Anxiety Detection Using Physiological Data and Wearable IoT Devices

Anxiety has been the primary cause of multiple illnesses in society. Gadgets, smartwatches, and wristbands have become an integral part of our daily lives and are widely used. This shows whether wearable sensors and technologies can be used to prevent anxiety and stress. The authors look at recent research on recognizing anxiety in everyday life in this chapter. There are few studies that examine the detection of stress in daily life, as there are few studies that examine a variety of tasks involving the recognition of anxiety in regulated laboratory settings. In this analysis, the authors isolate and examine tasks based on the physiological modality used and their intended areas, such as the workplace, education, automobiles, and the uncontrolled conditions of everyday life. In addition, they explore promising technologies, prevention, and research issues.

Mandatory Vaccination during the Period of a Pandemic: Legal and Ethical Considerations in Europe

The present study explores the pressing matter of mandatory vaccination in Europe from an ethical–constitutional perspective. To start with, it considers the bases of the concerns that have been raised to date, as well as those of the documented opposition. This is followed by an analysis of the applicable European legal framework and a discussion on mandatory vaccination in the workplace, education and the leisure industry, before outlining the conclusions reached. The position taken by this paper is that as long as certain conditions are met, mandatory vaccination does not violate fundamental rights. On the contrary, provided that the principle of proportionality is satisfied, mandatory vaccination as a form of medical intervention constitutes a manifestation of the obligation on the part of the state to protect the fundamental rights to life and health.

Experiences of influencing one's own life when living with working-age dementia

Having opportunities to make decisions and choices regarding one's life is crucial when living with dementia. This inter-disciplinary study draws on the concept of relational autonomy to explore how working-age people living dementia seek to influence their lives, and what makes it easier or more difficult for them in their everyday life. The data consist of three focus group discussions conducted with 12 retired adults who developed dementia while still employed. The results illuminate various resources that enable a person to (a) handle their difficulties at work and related consequences with dignity, (b) manage everyday tasks and live a fulfilling life, and (c) fight the stigma associated with (working-age) dementia. Challenges related to these aspects reported by the participants reveal gaps and obstacles that impede the full realisation of the rights of people living with early onset dementia. This research highlights the need for workplace education for different stakeholders, equal and ongoing access to guidance and counselling for younger people who live with dementia, and an effort by society as a whole to eradicate stigma.

The use of an evidence-based approach for teaching student veterinary nurses during workplace anaesthesia training. Part 1

Registered veterinary nurses (RVNs) are often required to take up the role of a teacher for student veterinary nurses (SVNs) during workplace learning. Formal education training is not a routine part of the veterinary nurse curriculum and so it is common that RVNs undertaking this role do so without background knowledge of education theory. In the same way that evidence-based medicine guides clinical decisions, evidence can guide educational practice and the ways that RVNs teach SVNs. Evidence-based education is particularly valuable for workplace learning, which can be an environment where it is particularly challenging to teach and learn. This may be particularly the case during anaesthesia, when the RVN is responsible for the safety and wellbeing of the anaesthetised patient. Part 1 of this article will discuss the importance of evidence-based education, give an insight into the characteristics of SVNs as adult learners, and discuss the importance of developing SVNs as self-directed learners. While many of the educational theories and initially conceived frameworks discussed may be dated, this article aims to contextualise them into the niche area of veterinary nurse workplace education, using supportive contemporary evidence, to show how they can be used to help us understand the challenges RVNs face. Part 2 will focus on using these ideas to develop strategies to strengthen our teaching approaches.

Understanding junior doctors’ experiences of teaching on the acute take: a qualitative study

Background New medical graduates are significantly unprepared to manage acutely unwell patients due to limited first-hand clinical exposure in the undergraduate curriculum. Supporting undergraduate learning in the acute setting can be challenging for junior doctors when balancing teaching and clinical responsibilities. Our aim was to explore junior doctors’ first-hand experiences of supporting undergraduate education in the acute admissions environment(take). Methods Fourteen junior doctors in one teaching hospital in South West England took part in semi-structured focus groups (4–6 participants in each) which were audio-recorded, transcribed, and thematically analysed. Results Junior doctors described their educational role as comprising: teaching, demonstrating, coaching, and supervising. They perceived the acute take as a highly variable, unpredictable setting that offered a broad scope for learning. Tensions between doctors’ clinical and educational roles were described, influenced by internal and external factors. Clinical work was prioritised over teaching and participants lacked confidence in supervisory and clinical skills. Doctors felt pressured to meet students’ expectations and lacked understanding of their educational needs. Senior colleagues were highly influential in establishing an educational culture and were often a source of pressure to deliver timely clinical care. Organisations were perceived not to value teaching due to the lack of provision of dedicated teaching time and prioritisation of limited resources towards patient care. Participants managed tensions by attempting to formally separate roles, demoting students to passive observers, and they sought greater continuity in placements to better understand students’ abilities and expectations. Conclusions Educational opportunities for undergraduate students on the acute take are varied and highly valuable. This study provides insight into the provision of workplace education and its challenges from junior doctors’ perspectives. We highlight areas for improvement of relevance to educational providers.

