Factors affecting metal-metal interactions in binuclear complexes. Synthesis and structure of the face-to-face complex trans-Rh(CO)Cl(.mu.-Ph2AsCH2PPh2)2-cis-PtCl2

1984 ◽  
Vol 23 (10) ◽  
pp. 1307-1308 ◽  
Author(s):  
Rosalvina R. Guimerans ◽  
Fred E. Wood ◽  
Alan L. Balch
Keyword(s):  
Binuclear Complexes ◽  
Factors Affecting ◽  
Face To Face ◽  
Metal Interactions ◽  
Metal Metal ◽  
The Face ◽  
Face Complex

Electronic Factors Affecting Metal−Metal Interactions in Early/Late Heterobimetallics: Substituent Effects in Zirconium/Platinum Bis(phosphinoamide) Complexes†

2010 ◽  
Vol 29 (21) ◽  
pp. 5179-5186 ◽  
Author(s):  
Benjamin G. Cooper ◽  
Claudia M. Fafard ◽  
Bruce M. Foxman ◽  
Christine M. Thomas
Keyword(s):  
Substituent Effects ◽  
Factors Affecting ◽  
Metal Interactions ◽  
Metal Metal ◽  
Early Late

scholarly journals Factors Affecting Learning Satisfaction in Face-to-Face and Non-Face-to-Face Flipped Learning among Nursing Students

2021 ◽  
Vol 18 (16) ◽  
pp. 8641
Author(s):  
Mi-Kyoung Cho ◽  
Mi Young Kim
Keyword(s):  
Nursing Students ◽  
Explanatory Power ◽  
Student Interaction ◽  
Average Score ◽  
Flipped Learning ◽  
Factors Affecting ◽  
Face To Face ◽  
Learning Satisfaction ◽  
The Face ◽  
Total Average

Factors influencing students’ learning satisfaction may differ between face-to-face and non-face-to-face flipped learning. For non-face-to-face flipped learning, which was widely employed during the COVID-19 pandemic, it is necessary to examine the impacts on learning satisfaction, which may vary depending on professor–student interaction rather than individual competencies, such as SDL readiness. This descriptive study, conducted 2 March 2019 to 24 June 2020, included 89 s-year, flipped-learning nursing students (28 face-to-face, 61 non-face-to-face). Students completed questionnaires about learning satisfaction, SDL readiness, and professor–student interaction. The data, collected using e-surveys, were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and multiple stepwise regression with IBM’s SPSS Statistics 25.0 program. The total average score of learning satisfaction (38.19 ± 6.04) was positively correlated with SDL readiness (r = 0.56, p < 0.001) and professor–student interaction (r = 0.36, p = 0.001), although total learning satisfaction was significantly different between the face-to-face and the non-face-to-face groups (t = 5.28, p = 0.024). They were also significant influencing factors, along with face-to-face flipped learning, for total learning satisfaction (F = 18.00, p < 0.001, explanatory power = 36.7%), suggesting flipped learners in non-face-to-face contexts must increase engagement beyond professor–student interaction.

scholarly journals How ICU Patient Severity Affects Communicative Interactions Between Healthcare Professionals: A Study Utilizing Wearable Sociometric Badges

2020 ◽  
Vol 7 ◽  
Author(s):  
Eiji Kawamoto ◽  
Asami Ito-Masui ◽  
Ryo Esumi ◽  
Hiroshi Imai ◽  
Motomu Shimaoka
Keyword(s):  
Healthcare Professionals ◽  
Wearable Sensors ◽  
University Hospital ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Face To Face ◽  
Staff Members ◽  
Number Of Patients ◽  
Severity Scores ◽  
The Face

