Titre : Études transversales

Études transversales : Questions médicales fréquentes

Termes MeSH sélectionnés :

Clinical Competence
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"@type": "Question", "name": "Peut-on établir un diagnostic définitif avec une étude transversale ?", "position": 2, "acceptedAnswer": { "@type": "Answer", "text": "Non, elles fournissent des données descriptives mais ne permettent pas de causalité." } }, { "@type": "Question", "name": "Quel type de données recueille une étude transversale ?", "position": 3, "acceptedAnswer": { "@type": "Answer", "text": "Des données sur la santé, les comportements et les caractéristiques démographiques." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles identifier des biomarqueurs ?", "position": 4, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent suggérer des biomarqueurs associés à des conditions, mais pas prouver leur causalité." } }, { "@type": "Question", "name": "Quel est l'avantage principal des études transversales pour le diagnostic ?", "position": 5, "acceptedAnswer": { "@type": "Answer", "text": "Elles permettent une évaluation rapide et peu coûteuse de la santé d'une population." } }, { "@type": "Question", "name": "Les études transversales identifient-elles des symptômes ?", "position": 6, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent décrire la prévalence des symptômes dans une population donnée." } }, { "@type": "Question", "name": "Peut-on relier des symptômes à des facteurs de risque via ces études ?", "position": 7, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent montrer des associations, mais ne prouvent pas de relations causales." } }, { "@type": "Question", "name": "Comment les symptômes sont-ils mesurés dans ces études ?", "position": 8, "acceptedAnswer": { "@type": "Answer", "text": "Par des questionnaires, des entretiens ou des examens cliniques standardisés." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles révéler des symptômes rares ?", "position": 9, "acceptedAnswer": { "@type": "Answer", "text": "Elles sont moins efficaces pour les symptômes rares en raison de la taille de l'échantillon." } }, { "@type": "Question", "name": "Les symptômes peuvent-ils varier selon les groupes d'âge dans ces études ?", "position": 10, "acceptedAnswer": { "@type": "Answer", "text": "Oui, les études peuvent montrer des variations de symptômes selon les tranches d'âge." } }, { "@type": "Question", "name": "Les études transversales aident-elles à identifier des stratégies de prévention ?", "position": 11, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent suggérer des facteurs de risque à cibler pour des interventions préventives." } }, { "@type": "Question", "name": "Peut-on évaluer l'impact des programmes de prévention avec ces études ?", "position": 12, "acceptedAnswer": { "@type": "Answer", "text": "Non, elles ne mesurent que la prévalence avant l'implémentation des programmes." } }, { "@type": "Question", "name": "Comment les comportements préventifs sont-ils mesurés ?", "position": 13, "acceptedAnswer": { "@type": "Answer", "text": "Par des questionnaires sur les habitudes de vie et les comportements de santé." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles identifier des populations à risque ?", "position": 14, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent révéler des groupes à risque élevé pour cibler les efforts de prévention." } }, { "@type": "Question", "name": "Les résultats des études transversales influencent-ils les politiques de santé publique ?", "position": 15, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles fournissent des données essentielles pour orienter les politiques de santé publique." } }, { "@type": "Question", "name": "Les études transversales évaluent-elles l'efficacité des traitements ?", "position": 16, "acceptedAnswer": { "@type": "Answer", "text": "Non, elles ne mesurent que la prévalence des traitements, pas leur efficacité." } }, { "@type": "Question", "name": "Peut-on observer des tendances de traitement dans ces études ?", "position": 17, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent montrer des tendances dans l'utilisation des traitements au sein d'une population." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles influencer les pratiques de traitement ?", "position": 18, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent fournir des données qui orientent les décisions cliniques et les politiques de santé." } }, { "@type": "Question", "name": "Comment les traitements sont-ils documentés dans ces études ?", "position": 19, "acceptedAnswer": { "@type": "Answer", "text": "Par des enquêtes sur les antécédents médicaux et les traitements en cours des participants." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles révéler des inégalités dans l'accès aux traitements ?", "position": 20, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent mettre en lumière des disparités dans l'accès aux soins et aux traitements." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles identifier des complications associées ?", "position": 21, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent montrer des associations entre maladies et complications, mais pas de causalité." } }, { "@type": "Question", "name": "Comment les complications sont-elles documentées dans ces études ?", "position": 22, "acceptedAnswer": { "@type": "Answer", "text": "Par des rapports de cas, des questionnaires et des examens cliniques des participants." } }, { "@type": "Question", "name": "Peut-on évaluer la gravité des complications avec ces études ?", "position": 23, "acceptedAnswer": { "@type": "Answer", "text": "Non, elles ne mesurent que la prévalence, pas la gravité ou l'évolution des complications." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles révéler des complications rares ?", "position": 24, "acceptedAnswer": { "@type": "Answer", "text": "Elles sont moins efficaces pour identifier des complications rares en raison de la taille de l'échantillon." } }, { "@type": "Question", "name": "Les complications peuvent-elles varier selon les groupes démographiques ?", "position": 25, "acceptedAnswer": { "@type": "Answer", "text": "Oui, les études peuvent montrer des variations de complications selon l'âge, le sexe, etc." } }, { "@type": "Question", "name": "Les études transversales identifient-elles des facteurs de risque ?", "position": 26, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent révéler des associations entre facteurs de risque et maladies." } }, { "@type": "Question", "name": "Peut-on établir une causalité avec des études transversales ?", "position": 27, "acceptedAnswer": { "@type": "Answer", "text": "Non, elles montrent des associations mais ne peuvent pas prouver la causalité." } }, { "@type": "Question", "name": "Comment les facteurs de risque sont-ils mesurés ?", "position": 28, "acceptedAnswer": { "@type": "Answer", "text": "Par des questionnaires, des entretiens et des données cliniques des participants." } }, { "@type": "Question", "name": "Les études transversales peuvent-elles révéler des facteurs de risque émergents ?", "position": 29, "acceptedAnswer": { "@type": "Answer", "text": "Oui, elles peuvent identifier de nouveaux facteurs de risque à étudier plus en profondeur." } }, { "@type": "Question", "name": "Les facteurs de risque varient-ils selon les populations étudiées ?", "position": 30, "acceptedAnswer": { "@type": "Answer", "text": "Oui, les études peuvent montrer des variations de facteurs de risque selon les groupes." } } ] } ] }

