Influencing health through IPE: Perspectives on RN-to-BSN education

RN to BSN students offer unique perspectives on how interprofessional education intersects with their learning needs, and in turn, how they implement interprofessional collaboration and communication in practice as a means to improve patient outcomes. RN to BSN student perceptions revealed curricular implications for this growing population of nursing students

Professional identity in nursing : a narrative review of the ISPIN definition and domains usage

Introduction. Established in 2020, the International Society for Professional Identity in Nursing (ISPIN) developed a definition of professional identity in nursing (PIN). This definition encompasses four domains: values and ethics, knowledge, nurse as leader, and professional comportment. Objective. This narrative review aimed to summarize and synthesize identified published evidence, the extent of discussion of PIN domains, and literature gaps for the ISPIN definition of PIN. Methods. Sources included peer-reviewed literature published between 2018 to 2025 from CINAHL and PubMed. Gray literature through Google Scholar and ISPIN archived publications were also searched. These were identified by two researchers and a PRISMA flow diagram was developed. No registered protocol was utilized. Search and MeSH terms included “professional identity,” “nurs*,” and “ISPIN.” Findings. Thirty-seven articles met inclusion criteria and were extracted from 16,295 initially identified articles, with the majority with authors from the United States. There were very few research papers and a noticeable dearth using quantitative methodologies. Twenty-eight of the retrieved articles were considered expert accounts, conceptual discussion or opinions, common for a relatively new concept. Discussion. Nurse as leader was discussed in 34 of 37 articles. Professional comportment was discussed in 31 articles. Both knowledge and value and ethics were discussed in 28 articles. Conclusion. This narrative review highlights the nature and prevalence of the ISPIN definitions and its four domains in current literature and can be visualized through diagramming. Minimal quantitative studies and a higher volume of discussion articles present limitations to its strength and applicability. Results suggests the need for further research in all domains, particularly in knowledge and values and ethics, and its implications in strengthening nursing practice and education

Innovative Lesson Plans for Active Learning: Teaching Nursing Research and Evidence-Based Practice

Innovative Lessons Plans for Active Learning: Teaching Research and Evidence-Based Practice is a resource in research and evidence-based practice for active learning in the undergraduate nursing classroom. It is meant to supplement any nursing research text. Designed to provide educators with creative teaching ideas, this text includes a variety of lessons on nursing research topics. Topics include bias, measurement, sampling, theory and more. Lessons provide active learning for in-class, hybrid, and online formats. Each lesson includes objectives, overview, and detailed steps. As an open access resource, the text is continuously in-process. Designed to be independent of any published text, the book compliments any nursing research and evidence-based course. This text is also a suitable resource for introductory research in other disciplines. Each chapter is an activity designed to supplement didactic andragogy. The activities develop creativity and facilitate engagement in the nursing research content. Through creative engagement, students access learning areas of the brain that otherwise remain unstimulated. Organized by the order in which they might be discussed in class, each chapter builds upon previous learning. In chapter two students are introduced by creating puppets to develop research questions and study ideas. Chapter three focuses specifically on generating problem and purpose statements. Culture shots in chapter five engages students in understanding theory generation, qualitative research and ethics in data collection. Chapters six and seven build upon and strengthen theory understanding through creating concepts and challenging assumptions. In chapter eight, biases and threats to validity are investigated through the use of parody. Sampling is addressed in chapters nine through eleven. Chapter twelve reinforces learning on measurement error. The last four chapters use creative games to help students pull it all together. Chapters thirteen and fourteen utilize existing free resources to enhance the learning experience. Chapters fifteen and sixteen allow students to work together to create understanding for themselves and other students. We hope you enjoy the book as much as we enjoyed creating it. We would love to hear your comment and ideas for improvement. Please also view our video introduction at https://youtu.be/x9NDv2H_Cdg.https://scholarworks.gvsu.edu/books/1016/thumbnail.jp

Identification of a small molecule yeast TORC1 inhibitor with a flow cytometry-based multiplex screen

TOR (target of rapamycin) is a serine/threonine kinase, evolutionarily conserved from yeast to human, which functions as a fundamental controller of cell growth. The moderate clinical benefit of rapamycin in mTOR-based therapy of many cancers favors the development of new TOR inhibitors. Here we report a high throughput flow cytometry multiplexed screen using five GFPtagged yeast clones that represent the readouts of four branches of the TORC1 signaling pathway in budding yeast. Each GFP-tagged clone was differentially color-coded and the GFP signal of each clone was measured simultaneously by flow cytometry, which allows rapid prioritization of compounds that likely act through direct modulation of TORC1 or proximal signaling components. A total of 255 compounds were confirmed in dose-response analysis to alter GFP expression in one or more clones. To validate the concept of the high throughput screen, we have characterized CID 3528206, a small molecule most likely to act on TORC1 as it alters GFP expression in all five GFP clones in an analogous manner to rapamycin. We have shown that CID 3528206 inhibited yeast cell growth, and that CID 3528206 inhibited TORC1 activity both in vitro and in vivo with EC50s of 150 nM and 3.9 μM, respectively. The results of microarray analysis and yeast GFP collection screen further support the notion that CID 3528206 and rapamycin modulate similar cellular pathways. Together, these results indicate that the HTS has identified a potentially useful small molecule for further development of TOR inhibitors

