Notes

Everolimus or perhaps sunitinib because first-line treating metastatic papillary renal cell carcinoma: A new retrospective study of the GETUG team (Groupe d'Etude plusieurs Tumeurs Uro-Génitales).
This paper presents a view of the current sources of potential conflicts in the academic discipline of nursing. It suggests that these conflicts could lead, in the Kuhnian sense, to a paradigm war. The differing paradigms underlying the education and traditions of the PhD prepared nurse scientist/researcher/scholar and the DNP prepared nurse practitioner are a challenge for the discipline. DNP programs are swelling and faculty are needed to teach in these programs, and their position with regard to the usual rank and tenure structures of academe are not yet clear. Concern arises when the tenured PhD nurse scientist faculty numbers drop as the DNP faculty numbers increase. The body of nursing science is threatened as fewer students enter PhD programs and faculty retire. The DNP faculty paradigm does not provide for the rigor and preparation need to carry forward the disciplinary scientific knowledge mission. Rather than a fruitless war between the two paradigms, ways are suggested to fully embrace the differences as important to nursing, and to increase the number of PhD prepared nurse scientists. BACKGROUND Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students. PURPOSE The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education. RESULTS Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness. CONCLUSIONS This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action. Compassionate, competent, and holistic care is at the core of palliative care nursing. Knowledge of primary palliative care concepts is a fundamental expectation of graduating nursing students. The release of updated national educational competencies in palliative care coupled with a new palliative care curriculum for prelicensure nursing students created a need to measure acquisition of new knowledge. The purpose of this paper is to describe development and psychometric evaluation of a new palliative care measure. Development of the new measure was guided by an expert team of palliative care educators, incorporating existing knowledge measures as well as content from the newly developed curriculum. A 4-step process resulted in development of a 27-item measure reflecting the 17 new core competencies for undergraduate palliative care education. Initial pilot testing in a sample of 262 nursing students demonstrated good internal consistency (Cronbach's α = 0.70), with a 2-factor model that aligns with multiple national expectations for primary palliative care. This study is the first to align knowledge items with national palliative care competencies and care domains. Further psychometric testing will be conducted as well as large multisite research collaborations to test curriculum implementation and use this knowledge measure in prelicensure nursing education. The curricula of undergraduate nursing programs lack education in palliative and end-of-life care. If the topic is covered, it is generally within isolated lectures and rarely as a full course. With the growing demand for nursing competence in palliative care, curricula must adapt to also place emphasis on this important topic. The release in 2016 of the American Association of College of Nursing (AACN) Palliative Competencies and Recommendations for Educating Undergraduate Nursing Students (CARES) drew attention to the need for expanded undergraduate education on this topic. This paper describes the development and delivery of an undergraduate-level online nursing elective course in palliative and end-of-life care offered through a large public university. Innovative elements of the course include practicing difficult conversations using technology to enable active student engagement in an online environment, a serious game involving individual role play for treatment decision making, and special topic weeks allowing a deeper dive into seldom discussed populations such as the homeless, which the students described as playing an important role in contributing to their learning. BACKGROUND Developing the next generation of nurse researchers must be a priority to advance the discipline's science. A comprehensive description of the current federally-funded research is useful for understanding the research enterprise in Schools of Nursing. PURPOSE To describe the past 5 years of National Institute of Health (NIH) funding patterns in US Schools of Nursing. METHOD Data were extracted from NIH RePORTER for years 2014-2018. The total number of award types (F, K, R, U, P and T) granted to a School of Nursing in the US was summarized and organized by Institute. Grants were then characterized according to whether the Principal Investigator had a nursing degree (yes or no). Finally, the total funding from each NIH Institute/Center that was awarded to a School of Nursing was assessed. FINDINGS Nearly 50% of the National Institute of Nursing Research's (NINR) extramural budget is awarded through grants to Schools of Nursing in the US. NINR funds 80% of training grants and >70% of Center grants, which support the education and infrastructure for research, respectively, at Schools of Nursing. Among top ranked research-intensive Schools of Nursing, awards to non-nurse Principal Investigators (PIs) averaged 34.5% across all years. The percentage of NIH funds awarded to non-nurse PIs ranged from 0% at 3 Schools to as high as 97% at 1 School of Nursing. Over the past 5 years, the following Institutes have consistently been the largest funders (total dollars) to