scholarly journals Incorporating 3D and 4D Ultrasound into Clinical Practice

Ultrasound ◽  
2005 ◽  
Vol 13 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Alison Smith ◽  
Trish Chudleigh ◽  
Darryl Maxwell
Keyword(s):  
Clinical Practice ◽  
New Technology ◽  
3D Ultrasound ◽  
Clinical Environment ◽  
Clinical Role ◽  
4D Ultrasound ◽  
Diverse Application ◽  
2D Ultrasound ◽  
Wide Scale ◽  
Release Of Information

3D ultrasound has been slow to make significant impact in clinical practice. In a large part, this is because 2D ultrasound is of such superior quality that sonographers have not seen any gain in adopting the new technology. More recently, however, diverse application of 3D technology has taken place in many branches of medicine, with obstetrics and gynaecology at the forefront. Several manufacturers now produce machines of remarkable sophistication and utility. Hardware and software have been integrated to allow the release of information from the ultrasound examination that has hitherto not been possible. In addition, virtual real time 3D images (4D ultrasound) have captured the imagination of both public and media. We report our preliminary clinical experience with 3 and 4D ultrasound in a limited clinical environment. While not suitable for wide scale application at present, we believe this technology has inherent advantages that will secure its clinical role and that this role will widen rapidly in the near future.

Maternal-Fetal Bonding: Ultrasound Imaging's Role in enhancing This Important Relationship

2012 ◽  
Vol 6 (4) ◽  
pp. 408-411 ◽  
Author(s):  
Kallie Appleton ◽  
Aparna Atluru
Keyword(s):  
Obstet Gynecol ◽  
New Technology ◽  
Relevant Literature ◽  
Three Dimensional ◽  
Unborn Child ◽  
Fetal Demise ◽  
4D Ultrasound ◽  
Important Relationship ◽  
Significant Difference ◽  
2D Ultrasound

ABSTRACT New technology in ultrasound imaging is allowing women to view more visually precise images of their fetuses than ever before. Maternal-fetal bonding describes the attachment interaction that forms between a mother and her unborn child. Ultrasound diagnosis modalities including two-dimensional (2D), three-dimensional (3D) and four-dimensional (4D) may create differences in the amount of maternal-fetal bonding, depending on the modality used. When relevant literature was reviewed on this topic, no significant difference between maternal-fetal bonding was found when comparing 2D vs 3D vs 4D ultrasound. However, certain measures such as a perceived feeling of closeness to the baby were higher with 3D and 4D ultrasounds as compared with 2D ultrasound. Further exploration is needed to ascertain whether different ultrasound modalities have an effect on maternal-fetal bonding in multigestational pregnancies, pregnancies in which there is fetal demise, and to overall examine the effects of using ultrasound for nonmedical ‘entertainment’ purposes by prospective mothers. How to cite this article Atluru A, Appleton K, Kupesic Plavsic S. Maternal-Fetal Bonding: Ultrasound Imaging's Role in enhancing This Important Relationship. Donald School J Ultrasound Obstet Gynecol 2012;6(4):408-411.

What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

2021 ◽  
Author(s):  
◽  
Philip Charles Hawes
Keyword(s):  
Patient Safety ◽  
Clinical Practice ◽  
Learning Styles ◽  
Patient Care ◽  
Role Models ◽  
Clinical Environment ◽  
Contributing Factors ◽  
Clinical Role ◽  
Safe Patient Care ◽  
Clinical Risk

<p>This research was undertaken to investigate how newly graduated nurses recognise and develop skills relating to clinical risk and patient safety. I set out to understand how and where new graduates learn those skills and what would help future undergraduate nurses better prepare for the complexities of the clinical setting.  A qualitative research study using Appreciative Inquiry (AI) was the chosen methodology. This was selected for its aspirational outlook, which allows positive conclusions to be drawn from the study’s findings. Nine nurses in their first year of clinical practice participated in the study and they were interviewed on a one-to-one basis.  The key findings demonstrated that the approaches to teaching clinical risk and safe patient care and experiences of these in the undergraduate setting were variable, with many participants describing that they were ill prepared for the rigours of the clinical environment. They identified workplace culture, clinical role models, exposure to the clinical environment; experiential learning, narrative story sharing, debriefing and simulation as contributing factors to their ability to learn and understand clinical risk and safe patient care.  Despite their initial uncertainty, the participants were able to describe safe patient care and clinical risk. They identified cultures of safe patient care, safe teaching and safe learning. The participants further identified their preferred learning styles and recommended strategies that educationalists and clinical stakeholders employ to facilitate their professional development and understanding of clinical risk and patient safety.  The participants identified a more thoughtful, structured and overt approach to teaching the subject of clinical risk and patient safety to prepare for the clinical environment. They desired more experiential exposure, either clinical or simulated. They highlighted the need for effective preceptors and role models, alongside opportunities for sharing their clinical experiences and debriefing critical incidents. Furthermore, they recognised aspects of workplace cultures that facilitated or hindered effective clinical practice and safe patient care.</p>

