Clinical characteristics and outcome of patients admitted to a medico- surgical ICU requiring non invasive ventilation (NIV) for hypercapnic respiratory failure

Introduction Because it decreases intubation rate and mortality, NIV has become first-line treatment in case of hypercapnic acute respiratory failure (HARF). Whether this approach is equally successful for all categories of HARF patients is however debated. We assessed if any clinical characteristics of HARF patients were associated with NIV intensity, success, and outcome, in order to identify prognostic factors. Methods Retrospective analysis of the clinical database (clinical information system and MDSi) of patients consecutively admitted to our medico-surgical ICU, presenting with HARF (defined as PaCO2 > 50 mmHg), and receiving NIV between May 2008 and December 2010. Demographic data, medical diagnoses (including documented chronic lung disease), reason for ICU hospitalization, recent surgical interventions, SAPS II and McCabe scores were extracted from the database. Total duration of NIV and the need for tracheal intubation during the 5 days following the first hypercapnia documentation, as well as ICU, hospital and one year mortality were recorded. Results are reported as median [IQR]. Comparisons were carried out with Chi2 or Kruskal-Wallis tests, p<0.05 (*). Results Two hundred and twenty patients were included. NIV successful patients received 16 [9-31] hours of NIV for up to 5 days. Fifty patients (22.7%) were intubated 11 [2-34] hours after HARF occurence, after having receiving 10 [5-21] hours of NIV. Intubation was correlated with increased ICU (18% vs. 6%, p<0.05) and hospital (42% vs. 31%, p>0.05) mortality. SAPS II score was related to increasing ICU (51 [29-74] vs. 23 [12-41]%, p<0.05), hospital (37% [20-59] vs 20% [12-37], p<0.05) and one year mortality (35% vs 20%, p<0.05). Surgical patients were less frequent among hospital fatalities (28.8% vs. 46.3%, p<0.05, RR 0.8 [0-6-0.9]). Nineteen patients (8.6%) died in the ICU, 73 (33.2%) during their hospital stay and 108 (49.1%) were dead one year after HARF. Conclusion The practice to start NIV in all suitable patients suffering from HARF is appropriate. NIV can safely and appropriately be used in patients suffering from HARF from an origin different from COPD exacerbation. Beside usual predictors of severity such as severity score (SAPS II) appear to be associated with increased mortality. Although ICU mortality was low in our patients, hospital and one year mortality were substantial. Surgical patients, although undergoing a similar ICU course, had a better hospital and one year outcome.

Attracting, Developing and Training Effective Teachers - OECD Country Background Report for Ireland

This Country Background Report (CBR) on the teaching career in Ireland forms part of the major OECD study “Attracting, Developing and Retaining Effective Teachers.” Similar reports are being submitted from twenty six other countries. Nine of these countries are also engaged on ‘thematic’ studies of the teaching career, involving site visits by external reviewers appointed by the OECD. The format of the CBRs follows a common pattern, set out by the OECD in its Design and Implementation Plan. This is to facilitate comparative analysis of sub-themes of the reports. Thus, each CBR involves six chapters. The first two – “the national context” and “school system and the teaching force”– are intended to provide succinct overviews of these themes in line with queries posed in the OECD documentation. Each of the other four chapters is designed on a common format – identification of policy concerns; data, trends and factors; policy initiatives and their impact. Specific questions are posed regarding data, trends and factors. The same questions may be posed in relation to more than one sub-theme which gives rise to some repetition in the report, but is important for the comparative analysis.

Explanatory Note on the General Scheme of the Further Education and Training Authority (SOLAS) Bill 2012

1. Interpretation. The purpose of this provision is set out some commonly used terms to be used in the Bill. 2. Establishment day. The purpose of this provision is to require the Minister to specify a day as the establishment day for the purposes of the Bill. This will be the day on which the new authority, to be known as SOLAS, will come into existence. 3. Establishment of SOLAS. The purpose of this head is to provide for the formal establishment of SOLAS and to define its status as a corporate body with the usual consequent powers. 4. Functions of SOLAS. The purpose of this head is to set down the statutory functions of the new further education and training authority. SOLAS is to have overall strategic responsibility for the provision of further education and training in the country. It will be responsible for deciding what further education and training programmes are provided. A core part of its role will be to ensure the referral of jobseekers to appropriate courses which may be delivered by VECs or by other, including private, providers. It will provide the funding stream to VECS and those other bodies for the provision of this training.