Sources (10000 au total)

Effects of Expert Modeling Videos on the Development of Nursing Students' Clinical Competence.

Nurse educators are called to develop innovative teaching strategies to build clinical competency. Expert modeling videos (EMVs) promote clinical competency by demonstrating exemplar nursing care.... A quasiexperimental research study was conducted using a prebriefing intervention of a nursing process video for demonstration (experimental) and discussion (control) groups of nursing students. Simul... Students in the experimental group demonstrated a statistically significant improvement in simulation competency (... The use of EMVs in simulation prebriefing is an innovative teaching strategy to prepare undergraduate nursing students with the knowledge and skills required to enter the simulated environment. Throug...

Evidence-based Surgical Competency Outcomes from the Clinical Readiness Program.

1) Evaluate the value and strength of a competency framework for identifying and measuring performance requirements for expeditionary surgeons; 2) Verify psychometric integrity of assessment instrumen... Expeditionary military surgeons provide care for patients with injuries that extend beyond the care requirements of their routine surgical practice. The readiness of these surgeons to independently pr... We implemented evidence-based processes for identifying and measuring the essential performance competencies for expeditionary surgeons. All assessment instrumentation was rigorously examined for psyc... Outcomes confirmed the integrity of assessment instrumentation and identified significant performance gaps for knowledge and skills in the domain.... Identification of domain competencies and performance benchmarks, combined with best-practices in assessment instrumentation, provided a rigorous and defensible framework for quantifying domain compet...

The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students.

Clinical competency is defined as one's capabilities in terms of knowledge, attitude and practice, and is a necessity for nursing practice. Evaluation is the inseparable part of the education process,... This is a quasi-experimental study with a control group conducted on students who were taking courses "Nursing care for a sick child". The students were classified into the intervention and control gr... The results showed that the mean score of clinical competency in the intervention group was significantly higher than that of the control group.... Considering the improvement of clinical competency in the intervention group, it is recommended to use Mini-Clinical Evaluation Exercise for the evaluation of students....

