A complication of diabetes is diabetic ketoacidosis (DKA), which if left untreated is a life threatening condition. Prompt and accurate diagnosis of DKA is required for the commencement of life saving interventions. Measurements of ketone bodies in DKA have usually been through nitroprusside urine acetoacetate testing. The aim of this systematic review was to examine whether capillary β-hydroxybutyrate (β-OHB) testing is more accurate compared to other diagnostic methods of DKA. The following electronic databases were searched: EBSCO Host, MEDLINE, PSYCHInfo, CINAHL and Science Direct for publications from 1 January 2005 and up to and including 1 January 2016. Inclusion criteria were: Adults 18 years and over and known type 1 or type 2 diabetes. Retrospective and prospective observation studies were included. A total of nine studies met the inclusion criteria. Capillary β-OHB was found to have high sensitivity, specificity, positive predictive value and negative predictive value in identifying DKA compared to urinary ketone testing.

Background: Due to recent lockdown conditions, which restricted opportunities for face-to-face contact and the ability to be physically in schools, the need for novel, safe ways to train pre-service teachers emerged even more pressingly. Whilst virtual simulation has received some attention in pedagogy and its benefits have been demonstrated in many disciplines, there appears to be less synthesized evidence on the use of physical and/or mixed-reality simulation utilized in teacher training.Objectives: The goal of this systematic scoping review was to summarize and synthesize the literature on the use of physical and/or mixed-reality simulation in preservice teacher training.Methods: A systematic scoping literature review combined with a textual narrative synthesis was undertaken. Ten reference databases were searched in May 2020: Academic search premier, CINAHL

Open access education and training to support communication is required, alongside the development of robust interventions to support the process of acculturation of migrant healthcare professionals and care workers to provide culturally competent person-centred dementia care.

There is a lack of understanding on how paramedic students develop their knowledge, skills and attitudes to support people living with dementia and their families in the community. This qualitative study used focus groups to explore paramedic students' perspectives. 1st and 3rd year paramedic students were recruited from two ambulance service providers in the South of England. Data were collected during 2017 and four themes emerged: 1) impact of dementia on all concerned 2) challenges of communicating with people with dementia 3) negative emotional response to dementia, and 4) lack of social care and pathways for people with dementia. A further two crosscutting themes emerged: 1) Learning in the classroom and 2) Learning 'on the road'. Paramedic students did not discuss person-centered approaches to supporting people with dementia; however they all acknowledged the impact of dementia as unique to each person, their family and situation.

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