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Background: Caring for patients after a neurovascular incident is common for advanced practice registered nurses (APRNs). Most neurological readmission studies focus on a small subset of neurovascular incident groups, but advanced practice nurses in primary care attend to a diverse neurovascular population and lack time to adequately search hospital records. Purpose: The aim of this study was to determine readmission risk factors after a neurovascular incident to guide APRNs in the primary care setting. Methodology: The study is a retrospective observational study that used a crude single predictor model to determine potential risks for readmission. Results: A total of 876 neurovascular participants were studied. Of these, only 317 experienced at least one hospital readmission, with 703 readmissions within 1 year, indicating some were readmitted more than once. Risks for readmission varied across neurovascular events. The main reasons for readmission were because of neurological, cardiovascular, and musculoskeletal complications. Conclusions: Stroke readmission rates are high and require intervention by APRNs. To prevent readmission includes timely follow-up within 30 days and should also include longitudinal follow-up beyond 90 days to prevent hospital readmission. Implications: Future studies are needed to create guidelines for APRNs that implement rehabilitation strategies to decrease hospital readmission for the neurovascular population that focus on interdisciplinary communication. [ABSTRACT FROM AUTHOR]

Background: This systematic review examined how nurse educators implement open educational resources (OER) in nursing curricula. The following three questions guided the review: (1) How do nurse educators use OER? (2) What are the outcomes of implementing OER within nursing curricula? (3) What are the effects of OER on nursing education? Method: The literature search focused on nursing educational research articles regarding OER. Databases searched included MEDLINE, CINAHL, ERIC, and Google Scholar. Covidence was used throughout data collection to decrease bias. Results: Eight studies that collected data from both students and educators were included in the review. OER were found to positively influence the learning process or improve class performance in nursing education. Conclusion: The finding of this review highlight the need for further research to strengthen the evidence of the effects of OER within nursing curricula. [J Nurs Educ. 2023;62(3):147–154.] [ABSTRACT FROM AUTHOR]

Purpose recent data show that there is limited evidence and guidance regarding the best practices for the integration of palliative care (PC) and end-of-life (EOL) post-stroke. The purpose of this meta-synthesis is to understand the PC/EOL experiences after a stroke. Methods a meta-synthesis was conducted to answer the following research question—What are post-stroke PC/EOL experiences from the perspectives of patients, families and healthcare professionals (HCPs)? This approach was completed through two main phases—a systematic search and appraisal of the literature and reciprocal translation with interpretive triangulation of the extracted data. Databases searched were MEDLINE, EMBASE, PsycINFO, Joanna Briggs Institute and CINAHL databases (from their inception to April 2020). After data were extracted, a qualitative exploratory design was used to evaluate the PC/EOL in post-stroke experiences. Results the search identified 696 studies. A total of 14 studies were included in this meta-synthesis as they satisfied our eligibility criteria. Uncertainty post-stroke was the overarching main theme that emerged across post-stroke PC/EOL experiences. Within this theme of uncertainty, opportunities to decrease uncertainty emerged from two interdependent themes—presence of cohesive communication and shared dynamic decision process for both families and HCPs. Conclusions to mitigate the degree of uncertainty post-stroke, HCPs should be present, provide clear direct communication and incorporate the value-based goals of care within their medical treatment plan. These findings suggest that future research is needed to focus on how PC approaches can be integrated into stroke care programmes. [ABSTRACT FROM AUTHOR]

