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A patient with impaired liver functional reserve (ICG-R15 > 20%) can be a candidate for PVE and successive hepatectomy, as safely as a patient with normal and slightly impaired liver functional reserve (ICG-R15 ≤ 20%).
 20%) can be a candidate for PVE and successive hepatectomy, as safely as a patient with normal and slightly impaired liver functional reserve (ICG-R15 ≤ 20%).The proteasome is a multisubunit protease that degrades intracellular proteins into small peptides. Besides playing a pivotal role in many cellular processes indispensable for survival, it is involved in the production of peptides presented by major histocompatibility complex class I molecules. In addition to the standard proteasome shared in all eukaryotes, jawed vertebrates have two specialized forms of proteasome known as immunoproteasomes and thymoproteasomes. The immunoproteasome, which contains cytokine-inducible catalytic subunits with distinct cleavage specificities, produces peptides presented by class I molecules more efficiently than the standard proteasome. The thymoproteasome, which contains a unique catalytic subunit β5t, is a tissue-specific proteasome expressed exclusively in cortical thymic epithelial cells. It plays a critical role in CD8+ cytotoxic T cell development via positive selection. This review provides a brief overview on the structure and function of these specialized forms of proteasome and their involvement in human disease.
The global pandemic of 2020 forced preli-censure nursing degree programs to rapidly reevaluate clinical teaching methodologies. To maintain high educational standards with minimal anxiety and disruption for students, a child health teaching team developed an innovative revised plan for facilitation of clinical experiences within the virtual learning environment.

Experienced faculty employed a series of clinical learning activities in the online environment using existing virtual simulations, along with new innovations including a digital escape room, unfolding case studies, and blended prioritization simulations.

Information gleaned from student evaluations identified self-reported increases in clinical reasoning, prioritization, communication, and critical thinking skills. Students appreciated a more relaxed pace that allowed for more time to think through the processes.

Virtual activities can be as effective as in-person clinical learning methodologies. Integrating virtual activities into clinical curricula can be a viable option, especially in areas where clinical placement is limited. [J Nurs Educ. 2021;60(3)177-179.].
Virtual activities can be as effective as in-person clinical learning methodologies. Integrating virtual activities into clinical curricula can be a viable option, especially in areas where clinical placement is limited. [J Nurs Educ. 2021;60(3)177-179.].
The nature of a nurse's job is changing dramatically. Nurses are assuming expanded roles for a broad range of patients in community-based care. Nurse educators have a responsibility to teach nursing students about the needs of patients and families in the home care setting.

To describe how the creation of a home care video series and a medication reconciliation simulation scenario were used as a teaching strategy in a simulation center.

The teaching strategy supported senior-level nursing students' understanding of the complexity of home care nursing and the nurse's role and responsibilities in care coordination, care transitions, and interprofessional practice.

The home care video scenario was received favorably by nursing students. Additional simulation video scenarios are needed that address the health disparities among underrepresented and vulnerable groups. There is potential to offer the simulation in a virtual-online format during the COVID-19 pandemic and social distancing mandates. AZD5305 cost [J Nurs Educ. 2021;60(3)172-176.].
The home care video scenario was received favorably by nursing students. Additional simulation video scenarios are needed that address the health disparities among underrepresented and vulnerable groups. There is potential to offer the simulation in a virtual-online format during the COVID-19 pandemic and social distancing mandates. [J Nurs Educ. 2021;60(3)172-176.].
Faculty teaching a large class size implemented evidence-based teaching strategies (EBTS) to improve mastery of core concepts in an accelerated undergraduate pediatric nursing course.

Pre- and poststudent outcomes were analyzed using data from course assessments and American Technologies Institute (ATI) concept mastery testing to evaluate the effectiveness of course revisions. ATI designates three proficiency levels to determine mastery. A proficiency of level two exceeds the minimum expectations for mastery, whereas a proficiency level of three suggests students exceed NCLEX-RN standards of content.

Data indicated implementation of new EBTS facilitated improvement in student content mastery. Students exceeded the minimum expectations for NCLEX-RN standards of pediatric content. Course revisions resulted in all students achieving benchmark on ATI concept mastery testing with a three-fold increase in students achieving the highest level of proficiency.

EBTS can be adapted for a large class size learning environment with improved learning outcomes. [J Nurs Educ. 2021;60(3)169-171.].
EBTS can be adapted for a large class size learning environment with improved learning outcomes. [J Nurs Educ. 2021;60(3)169-171.].
Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses.

The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter.

Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method.

With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences.
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