No abstract available.
Humans ; Mentors*

No abstract available.
Humans ; Mentors*

No abstract available.
Humans ; Mentors*

No abstract available.
Humans ; Mentors*

No abstract available.
Humans ; Mentors*

PURPOSE: The present study was conducted to identify the correlation between control grade and stereoacuity in basic intermittent exotropia (X[T]). METHODS: Eighty-six patients with basic X (T) were divided into 3 subgroups according to their control grade and the near and distant stereoacuities were evaluated. RESULTS: Group 1; good control group, consisted of 28 patients, group 2; fair control, 30 patients, and group 3; poor control, 28 patients. Mean near stereoacuities measured by the Titmus test were 58.21 arcseconds in group 1, 75.33 arcseconds in group 2, and 151.43 arcseconds in group 3. The mean distant stereoacuities measured by a Mentor B-VAT(R) II-SG videoacuity tester were 118.93 arcseconds in group 1, 165.33 arcseconds in group 2, and 276.43 arcseconds in group 3. When comparing the 3 groups, the poorer the control grade, the worse were the near and distant stereoacuities (p = 0.002, p < 0.001). When compared in pairs, however, group 1 showed a better near stereoacuity than groups 2 and 3 (p = 0.02, p = 0.002, respectively), while group 2 and group 3 did not show any distinct differences (p = 0.13). Group 1 also showed a better distant stereoacuity than groups 2 and 3 (p = 0.02, p < 0.001, respectively), as did group 2 compared to group 3 (p < 0.001). CONCLUSIONS: Control grade and distant stereoacuity have significant correlation in patients with basic X (T) and can function as helpful indicators for monitoring the deterioration and progression of exodeviation.
Exotropia ; Humans ; Mentors

No abstract available.
Humans ; Memory* ; Mentors*

PURPOSE: The purpose of this study is to ascertain the stability of the implant by comparing the effects of the change of implant diameter, length and design on implant stability quotient. MATERIALS AND METHODS: To remove the variable due to the difference of bone quality, the uniform density (0.48 g/cm3) Polyuretane foam blocks (Sawbones(R), Pacific Research Laboratories Inc, Vashon, Washington) were used. Implants (Implantium(R), Dentium, Seoul, Korea) were placed with varying diameters (phi3.8, phi4.3 and phi4.8) and length (8 mm, 10 mm and 12 mm), to assess the effect on implant stability index (ISQ). Also the influence of the design of the submerged and the non-submerged (SimplelineII(R), Dentium, Seoul, Korea) on ISQ was evaluated. To exclude the influence of insertion torque, a total of 60 implants (n = 10) were placed with same torque to 35 N. Using Osstell(TM) mentor (Integration Diagnostic AB, Sweden) ISQ values were recorded after measuring the resonant frequency, one-way ANOVA and Tukey HSD test results were analyzed. (alpha=0.05). RESULTS: 1. The change of the diameter of the implant did not affect the ISQ (P>.05), but the increase of implant length increased the ISQ(P<.001). 2. The change in implant design were correlated with the ISQ, and the ISQ of submerged design was significantly higher than that of the non-submerged design(P<.05). CONCLUSION: In order to increase implant stability, the longer implant is better to be selected, and on the same length of implant, submerged design is thought to be able to get a higher ISQ than the non-submerged.
Humans ; Mentors ; Torque

Dental Implants ; Humans ; Mentors

PURPOSE: Mentoring is an essential variable in the learning process of student nurses. This study aimed to identify effective mentoring practices in the clinical placement of student nurses. DESIGN AND METHODS: Systematic review and meta-analysis were conducted. The main databases used were PubMed, Cochrane Central Register of Controlled Trials, JBI Database of Systematic Reviews and Implementation Reports, CINAHL, and Medline. The risk of bias was assessed utilizing the JBI appraisal tool. The data were summarized and statistically analyzed using the Comprehensive Meta-Analysis version 3.0 software. RESULTS: Out of 17,946 records screened, six studies met the inclusion criteria. Peer and nurse-led mentoring practices were reported to have positive outcomes in the students' clinical placement. Meta-analysis revealed a statistically significant effect of mentoring in the students' clinical placement (SMD 0.357, 95% CI 0.038, 0.677, I2 = 69.26%, p = 0.028). A subgroup analysis resulted in a statistically significant effect of mentoring by nurses and peers in the improvement of students' knowledge and skills (SMD = 0.426, 95% CI, 0.202, 0.650, I2 = 0%, p = 0.000). CONCLUSIONS: Mentoring can positively influence the interaction between a conducive clinical learning environment and positive learning outcomes. Specifically, this meta-analysis suggests that student nurses can benefit from peer and nurse-led mentoring in improving knowledge and skills. It is suggested that effective mentoring practices be utilized to inform the development of a student mentoring program.
Mentoring ; Mentors ; Students