Consensus statement on abusive head trauma in infants and young children

Abusive head trauma (AHT) is the leading cause of fatal head injuries in children younger than 2 years. A multidisciplinary team bases this diagnosis on history, physical examination, imaging and laboratory findings. Because the etiology of the injury is multifactorial (shaking, shaking and impact, impact, etc.) the current best and inclusive term is AHT. There is no controversy concerning the medical validity of the existence of AHT, with multiple components including subdural hematoma, intracranial and spinal changes, complex retinal hemorrhages, and rib and other fractures that are inconsistent with the provided mechanism of trauma. The workup must exclude medical diseases that can mimic AHT. However, the courtroom has become a forum for speculative theories that cannot be reconciled with generally accepted medical literature. There is no reliable medical evidence that the following processes are causative in the constellation of injuries of AHT: cerebral sinovenous thrombosis, hypoxic-ischemic injury, lumbar puncture or dysphagic choking/vomiting. There is no substantiation, at a time remote from birth, that an asymptomatic birth-related subdural hemorrhage can result in rebleeding and sudden collapse. Further, a diagnosis of AHT is a medical conclusion, not a legal determination of the intent of the perpetrator or a diagnosis of murder. We hope that this consensus document reduces confusion by recommending to judges and jurors the tools necessary to distinguish genuine evidence-based opinions of the relevant medical community from legal arguments or etiological speculations that are unwarranted by the clinical findings, medical evidence and evidence-based literature

Establishing Open Teaching Tools: A Faculty Journey with Open Educational Resources

Nursing faculty strive to engage students; however, many may have competing priorities that reduce their available time to produce high-quality lessons. Novice faculty facing role transition, some without formal preparation as educators, may be especially susceptible to these time constraints. Open educational resources (OER), educational materials openly licensed for free access and use, are growing rapidly and can play a role in filling this gap. Specifically, open teaching tools are a subset of OER that can help meet this faculty need for engaging lessons with limited resources. Open teaching tools are teaching resources rather than student-learning resources. They allow expert faculty to share knowledge, expertise, and strategies with novice educators to help meet educational outcomes. Literature about OER in nursing education is limited,1 and the literature related to open teaching tools is especially lacking. Through more visible dialogue regarding open teaching tools in nursing, faculty can start to break down some barriers to their use, including quality concerns, difficulty finding open teaching tools, and perceived lack of existence. Embracing OER, especially open teaching tools, provides nurse educators an achievable route to help meet the challenge of curating engaging, interactive content. Open teaching tools benefit student learning and also faculty scholarly engagement. While they may yet lie beyond traditional views of academic scholarship, embracing open teaching tools as innovative scholarly work helps faculty justify the time spent in these OER endeavors as both teaching and scholarship effort. This article describes the creation and impact of an open teaching tool and demonstrates how open teaching tools can be a scholarly endeavor for nursing faculty

Professional Identity in Nursing: A Narrative Review of the ISPIN Definition and Domains Usage

Introduction Established in 2020, the International Society for Professional Identity in Nursing (ISPIN) developed a definition of professional identity in nursing (PIN). This definition encompasses four domains: values and ethics, knowledge, nurse as leader, and professional comportment. Objective This narrative review aimed to summarize and synthesize identified published evidence, the extent of discussion of PIN domains, and literature gaps for the ISPIN definition of PIN. Methods Sources included peer-reviewed literature published between 2018 to 2025 from CINAHL and PubMed. Gray literature through Google Scholar and ISPIN archived publications were also searched. These were identified by two researchers and a PRISMA flow diagram was developed. No registered protocol was utilized. Search and MeSH terms included “professional identity,” “nurs*,” and “ISPIN.” Findings Thirty-seven articles met inclusion criteria and were extracted from 16,295 initially identified articles, with the majority with authors from the United States. There were very few research papers and a noticeable dearth using quantitative methodologies. Twenty-eight of the retrieved articles were considered expert accounts, conceptual discussion or opinions, common for a relatively new concept. Discussion Nurse as leader was discussed in 34 of 37 articles. Professional comportment was discussed in 31 articles. Both knowledge and value and ethics were discussed in 28 articles. Conclusion This narrative review highlights the nature and prevalence of the ISPIN definitions and its four domains in current literature and can be visualized through diagramming. Minimal quantitative studies and a higher volume of discussion articles present limitations to its strength and applicability. Results suggests the need for further research in all domains, particularly in knowledge and values and ethics , and its implications in strengthening nursing practice and education

The effect of screening sonography on the positive rate of enemas for intussusception

Background. The referring physicians at our institution used the enema as a diagnostic test in children with suspected intussusception.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42058/1/s00247-002-0848-7.pd