Determinants of clinical nurses' patient safety competence: a systematic review protocol.

Patient safety has become a fundamental element of healthcare quality. However, despite the ongoing efforts of various organisations, patient safety issues remain a problem in the healthcare system. G... This review protocol is based on the Joanna Briggs Institute (JBI) Methodology for Systematic Reviews of Effectiveness and Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols. ... Ethical review is not relevant to this study. The findings will be presented at professional conferences and published in peer-reviewed journals.... CRD42023422486....

Lesbian, gay, bisexual, and transgender clinical competence of physiotherapy students in Israel.

Clinical competence encompasses attitudes, skills, and knowledge regarding diverse client groups. Appropriate clinical competence requires an understanding of the cultural context in which healthcare ... Conducted through an anonymous online self-report survey, this study gathered personal and academic background information and self-reported data on previous LGBT education during undergraduate studie... The sample comprised of 251 PTSs, with an average age of 25.57 ± 3.07 years (34.7% men, 65.3% women). All students reported a lack of LGBT community-related courses during their undergraduate studies.... In Israel, PTSs demonstrated a low level of clinical competency in terms of self-reported knowledge and self-reported clinical preparedness but contrasting positive attitudes toward the LGBT community... Not applicable....

Perceived clinical competence and predictive role of time management in nursing students.

The purpose of this study was to determine the association between perceived clinical competence and time management among nursing students.... Given the close relationship between clinical competence and nursing care quality, it is important to investigate the nursing students' status in relation to the acquisition of nursing skills. Time ma... A cross-sectional and correlational study SETTINGS/PARTICIPANTS: This study included 221 undergraduate nursing students in Ahvaz Jundishapur University of Medical Sciences in Iran in the 2022-2023 aca... The data were collected online through a demographic information questionnaire, the clinical competency inventory, and the time management questionnaire.... Students' mean scores for the clinical-competency, and time management were 120.38 ± 22.15, and 77.91 ± 15.15, respectively. Regression models showed that overall time management (β = 0.454, p < 0.001... Time management can affect nursing students' competence in providing quality nursing care to patients. Therefore, it seems that holding training workshops on time management skills for nursing student...

Antibiotic prescription errors: the relationship with clinical competence in junior medical residents.

A large portion of prescribing errors can be attributed to deficiencies in medication knowledge. These errors are preventable and most often occur at the time of prescription. Antimicrobials are the d... To characterize the relationship between clinical competence and antibiotic prescription errors. We also investigated the frequency and severity of antibiotic prescription errors to identify items and... A cross-sectional study was applied to assess clinical competence of junior medical residents in two reference academic hospitals and a regional hospital in Mexico City. It was conducted during Februa... The number of eligible participants was ~ 255 (hospital meeting attendance), and the number of residents in this study were 51 (~ 20%), 31 were female (60.8%). The mean OSCE score was 0.692 ± 0.073. T... We observed a negative correlation between clinical competence and antibiotic prescription error ratio in graduated physicians who have been accepted in a medical specialty. The therapeutic plan, whic...

Perceived competence and related factors affecting the development of the clinical competence of nursing students at two university sites in Namibia: a cross-sectional study.

Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency ... A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were coll... Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at di... Educator's competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is reco...

Effects of Standardized Patient Simulation and Mobile Applications on Nursing Students' Clinical Competence, Self-Efficacy, and Cultural Competence: A Quasi-Experimental Study.

Simulation-based education has emerged as an effective approach in nursing education worldwide. We aimed to evaluate the effectiveness of a surgical nursing education program based on a simulation usi... A mixed-methods design with a quasi-experimental longitudinal approach and focus group interviews was employed. The data were collected from 130 third-year nursing students at three different time poi... There were statistically significant differences in clinical surgical nursing competence (F = 8.68,... Simulation-based learning provides a dynamic and immersive educational experience that enables undergraduate nursing students to develop and refine essential clinical skills while also fostering confi...