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Carry out maternal demographics and also prenatal historical past impact the efficiency associated with betamethasone treatment pertaining to confronted preterm labour?
[J Nurs Educ. 2020;59(6)345-348.].Background Undergraduate nursing students with research experience are more likely to pursue graduate education. Community-engaged research mentoring facilitates not only this process but also student engagement in topics such as cultural relevance and community partnerships. Method Two cohorts of undergraduate students participated in a novel yearlong multidisciplinary mentored research experience based in a predominantly Black community. A qualitative, descriptive study using semistructured interviews was conducted with undergraduate students to describe effects of a multidisciplinary, community-engaged mentored research experience on cultural sensitivity, acquisition of research skills, and intent to pursue graduate study. Results Both cohorts of students demonstrated cultural sensitivity, acquired basic research skills, and had favorable attitudes toward or a definitive plan to pursue graduate education influenced by their participation in the mentored research experience. Conclusion This approach may represent a viable strategy for increasing the number of graduate-prepared nurses and reducing health disparities via the provision of culturally competent care. [J Nurs Educ. 2020;59(6)341-344.].Background Sexual violence is a pervasive public health concern. The American Association of Colleges of Nursing recommends that nursing education comprehensively address this topic, yet nursing schools are inconsistent in doing so. Method An innovative, holistic curriculum that includes didactic and simulation exercises was developed to educate nurses on a trauma-informed approach to providing care for individuals who have experienced sexual violence. The 2-day course trained both advanced practice nurses and advanced practice nursing students. Results The course increased participants' knowledge of how to provide trauma-informed sexual assault care and increased interest in the field of sexual assault forensic nursing. Conclusion A comprehensive sexual assault care curriculum and the use of standardized patients to develop trauma-informed communication skills are effective and acceptable to learners. This novel curriculum can serve as a model to incorporate sexual assault care training in nursing education. [J Nurs Educ. 2020;59(6)336-340.].Background With more than 1 million older adults being abused each year, it is imperative for nurses to be knowledgeable about signs and symptoms of elder abuse, assessment, and interventions. This article describes a three-part learning strategy consisting of lecture, simulation using standardized patients (SPs), and debriefing to educate prelicensure nursing students about how to identify, assess, and report elder abuse. Furthermore, the effects of the teaching strategies were assessed. Method Students received a lecture on elder abuse, followed by a simulation with an SP and debriefing. Pre- and posttests were used to assess knowledge, skills, and attitudes about elder abuse. Results Significant differences were found in pre- and posttest results for knowledge and skills. There were no significant differences in attitude. Teaching strategies affected learning, and students reported increased knowledge and skills in identifying abuse and advocating for vulnerable older adults. Conclusion Lecture and SP simulation followed by debriefing was an effective approach to educate prelicensure nursing students about elder abuse. [J Nurs Educ. 2020;59(6)331-335.].Background Adaptive learning (AL) platforms deliver content personalized to students on the basis of prior knowledge, adjusting content delivery based on individual preferences and differences in knowledge acquisition. This project compared a course developed in an AL platform with one in a traditional learning management system (LMS) only. Method This pilot of an adaptive graduate nurse educator pathophysiology course was a randomized control group experimental study. Results Data from Fall 2018 and Spring 2019 semesters showed 86% of the participants (n = 21) strongly agreed that they learned better using an AL platform. All of the participants (N = 23) reported increased course engagement, and 86% (n = 21) reported they would like to take a course using this platform again. Conclusion This pilot demonstrated a potentially effective way to support students' learning. Students perceived greater engagement with content, reported more effective learning, and expressed interest in taking a course in an AL platform again. [J Nurs Educ. 2020;59(6)327-330.].Background Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. Method Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. check details Results Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. Conclusion Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [J Nurs Educ. 2020;59(6)319-326.].Background Despite the development of cultural competence models in response to the increase in cultural diversity in the United States, health disparities based on ethnicity and cross-cultural mismatches in health care practices still exist. Method This article critically reviews six noteworthy conceptual models of cultural competence and enlists multilayered definitions of culture from cultural anthropology, critical multicultural education, and critical literary theory, as well as critical discourse analytical tools to