and those measured on PDMS were 100.1 and 77.7. Surface energies of indium tin oxide (ITO) and Alq 3 and interfacial energy from the literature [14] which will bring revolutionary advances in the display technology, owing to attributes such as thin and flexible materials, fast switching times, and low-power consumption. However, current electrochromic technologies need to be improved in order to play moving images due to their slow color-switching rates.[1,2,5±11] Poly(3,4-ethylenedioxythiophene) (PEDOT) and its derivatives are an ideal electrochromic material of conducting polymers for electronic paper due to their good color, mechanical stabilities, and facile fabrication.[5±11] Much work has been performed in order to improve contrast ratios and color switching rates by synthetic approaches.[5±11] It appears, however, that there are no examples of their use in electrochromic displays with moving-image speeds (24 frames/s; switching times of < 40 ms). This is due to the fact that the color-switching rate of PEODT is limited by the diffusion rate of counter-ions into the film during the redox process. The diffusion time, t, of ions required to reach a saturation concentration in a polymer film, that implies switching time, is proportional to the square of film thickness, x: t µ x 2 /D, where D is the diffusion coefficient of an ion in a polymer film. [12,13] Therefore, the simplest way to overcome the slow switching rates is to decrease the diffusion distance of ions, that is, to reduce film thickness. Based on the reported switching time of 2.2 s for a 300 nm thick PEDOT film, [5] we expect the switching time to be approximately 10 ms for a 20 nm thick film. However, the coloration of such a thin film is never sufficient for display applications. An array structure of PEDOT nanotubes provides an attractive solution to both of these limitations, slow switching rates and extent of coloration. Figure 1 explains that the wall thickness of PEDOT nanotubes can provide ions with short COMMUNICATIONS

Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.

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