How Artificial Intelligence Transforms the Experience of Employees

Artificial intelligence brings large markets, including advertising, tourism, finance, policy, workplace education. We probably associated with Chabot's job (defined as an automated, but personalized, a conversation between software and human users). We plan to use Chatbots in the workplace to assist us in pursuing a new career, addressing human resource questions, and also accepting coaching and mentoring after using them further in our personal lives. Since Chabot digitizes human resource programs, workers can access HR solutions from anywhere. HR artificial intelligence can result in a more streamlined, scalable and user-driven employee interface. To find the convergence between artificial intelligence and human resources, HR executives started using Chatbots in recruiting, staff service, staff production, and preparing to create greater value for the company. Indeed, Chabot's can be treated as the HR team's newest participant, capable of quickly finding solutions to commonly asked questions. Since we've grown accustomed to Chabot's in our everyday lives, we intend to use them at work. Artificial intelligence is changing how career applicants and workers interact. Five operational procedures are supposed to kick-start this new transformation when managers begin to implement artificial intelligence plans and roadmaps: 1. Experiment with different Chatbots to learn artificial intelligence. 2.Develop a joint strategy for HR, IT, Real Estate, Communitarians and Digital Transformation cross-functional partners; 3.Recognize how deployment can affect the technology roadmap; 4 Identify new job tasks that will make full usage of AI in HR; 5 Improve the understanding of artificial intelligence in the workplace by the HR team.

Liberal Feminism in Ika Natassa’s Novel Critical Eleven

This study aimed to reveal the liberal feminism in Ika Natassa’s novel, Critical Eleven. This study applied liberal feminism as proposed by Lewis (2018) who claims that liberal feminism focuses on the issues of woman’s equality in the workplace, education and political rights. This study used qualitative methods since it involved the characteristics of qualitative procedures of analysis (Creswell, 2009). The main data were collected from the novel, and the supporting data were taken from books, journals and websites dealing with the subject matter of this research. Therefore, this study is categorized as a library research study as is noted by Herbert (1990: 18) who claims that a library research study is research to collect ideas and theories and to report empirical data within scholarship in the library. The research results show that of the three issues foccused on in liberal feminism as proposed by Lewis (2018), those of woman’s equality in the workplace and education are vividly reflected in the novel by the character named Anya who had a prestigious education (she is a Georgetown University graduate) and also has a good career as a management consultant. Equality in political rights is not found in the novel. Keywords: Feminism, Liberal Feminism, Women, Equality in Education, Equality in the Workplace

The Process, Structure and Contribution of Work-Based Learning (WBL) to Nursing or Health

Background: Nurses and midwives’ contribution to the health workforce is commended globally. Continuous professional guidelines for nurses and midwives are in place to enhance life-long learning. However, literature on Work-Based Learning in healthcare settings is limited. It is important to document evidence on how nurses learn at their places of work to strengthen life-long learning. Aim: To identify existing evidence on the process, structure and contribution of WBL to nursing or health care outcomes. Design: we used scoping review approach. Data sources: EBSCOhost, Wiley Online University, and Science Direct. Google was used as a general search engine. Review Methods: Screening was by reading abstracts and full texts. Contextualization and thematic analysis were employed. The John Hopkins Nursing Evidence-Based Practice appraisal tools were used to determine the level and quality of evidence. Results: A total of 14 articles were reviewed. Identifying the problem, assessing the environment, having a learning action plan and documentation are key steps for WBL. A positive workplace culture, collaboration between the learner, organization, regulation and education institutions in addition to learning resources make a strong structure for WBL. Individual and institutional growth and visibility that contribute to improved quality of care are outcomes of WBL. Conclusion: The literature reviewed suggests that nurses ought to engage in a step wise process for effective WBL. Efficient collaboration between the learner, workplace, education and regulatory institutions are needed to support WBL. WBL plays an important role in improving nursing and health care outcomes.

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.