scholarly journals What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

2021 ◽  
Author(s):  
◽  
Philip Charles Hawes
Keyword(s):  
Patient Safety ◽  
Clinical Practice ◽  
Learning Styles ◽  
Patient Care ◽  
Role Models ◽  
Clinical Environment ◽  
Contributing Factors ◽  
Clinical Role ◽  
Safe Patient Care ◽  
Clinical Risk

<p>This research was undertaken to investigate how newly graduated nurses recognise and develop skills relating to clinical risk and patient safety. I set out to understand how and where new graduates learn those skills and what would help future undergraduate nurses better prepare for the complexities of the clinical setting.  A qualitative research study using Appreciative Inquiry (AI) was the chosen methodology. This was selected for its aspirational outlook, which allows positive conclusions to be drawn from the study’s findings. Nine nurses in their first year of clinical practice participated in the study and they were interviewed on a one-to-one basis.  The key findings demonstrated that the approaches to teaching clinical risk and safe patient care and experiences of these in the undergraduate setting were variable, with many participants describing that they were ill prepared for the rigours of the clinical environment. They identified workplace culture, clinical role models, exposure to the clinical environment; experiential learning, narrative story sharing, debriefing and simulation as contributing factors to their ability to learn and understand clinical risk and safe patient care.  Despite their initial uncertainty, the participants were able to describe safe patient care and clinical risk. They identified cultures of safe patient care, safe teaching and safe learning. The participants further identified their preferred learning styles and recommended strategies that educationalists and clinical stakeholders employ to facilitate their professional development and understanding of clinical risk and patient safety.  The participants identified a more thoughtful, structured and overt approach to teaching the subject of clinical risk and patient safety to prepare for the clinical environment. They desired more experiential exposure, either clinical or simulated. They highlighted the need for effective preceptors and role models, alongside opportunities for sharing their clinical experiences and debriefing critical incidents. Furthermore, they recognised aspects of workplace cultures that facilitated or hindered effective clinical practice and safe patient care.</p>

scholarly journals Three-dimensional Ultrasound in Detection of Fetal Anomalies

2016 ◽  
Vol 10 (3) ◽  
pp. 214-234 ◽  
Author(s):  
Ritsuko K Pooh
Keyword(s):  
Light Source ◽  
New Technology ◽  
Three Dimensional ◽  
3D Ultrasound ◽  
Fetal Anomalies ◽  
High Definition ◽  
Ultrasound Technique ◽  
Great Achievement ◽  
4D Ultrasound

ABSTRACT In the history of 3D/4D ultrasound technology, the great achievement was high definition (HD) live technology. This technology is a novel ultrasound technique that improves the 3D/4D images. HDlive ultrasound has resulted in remarkable progress in visualization of early embryos and fetuses and in the development of sonoembryology. HDlive uses an adjustable light source and software that calculates the propagation of light through surface structures in relation to the light direction. The virtual light source produces selective illumination, and the respective shadows are created by the structures where the light is reflected. This combination of light and shadows increases depth perception and produces remarkable images that are more natural than those obtained with classic three-dimensional (3D) ultrasound. The virtual light can be placed in the front, back, or lateral sides, where viewing is desired until the best image is achieved. A great advantage is that the soft can be applied to all images stored in the machine's memory. With HDlive ultrasound, both structural and functional developments can be assessed from early pregnancy more objectively and reliably and, indeed, the new technology has moved embryology from postmortem studies to the in vivo environment. Practically, in obstetrical ultrasound, HDlive could be used during all three trimesters of pregnancy. How to cite this article Pooh RK, Kurjak A. Three-dimensional Ultrasound in Detection of Fetal Anomalies. Donald School J Ultrasound Obstet Gynecol 2016;10(3):214-234.

