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In January 2015, the Alliance for International Medical Action and Bien Être de la Femme et de l'Enfant au Niger launched the 1000 Days Program in Mirriah District, Niger, to provide an integrated package of maternal and pediatric preventive and curative interventions. A new component of the package was the provision of small-quantity lipid-based nutritional supplements (SQ-LNS) for children 6 to 23 months.

The objective of this study was to estimate the costs associated with providing the 1000 days package.

Activity-based costing was used to estimate the total costs of the 10 activities included in the 1000 days package and also the incremental costs of new interventions, those beyond the standard of care.

The total cost of the 1000 Days Program was US$2.31 million for 9000 mother-child pairs. The average cost per pair was US$257 or US$103 per year. Incremental costs for new interventions accounted for 56% of program costs. Small-quantity lipid-based nutritional supplement represented 30% of incremensults described can inform future resource mobilization, financing, and budgeting efforts to scale the 1000 days or similar programs.
Prior research suggests that restless leg syndrome (RLS) is prevalent in Parkinson's disease (PD) with insufficient evidence to support the relationship between RLS, PD, and pain. This study explored the relationship between pain in PD patients and its association with the prevalence and severity of RLS.

127 PD patients were assessed for PD and RLS using the U.K. Brain bank Criteria and the Restless Leg Syndrome diagnostic criteria, respectively. These patients were also assessed for pain perception and interference using the Brief Pain Inventory.

The results demonstrated Parkinson's disease patients who reported pain scored 23 more Restless Leg Syndrome prevalence points (
< 0.05), and 8.5 counts higher for Restless Leg Syndrome severity (
< 0.05) compared to the group of Parkinson's disease patients denying pain.

The presence of pain in PD patients indicated a higher RLS prevalence and an increased RLS severity. This finding suggests patients suffering from pain interference may experience more severe RLS symptoms. This demonstrates an inextricable link and association between pain in PD patients and RLS. Further robust investigations are required to elucidate any potential causative links, which can inform more holistic treatment principles.
The presence of pain in PD patients indicated a higher RLS prevalence and an increased RLS severity. This finding suggests patients suffering from pain interference may experience more severe RLS symptoms. This demonstrates an inextricable link and association between pain in PD patients and RLS. Further robust investigations are required to elucidate any potential causative links, which can inform more holistic treatment principles.Several animal models have been developed to study the pathophysiology of SARS-CoV-2 infection and to evaluate vaccines and therapeutic agents for this emerging disease. Similar to infection with SARS-CoV-1, infection of Syrian hamsters with SARS-CoV-2 results in moderate respiratory disease involving the airways and lung parenchyma but does not lead to increased mortality. Using a combination of immunohistochemistry and transmission electron microscopy, we showed that the epithelium of the conducting airways of hamsters was the primary target for viral infection within the first 5 days of infection, with little evidence of productive infection of pneumocytes. At 6 days postinfection, antigen was cleared but parenchymal damage persisted, and the major pathological changes resolved by day 14. These findings are similar to those previously reported for hamsters with SARS-CoV-1 infection. In contrast, infection of K18-hACE2 transgenic mice resulted in pneumocyte damage, with viral particles and replication complexes in both type I and type II pneumocytes together with the presence of convoluted or cubic membranes; however, there was no evidence of virus replication in the conducting airways. The Syrian hamster is a useful model for the study of SARS-CoV-2 transmission and vaccination strategies, whereas infection of the K18-hCE2 transgenic mouse results in lethal disease with fatal neuroinvasion but with sparing of conducting airways.
During the onset of the coronavirus disease 2019 global pandemic, Schools of Nursing transitioned from the traditional clinical teaching and learning experiences to synchronous online learning.

As part of the Capstone experience in the second-degree, final semester course, students selected one clinical specialty area. Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester. The lesson plan included three components preconference, active learning, and postconference. Student evaluation of the experience was another critical component.

The student evaluation surveys supported that 95% of the respondents identified that the flipped clinical experience was a successful methodology to reinforce clinical concepts.

The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours.
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The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours. [J Nurs Educ. 2021;60(9)534-537.].
In response to the development of the Quality and Safety Education for Nurses (QSEN) competencies and noting lower standardized test scores, nursing faculty at a midwestern United States university developed three safety and quality labs throughout a traditional baccalaureate curriculum.

These labs intentionally integrated the QSEN competencies and occurred over three semesters of the nursing program. Students' learning activities aligned with the QSEN competencies and were leveled across the labs.