Aims and objectives: To investigate the experiences of ischaemic stroke survivors during the transitional period from the hospital through the first 4 weeks after discharge home. Background: Ischaemic stroke survivors describe the transition from hospital to home as an important time in their recovery and describe various physical and cognitive concerns early within the recovery period. Adequate transitional care interventions should be informed by such experiences. Design: This is a qualitative descriptive study. Method: This study used semistructured telephone interviews and an inductive approach to enable thematic analysis of information from 31 persons experiencing an ischaemic stroke. Results: Five major themes emerged: (a) the shock of a stroke interrupting a normal day; (b) transition to an unfamiliar home; (c) uncertainty; (d) understanding a new sense of self; and (e) adjusting to a new sense of self. All participants articulated a need to cope with uncertainty and adjusting to a new sense of self. Ischaemic stroke survivors who experienced less uncertainty described that return to their prior daily routine, preventing another stroke, depended on a helpful support system including frequent follow‐up and communication with healthcare professionals. Conclusion: All ischaemic stroke survivors are at risk for complications during recovery, regardless of stroke severity. This study found that, even after experiencing minimal physical or cognitive symptoms, ischaemic stroke survivors can have difficulty adjusting to life after discharge. Relevance to clinical practice: Adjusting to life after a stroke during the first 4 weeks after discharge home is an in individualised experience. For the complex psychosocial and physical needs of ischaemic stroke survivors, nurses can play an important role beyond symptom management by fostering a dynamic relationship through individualised transitional care based on ischaemic stroke survivors experiences. [ABSTRACT FROM AUTHOR]

Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines the user perspectives of teachers and teacher educators, regarding: discovery of teaching resources; what they know about OER; their sharing practices; and their perspectives on resource quality and trust. The research was done in the context of the Open Resource Bank for Interactive Teaching (ORBIT), a JISC-funded Phase III OER project at the University of Cambridge. ORBIT is an OER Resource Bank containing more than 200 science, technology, engineering and mathematics (STEM) focused lesson ideas for primary and secondary teachers as well as serving as a resource bank of OER to be used by teacher educators in a variety of settings. [ABSTRACT FROM AUTHOR]

This paper introduces a methodology that integrates strategic views for collaborative sensemaking through knowledge maps based on the Force Field Framework (3F). The objective of this work is to identify some of the benefits and challenges that facilitators may face when using 3F maps to help different groups gain a common understanding of issues around an emerging scenario. In particular this case study focuses on the 3F maps created by groups from several Universities in Europe (members of the European Association of Distance Teaching Universities: EADTU and of the ICOPER Best Practice Network) who were interested in integrating a global overview of Open Educational Resource (OER) issues with their Institutions' strategic activities. Participants created 3F maps to represent the key issues that OER offered for their Institutions. Each group presented their map and discussed their analysis. This was coordinated and supported by a facilitator. The resulting graphical representations and the discussions were then captured by a knowledge-mapping expert, using the social computing tool Compendium. This qualitative study analyses comments registered by facilitators, and visual representations created by participants both on paper and in Compendium. Initial findings are focussed on the general applicability of this methodology and discuss the main benefits and challenges to be addressed by facilitators. [ABSTRACT FROM AUTHOR]

This paper demonstrates some pedagogical strategies for developing Open Educational Resources (OERs) using the knowledge mapping tool Compendium. It also describes applications of Knowledge Maps to facilitate meaningful learning by focusing on specific OER examples. The study centres on the OpenLearn project, a large scale online environment that makes a selection of higher education learning resources freely available via the internet. OpenLearn, which is supported by William and Flora Hewlett Foundation, was launched in October 2006 and in the two year period of its existence has released over 8,100 learning hours of the OU's distance learning resources for free access and modification by learners and educators under the Creative Commons license. OpenLearn also offers three knowledge media tools: Compendium (knowledge mapping software), MSG (instant messaging application with geolocation maps) and FM (web-based videoconferencing application). Compendium is a software tool for visual thinking, used to connect ideas, concepts, arguments, websites and documents. There are numerous examples of OERs that have been developed and delivered by institutions across the world, for example, MIT, Rice, Utah State, Core, Paris Tech, JOCW. They present a wide variety of learning materials in terms of styles as well as differing subject content. Many such offerings are based upon original lecture notes, hand-outs and other related papers used in face-to-face teaching. Openlearn OERs, however, are reconstructed from original self study distance learning materials developed at the Open University and from a vast academic catalogue of materials. Samples of these "units" comprise a variety of formats: text, images, audio and video. In this study, our findings illustrate the benefits of sharing some OER content through knowledge maps, the possibility of condensing high volumes of information, accessing resources in a more attractive way, visualising connections between diverse learning materials, connecting new ideas to familiar references, organising thinking and gaining new insights into subject specific content. [ABSTRACT FROM AUTHOR]