Further Education and Training Strategy 2014-2019

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012

General Scheme of a Further Education and Training Authority (SOLAS) Bill 2012. Provided by the Department of Education and Skills, Ireland.

Medical Education in Ireland A New Direction - Report of the Working Group on Undergraduate Medical Education and Training

Ireland can be justly proud of the history and quality of its medical education. Graduates of Irish medical schools are accepted globally as being of international standard and many of the most eminent of Irish medical professionals have returned to Ireland after periods of distinguished service in other countries. This high international standing is reflected in the large number of North American, African and Asian students attending medical school in Ireland. Indeed, the ability of Irish medical schools to successfully compete at an international level in terms of attracting students to Ireland, and to establish a range of strategic relationships with Universities and Governments in other countries is to be commended.

Review of Apprenticeship Training in Ireland

On 19 May 2013, Ruairi Quinn T.D, Minister for Education and Skills, announced a review of apprenticeship training in Ireland. The terms of reference of the review were “to determine whether the current model of apprenticeship should be retained, adapted or replaced by an alternative model of vocational education and training for apprentices –taking into account the needs of learners, the needs of employers, the needs of the economy and the need for cost effectiveness into the future.” The Review Group was asked to complete its work before the end of 2013. A Technical Group was also established to provide background evaluative data for the review. To provide a context for the review, a Background Issues Paper 1 was prepared by the Department of Education and Skills and published at www.education.ie in May 2013 .

Medical students' skills and needs for training in breaking bad news.

This study assessed medical students' perception of individual vs. group training in breaking bad news (BBN) and explored training needs in BBN. Master-level students (N = 124) were randomised to group training (GT)-where only one or two students per group conducted a simulated patient (SP) interview, which was discussed collectively with the faculty-or individual training (IT)-where each student conducted an SP interview, which was discussed during individual supervision. Training evaluation was based on questionnaires, and the videotaped interviews were rated using the Roter Interaction Analysis System. Students were globally satisfied with the training. Still, there were noticeable differences between students performing an interview (GT/IT) and students observing interviews (GT). The analysis of the interviews showed significant differences according to scenarios and to gender. Active involvement through SP interviews seems required for students to feel able to reach training objectives. The evaluation of communication skills, revealing a baseline heterogeneity, supports individualised training.

Multiple nodules of the scrotum: histopathological findings and surgical procedure. A study of five cases.

BACKGROUND: Multiple nodules of the scrotum are uncommonly reported. Their origin is controversial. Treatment is always surgical but the best procedure is still to be determined. MATERIALS AND METHODS: Five new cases are reported with description of the histopathological findings and surgical procedure. RESULTS: Nodules of the scrotum were more frequent in patients with dark skin suggesting an ethnic susceptibility. No other predisposing factors were noted. Screening for disturbances of phosphate or calcium balance was negative. The following histopathological findings were observed: non-calcified epidermoid cysts (3 patients), calcified epidermoid cysts (1 patient) and nodular calcifications without epithelial or glandular structures (1 patient). Subtotal excisions of the scrotum wall using tumescent anaesthesia were performed in all patients without any significant complications. Cosmetic results were excellent. No new lesions were observed during the 1-year follow-up period. CONCLUSIONS: Most cases of multiple nodules of the scrotum are due to non-calcified epidermoid cysts. The term scrotal calcinosis is therefore probably abusively used by many authors. Some cases of nodular calcifications may be due to dystrophic calcification of epidermoid cysts, but calcifications may also occur without any visible epithelial or glandular structure. Subtotal excision of the scrotum wall is a safe and effective surgical procedure to treat multiple nodules of the scrotum. Cosmetic results are excellent and recurrences are rare.