Numerous factors affecting the interactions between healthcare professionals in the workplace demand a comprehensive understanding if the quality of patient healthcare is to be improved. Our previous cross-sectional analysis showed that patient severity scores [i.e., Acute Physiology and Chronic Health Evaluation (APACHE) II] in the 24 h following admission positively correlated with the length of the face-to-face interactions among ICU healthcare professionals. The present study aims to address how the relationships between patient severity and interaction lengths can change over a period of time during both admission and treatment in the ICU. We retrospectively analyzed data prospectively collected between 19 February to 17 March 2016 from an open ICU in a University Hospital in Japan. We used wearable sensors to collect a spatiotemporal distribution dataset documenting the face-to-face interactions between ICU healthcare professionals, which involved 76 ICU staff members, each of whom worked for 160 h, on average, during the 4-week period of data collection. We studied the longitudinal relationships among these interactions, which occurred at the patient bedside, vis-à-vis the severity of the patient's condition [i.e., the Sequential Organ Failure Assessment (SOFA) score] assessed every 24 h. On Day 1, during which a total of 117 patients stayed in the ICU, we found statistically significant positive associations between the interaction lengths and their SOFA scores, as shown by the Spearman's correlation coefficient value (R) of 0.447 (p &lt; 0.01). During the course of our observation from Day 1 to Day 10, the number of patients (N) who stayed in the ICU gradually decreased (N = 117, Day1; N = 10, Day 10), as they either were discharged or died. The statistically significant positive associations of the interaction lengths with the SOFA scores disappeared from Days 2 to 6, but re-emerged on Day 7 (R = 0.620, p &lt; 0.05) and Day 8 (R = 0.625, p &lt; 0.05), then disappearing again on Days 9 and 10. Whereas all 6 SOFA sub-scores correlated well with the interaction lengths on Day 1, only a few of the sub-scores (coagulation, cardiovascular, and central nervous system scores) did so; specifically, those on Days 7 and 8. The results suggest that patient severity may play an important role in affecting the interactions between ICU healthcare professionals in a time-related manner on ICU Day 1 and on Days 7/8.

Mono- and Bi-nuclear Complexes of the Doubly Bidentate, Bridging Ligand 4,6-Di(2-pyridyl)pyrimidine.

1998 ◽  
Vol 51 (5) ◽  
pp. 371 ◽  
Author(s):  
Ian G. Phillips ◽  
Peter J. Steel
Keyword(s):  
Transition Metal Complexes ◽  
Binuclear Complexes ◽  
Two Dimensional ◽  
Lumo Energy ◽  
Metal Interactions ◽  
Bridging Ligand ◽  
Energy Gaps ◽  
Metal Metal ◽  
Homo Lumo ◽  
Metal Ligand

Thirteen mononuclear, homobinuclear and heterobinuclear transition metal complexes of 4,6-di(2- pyridyl)pyrimidine have been prepared. Assignments of the 1H n.m.r. spectra of the molybdenum(0) and ruthenium(II) complexes were achieved by a combination of one- and two-dimensional n.m.r. techniques, especially 1D-TOCSY. For the ruthenium complexes, electronic absorption spectroscopy and cyclic voltammetry were used to probe the nature of the metal{ligand and, for the binuclear complexes, metal-metal interactions. The complexes have low HOMO−LUMO energy gaps. Meta-metal interactions are shown to be of similar magnitude to those in complexes of the better-studied ligands 2,2′-bipyrimidine and 2,3-di(2-pyridyl)pyrazine.

scholarly journals Determination of knowledge levels of nurses and the factors affecting the level of knowledge in central venous catheter care

2020 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Sümeyye Aydogdu ◽  
Meftun Akgün
Keyword(s):  
Central Venous Catheter ◽  
Venous Catheter ◽  
Study Data ◽  
Central Venous ◽  
Factors Affecting ◽  
Face To Face ◽  
The Face ◽  
Service Training ◽  
Training And Research ◽  
Catheter Care

Objective: This study aimed to evaluate the catheter care given to patients with an inserted central venous catheter in the light of protocols and evidence-based applications.Methods: The universe of the study consisted of 300 nurses working in the surgical and internal medicine units of the Health Sciences University Sultan Abdülhamid Han Training and Research Hospital. Although we planned to reach the whole universe in the sample, a total of 202 nurses were included in the study because 60 nurses left the hospital due to appointment to other provinces, and 38 nurses did not want to participate in the study. Data were collected using the face-to-face interview method through a questionnaire form designed by the researcher.Results: Of the 202 nurses included in the study, 183 (90.6%) were female, and 146 (72.3%) had an undergraduate degree. Nurses who had received information about central venous catheter before and who were aware of the existence of a protocol/procedures/instructions about central venous catheter in the institution were found to get significantly high scores from correct answers that they gave to questions about central venous catheter (p = .001, p = .035)Conclusions: To provide effective central venous catheter care, nurses should have information about the changing and developing care as well as good theoretical knowledge by following current research. In-service training programs in this area should be planned for nurses, and nurses should participate in activities such as congresses, seminars, and courses.

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