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antially impaired for front-back and distance discrimination. Exploring the environment with head movements was a valuable strategy for improving sound localization within individuals with different clinical backgrounds. These novel findings could prompt new perspectives to better understand sound localization maturation in BCI children, and more broadly in patients with hearing loss.<br /><br />In reaching space, BCI children and adolescents are able to extract enough auditory cues to discriminate sound side. However, without any visual cues or spontaneous head movements during sound emission, their localization abilities are substantially impaired for front-back and distance discrimination. Exploring the environment with head movements was a valuable strategy for improving sound localization within individuals with different clinical backgrounds. These novel findings could prompt new perspectives to better understand sound localization maturation in BCI children, and more broadly in patients with hearing loss.<br /><br /> To compare the progression of 3-, 4-, and 6-kHz thresholds (pure-tone average) over 5 years and determine the most critical period for occupational risk among workers exposed and nonexposed to noise.<br /><br /> Metallurgical workers were divided into 2 groups noise-exposed and non-noise-exposed groups. The 6 initial audiometric tests of each worker were analyzed as baseline test and annual tests 1 to 5.<br /><br /> A total of 845 workers were included, 748 in the noise-exposed group and 97 in the non-noise-exposed group, resulting in 5070 tests analyzed. The nonexposed group showed no significant difference in the mean pure-tone averages between any of the annual tests in either ear. In the exposed group, a significant difference was observed in mean pure-tone averages between baseline and Test1 (p = 0.001 right ear; p = 0.001 left ear), between Test3 and Test4 (p = 0.002 right ear; p = 0.005 left ear), and between Test4 and Test5 (p = 0.003 right ear; p = 0.001 left ear). There was no difference between Test1 and Test2 or between Test2 and Test3 in either ear.<br /><br /> The progression of pure-tone averages at 3, 4, and 6 kHz differed between workers exposed and nonexposed to noise. Noise-exposed workers had a significant progressive worsening of audiometric thresholds after 3 years of employment. This study identified, in an unprecedented way, two critical periods of noise exposure in the first year and after the third year of employment in a noisy environment.<br /><br />The progression of pure-tone averages at 3, 4, and 6 kHz differed between workers exposed and nonexposed to noise. Noise-exposed workers had a significant progressive worsening of audiometric thresholds after 3 years of employment. This study identified, in an unprecedented way, two critical periods of noise exposure in the first year and after the third year of employment in a noisy environment.<br /><br /> Transfer appropriate processing (TAP) refers to a general finding that training gains are maximized when training and testing are conducted under the same conditions. The present study tested the extent to which TAP applies to speech perception training in children with hearing loss. Specifically, we assessed the benefits of computer-based speech perception training games for enhancing children's speech recognition by comparing three training groups auditory training (AT), audiovisual training (AVT), and a combination of these two (AT/AVT). [https://www.selleckchem.com/products/AZD0530.html selleck chemicals] We also determined whether talker-specific training, as might occur when children train with the speech of a next year's classroom teacher, leads to better recognition of that talker's speech and if so, the extent to which training benefits generalize to untrained talkers. Consistent with TAP theory, we predicted that children would improve their ability to recognize the speech of the trained talker more than that of three untrained talkers and, depending on their trainihe more aligned a training task is with the desired outcome, the more likely benefit will accrue.<br /><br /> Psychological safety, essential in high-quality simulation-based education, positively influences learning behaviors and outcomes in corporate organizations. Current assessment of psychological safety is grounded in Edmondson's work team learning model. To understand applicability of this model in nursing education, a literature review was conducted. We reviewed literature on psychological safety in nursing education to assess support for this learning model constructs. Adapting existing models and assessment instruments in different contexts is an important contribution to the profession.<br /><br /> A structured narrative review examined psychological safety in nursing education simulation literature to identify support for Edmondson's work team learning model constructs.<br /><br /> Included articles (n = 13) supported the Edmondson model constructs. When faculty practiced specific leader behaviors, learners experienced psychological safety and demonstrated specific learning-oriented behaviors.<br /><br /> Psychological safety literature in nursing education supports the work team learning model constructs. This link offers promise for transfer to an assessment instrument in nursing education.<br /><br />Psychological safety literature in nursing education supports the work team learning model constructs. This link offers promise for transfer to an assessment instrument in nursing education.<br /><br /> The aim of this study was to examine the mentoring experiences of male faculty in nursing programs.<br /><br /> Recruiting and retaining male nursing faculty is important to achieve a workforce that reflects the diversity of society. Mentoring is one way to help recruit and retain male nursing faculty.<br /><br /> Ten male nursing faculty in academia comprised the sample for this qualitative, descriptive study.<br /><br /> Reflection on the mentoring male nursing faculty received for career and psychosocial development revealed the following themes early supporters, figuring it out, making connections, paying it forward, and the role of gender. Facilitators and barriers to mentoring experiences are described.<br /><br /> Results of this study may be used to support investment in mentoring programs to recruit and retain male nursing faculty in academia and promote a diverse nursing workforce.<br /><br />Results of this study may be used to support investment in mentoring programs to recruit and retain male nursing faculty in academia and promote a diverse nursing workforce.