to improve educator comfort.
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Affiliation(s)
- Tracey Simes
- Central Queensland University, School of Nursing, Midwifery and Social Sciences, 90 Goodchap Street, Noosaville, QLD 4566, Australia.
| | - Sherre Roy
- Central Queensland University, Learning and Teaching Services, Building 7, University Drive, Bundaberg, QLD 4670, Australia.
| | - Barbara O'Neill
- Central Queensland University, School of Nursing, Midwifery and Social Sciences, Bruce Highway Bldg 18, Rockhampton, QLD 4702, Australia.
| | - Colleen Ryan
- Central Queensland University, School of Nursing, Midwifery and Social Sciences, 90 Goodchap Street, Noosaville, QLD 4566, Australia.
| | - Samuel Lapkin
- University of Wollongong, School of Nursing, Faculty of Science, Medicine and Health, Wollongong, NSW 2522, Australia.
| | - Elizabeth Curtis
- University of Western Sydney, School of Nursing and Midwifery, Campbelltown Campus, NSW 2560, Australia.
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Thomas CM, Kellgren M. Benner's Novice to Expert Model: An Application for Simulation Facilitators. Nurs Sci Q 2017; 30:227-234. [PMID: 28899267 DOI: 10.1177/0894318417708410] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper details the application of Benner's Novice to Expert Model to simulation educator knowledge, skills, and attitude for academic and practice settings. Facilitator development in the use of simulation methods is gaining more attention and support. If simulation is to continue to advance as a discipline, a theoretical basis is needed. The Novice to Expert Model provides the necessary conceptual structure to guide simulation facilitator development and assist in understanding learning trajectory. This theory-based approach that defines and operationalizes the five stages of development provides guidance for development resources, educational programs, and infrastructure needed at various program levels.
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Affiliation(s)
| | - Molly Kellgren
- 2 Manager, Accelerating to Practice, National League for Nursing
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Min H, O'Rourke J. Faculty Attitudes and Adoption of Simulation: Pilot Testing of a New Instrument. J Nurs Educ 2017; 56:356-359. [DOI: 10.3928/01484834-20170518-07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Accepted: 01/19/2017] [Indexed: 11/20/2022]
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Enhancing critical thinking in clinical practice: implications for critical and acute care nurses. Dimens Crit Care Nurs 2016; 33:207-14. [PMID: 24895950 DOI: 10.1097/dcc.0000000000000053] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
The complexity of patients in the critical and acute care settings requires that nurses be skilled in early recognition and management of rapid changes in patient condition. The interpretation and response to these events can greatly impact patient outcomes. Nurses caring for these complex patients are expected to use astute critical thinking in their decision making. The purposes of this article were to explore the concept of critical thinking and provide practical strategies to enhance critical thinking in the critical and acute care environment.
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Roh YS, Kim MK, Tangkawanich T. Survey of outcomes in a faculty development program on simulation pedagogy. Nurs Health Sci 2015; 18:210-5. [PMID: 26567469 DOI: 10.1111/nhs.12254] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2015] [Revised: 09/08/2015] [Accepted: 09/19/2015] [Indexed: 12/28/2022]
Abstract
Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain.
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Affiliation(s)
- Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University (CAU), Seoul, Republic of Korea
| | - Mi Kang Kim
- Educational Service Specialist, Laerdal Medical Korea Ltd., Seoul, Republic of Korea
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Talbot MS. Embedding High-Fidelity Simulation Into a Foundations of Nursing Course. Creat Nurs 2015; 21:110-4. [DOI: 10.1891/1078-4535.21.2.110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Delay in recognizing the need for and initiating lifesaving measures is unacceptable in health care. It is never too early to teach novice nursing students to recognize and respond to early warning signs of patient deterioration. The rapid response system was developed to expedite recognition of and response to changes in a patient’s condition. Use of high-fidelity simulation by beginning nursing students to practice recognizing and responding to patient deterioration is vital to both the welfare of patients and the edification of students. Recognizing and responding quickly to patients’ early warning signs of deterioration can determine a patient’s outcome. This article discusses the importance of instructing beginning nursing students in identifying and reacting appropriately to early signs of patient deterioration and in following the chain of command to activate the rapid response team.
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Groom JA, Henderson D, Sittner BJ. NLN/Jeffries Simulation Framework State of the Science Project: Simulation Design Characteristics. Clin Simul Nurs 2014. [DOI: 10.1016/j.ecns.2013.02.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Improving BSN Students' Performance in Recognizing and Responding to Clinical Deterioration. Clin Simul Nurs 2014. [DOI: 10.1016/j.ecns.2013.06.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Lioce L, Reed CC, Lemon D, King MA, Martinez PA, Franklin AE, Boese T, Decker S, Sando CR, Gloe D, Meakim C, Borum JC. Standards of Best Practice: Simulation Standard III: Participant Objectives. Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2013.04.005] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Walshe N, O'Brien S, Murphy S, Hartigan I. Integrative Learning Through Simulation and Problem-Based Learning. Clin Simul Nurs 2013. [DOI: 10.1016/j.ecns.2011.08.006] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Anderson M, Bond ML, Holmes TL, Cason CL. Acquisition of Simulation Skills: Survey of Users. Clin Simul Nurs 2012. [DOI: 10.1016/j.ecns.2010.07.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Ryu JK, Kim JH, Kim JK, Lee JH, Chung KY. Context-aware based U-health Environment Information Service. ACTA ACUST UNITED AC 2011. [DOI: 10.5392/jkca.2011.11.7.021] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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