deconstruct these frameworks. Results Although these models assist providers to become more culturally sensitive, they can essentialize and oversimplify patients' cultural experience, as well as mask the dynamism and complexities of their communities and power relations. Conclusion Competence implies that practitioners can master diverse cultural experiences. Building on some of the promising practices of these six models and the practices of cultural humility and relational ethics, processes and practices are proposed for practitioners to reconstruct their ongoing cross-cultural work in nursing. [J Nurs Educ. 2020;59(6)311-318.].Background This integrative review examined whether academic performance and student satisfaction increased in graduate nursing students when using a flipped classroom (FC) modality compared with traditional classroom methods. The FC model is an instructional design in which students perform traditional learning activities at home via an online platform in preparation for performing higher order in-class activities. This model has been proven efficacious in many disciplines but has been studied only recently in graduate nursing education. Method A literature search identified five articles. Articles were evaluated, and themes were identified. Results Articles were analyzed for rigor using standards outlined by Shavelson and Towne. No one operational definition of an FC was identified in graduate nursing education. Most studies reported positive trends in student performance; however, student and faculty satisfaction varied. Conclusion Current evidence on FC in graduate-level nursing education demonstrates an overall lack of rigor. The FC model has been inconsistently operationalized in graduate-level nursing, prohibiting comparison among studies. This limits the ability of evidence-based experts to reproduce studies. [J Nurs Educ. 2020;59(6)305-310.].Aspergillosis is the most common fungal disease of the avian respiratory tract. Due to delayed diagnosis and treatment failure, the outcome of these infections is often poor. We investigate 159 cases of avian aspergillosis among captive birds in Germany to define clinical features as well as the frequency of in vitro triazole resistance. Adult birds were more likely to present with clinical signs compared to juvenile birds, and dyspnoea was the most common clinical sign, present in 53% of birds. Molecular species identification indicated that all infections were caused by Aspergillus fumigatus. Only one of 159 independent isolates was azole resistant.Context Prenatal treatment of human disease is rare. Dexamethasone (DEX) is used in pregnancies at risk for congenital adrenal hyperplasia (CAH) to prevent virilization in an affected female fetus. The safety and long-term consequences of prenatal DEX exposure on the brain are largely unknown. Objective We investigate whether first-trimester prenatal DEX treatment is associated with alterations in brain structure at adult age, and if these alterations are associated with DNA methylation, mood, and cognitive abilities. Design, setting, and participants T1-weighted and diffusion-weighted imaging scans, from a single research institute, are compared between 19 (9 women) first-trimester DEX-treated individuals, at risk of CAH but not having CAH, and 43 (26 women) controls (age range, 16.0-26.4 years). Results DEX-treated participants showed bilateral enlargement of the amygdala, increased surface area and volume of the left superior frontal gyrus, and widespread increased radial, mean, and axial diffusivity of white matter, in particular in the superior longitudinal fasciculi and corticospinal tracts. In the DEX-treated group, increased mean and radial diffusivity correlated with increased methylation of the promotor region of the FKBP5 gene. There were no group differences in cognition or in scales assessing depression or anxiety, and the relationship between brain structure and cognition did not differ between DEX-treated and controls. Conclusions First-trimester prenatal DEX treatment is associated with structural alterations of the brain at adult age, with an accompanying change in gene methylation. The findings add to the safety concerns of prenatal DEX treatment in the context of CAH.In this issue of Blood, Rowan et al demonstrate that driver mutations for human T-cell leukemia virus (HTLV)–associated adult T-cell leukemia lymphoma (ATLL) can be identified years before the clinical manifestations of disease are apparent.Background Metformin has been associated with lower breast cancer risk and improved outcomes in observational studies. Multiple biologic mechanisms have been proposed, including a recent report of altered sex hormones (SHs). We evaluated the effect of metformin on SHs in MA.32, a phase III trial of nondiabetic BC subjects randomized to metformin or placebo. Methods We studied the subgroup of post-menopausal hormone receptor negative BC subjects not receiving endocrine treatment who provided fasting blood at baseline and at 6 months after randomization. Sex hormone binding globulin (SHBG), bioavailable testosterone (BT) and estradiol levels were assayed using ECLIA (electrochemiluminescense immunoassay). Change from baseline to 6 months between study arms was compared using Wilcoxon sum rank tests and regression models. Results 312 women were eligible (141 metformin vs 171 placebo); the majority of subjects in each arm had T1/2, N0, HER2 negative BC and had received (neo)adjuvant chemotherapy. Mean age ± SD was 58.
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