Schools of Nursing NINR, National Institute of Aging, National Institute of Minority and Health Disparities, National Cancer Institute and National Institute of Child Health and Human Development. CONCLUSION These findings highlight the current funding streams for Schools of Nursing as well as opportunities for expansion. Preparing a cadre of nurse scientists who can generate new knowledge to advance our health care is critical to the success of our profession and to ensuring the health of the people for whom we provide care. As the demographics in the United States continue to change, nurses must deliver care to patients from diverse cultural backgrounds. Cultural humility is a lifelong process of self-reflection which is also defined by that individual. It allows an individual to be open to other people's identities, which is core to the nursing standard of providing holistic care. Embracing and incorporating cultural humility is essential for creating a comprehensive and individualized plan of care. One of the ways to achieve cultural humility in nursing is to train future faculty to become agents of cultural humility. This also helps to create a pipeline of nurses who have respect and empathy for the patients they serve. The aims of this paper include 1) define cultural humility and its importance to healthcare professionals; 2) explore the intrapersonal, interpersonal, and system levels of cultural humility; 3) provide insight on how to promote cultural humility; 4) reflect on best practices across a variety of healthcare disciplines; and 5) provide suggestions for practice. BACKGROUND Nursing students from historically underrepresented ethnic minorities and disadvantaged background (HUREM-DB) groups often face barriers such as a lack of consistent financial resources, fewer professional role models, bias, and micro-inequities. Utilizing a multifaceted approach for support can be crucial to enhancing student success. PURPOSE OF THE PROJECT MENTORS2 mitigates some of the challenges for HUREM-DB nursing students with educational, cultural, social, and financial resources. Courageous dialogue (CD) was one required activity of MENTORS2 and included topics such as stress management, time management, and honors project preparation. IMPLEMENTATION OF THE PROJECT Courageous dialogue sessions were conducted with 56 HUREM-DB undergraduate nursing students enrolled in a baccalaureate program. The number of evaluations submitted for a session averaged 17 (range 7-36). Courageous dialogue sessions allowed students to express views in a safe environment with opportunities for peer support, role modeling, open discussion, and problem solving. PROJECT OUTCOMES Student evaluations reflected an appreciation of the opportunity to share experiences and learn new skills, knowledge, and approaches to aid their success in nursing school and perhaps their entry into the profession of nursing. CONCLUSION Courageous dialogue can be an important part of a comprehensive strategy to support HUREM-DB nursing students academically, socially, and professionally. BACKGROUND A racially diverse registered nurse workforce could improve health outcomes for minority populations, and efforts to recruit students from underrepresented groups need to be strengthened. PURPOSE To explore the perceptions of nursing held by African American undergraduate non-nursing science majors within the context of their career ideals. METHOD Qualitative description was the research design utilized in this study. A purposive sample of 20 African American non-nursing science majors participated in semi-structured interviews. Miles, Huberman, and Saldaña's (2014) coding processes for qualitative analysis were employed. RESULTS Three themes were identified that described career behavior, ideals, and the participants' perceptions of nursing as a career 1.) Career Development Internal and External Contributions, 2.) The Ideal Career Profession with Power, and 3.) Perception of Nursing A Limited Profession. Findings suggest African American science majors carry a significant burden to overcome stereotypes for themselves and their communities, thus desire careers with power and autonomy. CONCLUSION Careers in medicine were idealized whereas careers in nursing were devalued. These college students often embraced careers in medicine due to, in part, the perceived ability to overcome stereotypes and simultaneously rejected nursing careers due to desire to avoid negatively stereotyped careers. OBJECTIVE This study investigated the effect of plasma-treated leno weaved ultra-high-molecular-weight polyethylene fiber placement on gap formation and microtensile bond strength (MTBS) of a bulk-fill composite in deep cavity. METHODS Resin composite molds (3 mm width, 4 mm depth) were treated with Clearfil SE Bond 2 and restored with 3 techniques (1) Surefil SDR flow (SDR) placed in bulk (BLK), (2) SDR placed in two unequal increments (INC) and (3) SDR placed after an increment of SDR placed with wetted polyethylene fiber (Ribbond Ultra) at the cavity floor (FRC). As a control, the cavities were bulk-filled with SDR and no bonding agent (n = 12). All the specimens were subjected to real-time and 3D imaging by SS-OCT (1330 nm) to calculate the total volume of gap formed (mm3) at the cavity floor and between the composite increments. CHR-2845 For MTBS, the occlusal cavities of the similar dimensions (3 × 3 × 4 mm3) were prepared on extracted molars with similar composite placement techniques (BLK, INC and FRC). After 24 h 37 °C water storage, the specimens were sectioned using a diamond saw to create 0.
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