Implications of Objective vs Subjective Delirium Assessment in Surgical Intensive Care Patients.

Background Delirium is an independent predictor of increased length of stay, mortality, and treatment costs in critical care patients. Its incidence may be underestimated or overestimated if delirium is assessed by using subjective clinical impression alone rather than an objective instrument. Objectives To determine frequency of discrepancies between subjective and objective delirium monitoring. Methods An observational cohort study was performed in a surgical-cardiosurgical 31-bed intensive care unit of a university hospital. Patients' delirium status was rated daily by bedside nurses on the basis of subjective individual clinical impressions and by medical students on the basis of scores on the objective Confusion Assessment Method for the Intensive Care Unit. Results Of 160 patients suitable for analysis, 38.8% (n = 62) had delirium according to objective criteria at some time during their stay in the intensive care unit. A total of 436 paired observations were analyzed. Delirium was diagnosed in 26.1% of observations (n = 114) with the objective method. This percentage included 6.4% (n = 28) in whom delirium was not recognized via subjective criteria. According to subjective criteria, delirium was present in 29.4% of paired observations (n = 128), including 9.6% (n = 42) with no objective indications of delirium. A total of 8 patients with no evidence of delirium according to the objective criteria were prescribed haloperidol and lorazepam because the subjective method indicated they had delirium. Conclusions Use of objective criteria helped detect delirium in more patients and also identified patients mistakenly thought to have delirium who actually did not meet objective criteria for diagnosis of the condition.

Cochrane Training, Short Courses Guidance Notes 2011

Guidance Notes for Training Courses on Conducting Systematic Reviews, 2011.

Cochrane Short Courses Training Application Form 2011

Application Form for Training Courses on Conducting Systematic Reviews, 2011.

Northern Ireland regional breastfeeding peer support training

This resource�has been produced for breastfeeding coordinators and breastfeeding peer support trainers who provide training for peer support volunteers. �� The resource has been distributed by PHA directly to those involved in breastfeeding peer support programmes in Northern Ireland. Further copies can be requested as applicable from Lesley Blackstock at: Lesley.blackstock@hscni.net The CD supports delivery of eight peer support teaching sessions (two hours each), which meet Open College Network NI requirements for certification at Level 2, credit value 3. The resource contains background information, support materials, lesson plans, Powerpoint presentations, DVD clips and worksheets for peer supporters. � Please note this resource is only suitable for individuals involved in delivering breastfeeding peer support in Northern Ireland.�

Mental Health First Aid Training Programme

The Mental Health First Aid (MHFA) Training Programme for Northern Ireland has been adapted from the original MHFA programme established in Australia by Betty Kitchener and Anthony Jorm. MHFA is the help provided to a person who is developing a mental health problem or who is currently in a mental health crisis. The first aid is given until professional help is available or until the crisis resolves. More than 4,500 people have attended MHFA training in Northern Ireland since it began in 2009 following a successful pilot in 2005. The aims of MHFA are to: preserve life where a person may be a danger to themselves or others; provide help to prevent the mental health problem becoming more serious; promote the recovery of good mental health; provide comfort to a person experiencing a mental health problem. MHFA teaches participants: how to recognise the symptoms of mental health problems; how to provide initial help; how to go about guiding a person towards appropriate professional help. The training programme is available to people from all backgrounds and has proved successful with different professional groups. MHFA training involves teaching participants how to recognise the symptoms of mental health problems such as depression, anxiety and psychosis. Each course is delivered by two MHFA instructors, usually over two consecutive days and four sessions to a maximum of 20 delegates. The course can also be delivered one day a week for two weeks or in four three-hour sessions. To apply for the training programme, people should contact their local Health and Social care Trust. Each Trust runs MHFA training several times a year. Topics covered include: What is meant by mental health/mental ill health? Dealing with crisis situations such as suicidal behaviour, self-harm, panic attacks and acute psychotic behaviour. Recognising the signs and symptoms of common mental health problems including depression, anxiety disorders, psychosis and substance use disorders. Where and how to get help. Self help strategies.