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

Novel application of three-dimensional HDlive imaging in prenatal diagnosis from the first trimester

2015 ◽  
Vol 43 (2) ◽  
Author(s):  
Ritsuko Kimata Pooh ◽  
Asim Kurjak
Keyword(s):  
Human Development ◽  
New Technology ◽  
Three Dimensional ◽  
First Trimester ◽  
High Definition ◽  
Noninvasive Diagnostics ◽  
Anatomy And Physiology ◽  
Early Human Development ◽  
2D Ultrasound ◽  
Early Human

AbstractRecent development of three-dimensional (3D) high definition (HD) ultrasound has resulted in remarkable progress in visualization of early embryos and fetuses in sonoembryology. The new technology of HDlive assesses both structural and functional developments in the first trimester with greater reliably than two-dimensional (2D) ultrasound. The ability to visualize not only fetal face, hands, fingers, feet, and toes, but also amniotic membranes, is better with volumetric ultrasound than 2D ultrasound. In this article, detailed and comprehensive structures of normal and abnormal fetuses depicted by 3D HDlive are presented, including various faces of Down’s syndrome and holoprosencephaly, as well as low-set ear and finger/toe abnormalities from the first trimester. Three-dimensional HDlive further “humanizes” the fetus, enables detailed observation of the fetal face in the first trimester as shown in this article, and reveals that a small fetus is not more a fetus but a “person” from the first trimester. There has been an immense acceleration in understanding of early human development. The anatomy and physiology of embryonic development is a field where medicine exerts greatest impact on early pregnancy at present, and it opens fascinating aspects of embryonic differentiation. Clinical assessment of those stages of growth relies heavily on 3D/four-dimensional (4D) HDlive, one of the most promising forms of noninvasive diagnostics and embryological phenomena, once matters for textbooks are now routinely recorded with outstanding clarity. New advances deserve the adjective “breathtaking”, including 4D parallel study of the structural and functional early human development.

Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

scholarly journals Nurses' perception of power regarding their clinical role

2009 ◽  
Vol 17 (2) ◽  
pp. 234-239 ◽  
Author(s):  
Diná de Almeida Lopes Monteiro da Cruz ◽  
Cibele Andrucioli de Mattos Pimenta ◽  
Maria Fernanda Vita Pedrosa ◽  
Antônio Fernandes da Costa Lima ◽  
Raquel Rapone Gaidzinski
Keyword(s):  
Clinical Practice ◽  
Classification Systems ◽  
Clinical Role ◽  
Clinical Nurses ◽  
Nursing Diagnosis ◽  
Before And After ◽  
Power Perception ◽  
The Impact ◽  
Diagnosis Classification ◽  
Reliability Coefficients

This article reports on a study on nurses' perception of power regarding their clinical role before and after implementation of a nursing diagnosis classification. Sixty clinical nurses (average age = 37.2 ± 7.0 years) from a Brazilian teaching hospital answered the Power as Knowing Participation in Change Tool (PKPCT) before and after the implementation of a diagnosis classification. PKPCT has four domains and provides total and partial scores. Reliability coefficients ranged from 0.88 to 0.98. Total scores were not statistically different between assessments (p=0.21), although scores in the "Involvement in Creating Change" domain were higher in the second assessment (p=0.04). Further studies providing sound evidence regarding the impact of nursing classification systems on nurses' power perception are needed to guide decisions on teaching and clinical practice.

scholarly journals Valuing new medicines in the early 21:st century

2017 ◽  
Vol 5 (1) ◽  
pp. 7-22
Author(s):  
Katarina Steen Carlsson ◽  
Bengt Jönsson
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Real World ◽  
Patent Protection ◽  
New Technologies ◽  
New Technology ◽  
Treatment Strategies ◽  
Real World Data ◽  
Study Results ◽  
Pricing And Reimbursement

What is the actual value of new medicines? The answer to this question is the key to rational use of new technologies in health care and for design of appropriate incentives for innovation. In this paper we present methods, data and study results for valuing new medical technologies in a life cycle perspective, relevant for development of a new approach to contract and payment for innovation that can replace present systems for pricing and reimbursement.   Focus is on value in clinical practice, and on the data needs and methods needed for the development of outcome-based payment systems that balances risks and rewards for innovation in health care. We provide an overview of studies from the Swedish context on the value of new medicines introduced in the treatment of diabetes, cancer, cardiovascular disease and rheumatoid arthritis. These studies using national health data and quality registers emphasise the importance of continuing efforts to collect relevant data for assessment of value after a medicine reaches the market and starts to be used in clinical practice. It is only when medicines are used in clinical practice that the benefits for real-world patient populations can be identified, measured and valued. Analyses of real-world data will also assist further development and tailoring of treatment strategies to optimize the value of the new technology. While an effective patent system rewards innovation for a limited period of time, many innovations may continue to provide value to society long after patent protection, and these values must be included in the assessment of value of innovation.

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