Throughout all the labs, all six QSEN competencies provided a framework for students to learn the knowledge, skills, and attitudes essential to the profession of nursing. Students spent most of their time in the labs learning the QSEN competency of safety, followed by teamwork and collaboration, quality improvement, patient-centered care, informatics, and evidenced-based practice.

The QSEN competencies provided a framework to teach pre-licensure nursing students the knowledge, skills, and attitudes essentiaation of all six QSEN competencies. [J Nurs Educ. 2021;60(9)526-528.].
Although pharmacology serves as a foundation for health care professions, a gap exists between education and the clinical application. Experiential learning has demonstrated benefit when integrated into pharmacology courses; however, professors struggle with the challenge of incorporating active learning modalities into traditional lecture courses.

Active learning and high-impact educational practices, based on cognitive theory, were incorporated into a pharmacology course sequence. After course completion and entry into the clinical setting, qualitative data were collected from students and clinical preceptors.

Students and clinical preceptors reported an improvement in students' ability to recall and apply concepts clinically. Students identified the creation of cognitive aids as the most advantageous measure.

Integrating active learning and high-impact educational practices into pharmacology courses could potentially aid in the ability to recall and apply concepts clinically, reduce medication errors and expenditures, and increase student confidence when entering clinical education. learn more
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Integrating active learning and high-impact educational practices into pharmacology courses could potentially aid in the ability to recall and apply concepts clinically, reduce medication errors and expenditures, and increase student confidence when entering clinical education. [J Nurs Educ. 2021;60(9)529-533.].
Introducing population health concepts, such as social determinants of health (SDH), into undergraduate nursing programs is essential for the development of nurses who understand the impact of social environment on health outcomes.

Story, in the form of historical narrative, was used in an introductory, sophomore-level, population health course as an exemplar of SDH and other population health concepts. Reflective verbal and written data were collected from students (
= 38) and analyzed for content.

Student comments reflected an emerging understanding of SDH, health disparities, stigma, evidence, and advocacy, and how these concepts intersect and apply to current nursing practice.

Using humanities content such as historical narrative has the potential to be a powerful exemplar for addressing multiple population health concepts in the nursing classroom.
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Using humanities content such as historical narrative has the potential to be a powerful exemplar for addressing multiple population health concepts in the nursing classroom. [J Nurs Educ. 2021;60(9)522-525.].
This study examined the effects of the coronavirus disease 2019 pandemic on nursing students. The Interpretive Phenomenological Analysis qualitative approach was used to analyze alternative assignments added during the Spring and Summer 2020 courses. Participants included nursing students at the baccalaureate, master, and doctoral levels.

Stress and anxiety emerged as the prevalent theme. Fear was the second most prevalent theme; however, no doctoral students cited fear as a concern. All three cohorts cited a sense of duty and dedication to patient care.

All of the participants reported similar concerns and emotions that influenced them at the onset of the pandemic. Baccalaureate students' emotions were associated with concerns about working conditions and the safety of themselves and loved ones. The master of nursing students' emotions were reflective of the moral and ethical components of patient care. The doctoral students embodied the transition to advanced nursing practice and implications for future practice.
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All of the participants reported similar concerns and emotions that influenced them at the onset of the pandemic. Baccalaureate students' emotions were associated with concerns about working conditions and the safety of themselves and loved ones. The master of nursing students' emotions were reflective of the moral and ethical components of patient care. The doctoral students embodied the transition to advanced nursing practice and implications for future practice. [J Nurs Educ. 2021;60(9)517-521.].
Despite the known benefits of maintaining a healthy lifestyle in preventing many health-related issues, few nursing students practice health-promoting behaviors (HPB).

This cross-sectional, descriptive, correlational study included 866 undergraduate nursing students who were members of the National Student Nurses' Association.

The difference in mean Health-Promoting Lifestyle Profile-II scores between White people and Asian Americans was statistically significant (F [4, 861]) = 2.95,
= .019). The difference in the mean self-efficacy scores between Black people and Asian Americans also was statistically significant (F [4, 861] = 4.41,
= .002). The regression model was significant (F [1, 862] = 6.683,
= .001, R2 =.235)], and self-efficacy (
= .457,
= 15.178,
= .001) significantly predicted nursing students' HPB.

The differences between racial/ethnic groups noted in this study indicate nursing faculty need to render culturally sensitive interventions to promote self-efficacy and HPB among undergraduate nursing students.
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