The evaluation of virus symptoms and fruit quality of GMO, PPV-Resistant P. domestica 'HoneySweet' grown in the open field under a high and permanent infection pressure of PPV, ACLSV, and PDV

Transgenic, 'HoneySweet' plums inoculated with Plum pox virus, recombinant strain (PPV-Rec) alone, PPV-Rec + Apple chlorotic leafspot virus (ACLSV), PPV-Rec + Prune dwarf virus (PDV), and PPV-Rec + ACLSV + PDV were grown in an open field under high and permanent infection pressure both from graft inoculation and natural aphid vectors for 8 years. 'HoneySweet' control trees were non-graft-inoculated trees. Plants were monitored by symptomology, DAS-ELISA, semiquantitative (SQ)-ELISA, and real-time (RT)-PCR. Inoculum shoots showed severe PPV symptoms from the first year after inoculation throughout the study. Mild PPV symptoms appeared in some of the basal leaves of graft-inoculated 'HoneySweet' trees in the second year following inoculation. During the following six years, even these mild and isolated symptoms on 'HoneySweet' trees diminished. The presence of PPV in these basal areas of 'HoneySweet' trees was confirmed by ELISA, ISEM, and RT-PCR. Relative concentration of PPV determined by SQ-ELISA and by RT-PCR was lower than in leaves of inoculum shoots. No difference in PPV symptoms was observed between PPV-Rec, and combinations PPV-Rec with other viruses. While no symptoms of ACLSV appeared during the study, ACLSV was detected by ELISA and RT-PCR. No symptoms of PDV appeared and PDV was not detected. 'HoneySweet' trees exposed to natural aphid-vectored PPV were not infected. Fruits of 'HoneySweet' were qualitatively and quantitatively compared with fruits of 'Stanley' and 'Domaci svestka' in 2010 from noninfected trees of 'HoneySweet' and fruits from 'HoneySweet' trees graft-inoculated with PPV-Rec + ACLSV + PDV were both of high quality and comparable to, or for certain characteristics, of higher quality than fruit of the commercial cultivars which were evaluated

The evaluation of virus symptoms and fruit quality of GMO, PPV-Resistant P. domestica 'HoneySweet' grown in the open field under a high and permanent infection pressure of PPV, ACLSV, and PDV

Transgenic, 'HoneySweet' plums inoculated with Plum pox virus, recombinant strain (PPV-Rec) alone, PPV-Rec + Apple chlorotic leafspot virus (ACLSV), PPV-Rec + Prune dwarf virus (PDV), and PPV-Rec + ACLSV + PDV were grown in an open field under high and permanent infection pressure both from graft inoculation and natural aphid vectors for 8 years. 'HoneySweet' control trees were non-graft-inoculated trees. Plants were monitored by symptomology, DAS-ELISA, semiquantitative (SQ)-ELISA, and real-time (RT)-PCR. Inoculum shoots showed severe PPV symptoms from the first year after inoculation throughout the study. Mild PPV symptoms appeared in some of the basal leaves of graft-inoculated 'HoneySweet' trees in the second year following inoculation. During the following six years, even these mild and isolated symptoms on 'HoneySweet' trees diminished. The presence of PPV in these basal areas of 'HoneySweet' trees was confirmed by ELISA, ISEM, and RT-PCR. Relative concentration of PPV determined by SQ-ELISA and by RT-PCR was lower than in leaves of inoculum shoots. No difference in PPV symptoms was observed between PPV-Rec, and combinations PPV-Rec with other viruses. While no symptoms of ACLSV appeared during the study, ACLSV was detected by ELISA and RT-PCR. No symptoms of PDV appeared and PDV was not detected. 'HoneySweet' trees exposed to natural aphid-vectored PPV were not infected. Fruits of 'HoneySweet' were qualitatively and quantitatively compared with fruits of 'Stanley' and 'Domaci svestka' in 2010 from noninfected trees of 'HoneySweet' and fruits from 'HoneySweet' trees graft-inoculated with PPV-Rec + ACLSV + PDV were both of high quality and comparable to, or for certain characteristics, of higher quality than fruit of the commercial cultivars which were evaluated

Nursing student profiles and occurrence of early academic failure: findings from an explorative European study

Background: In the European context regulated by the Bologna Process principles, there is little evidence to date on the different profiles, if any, of nursing students enrolled in the 1st academic year and their academic outcomes. Aims: To describe and compare the nursing student profiles and their academic outcomes at the end of the 1st year across European Bachelor of Nursing Science (BNS) courses. Design: An exploratory multicentre cohort study involving five countries: Nursing students who were enrolled in nursing programmes for the academic year 2011/2012 in the participating BNS courses, willing to participate and regularly admitted to the 2nd academic year, were included in this study undertaken in 2013. Individual and faculty level variables were collected after having ensured the validity of the tools developed in English and then appropriately translated into the language of each participating country. Findings: A total of 378/710 (53.2%) students participated in the study. They attended from 390 to 810 h of lessons, while clinical experience ranged from 162 to 536 h. The students reported a mean average age of 21.4 (Confidence of Interval [CI] 95%, 21.0-22.3) and foreign students were limited in number (on average 3.7%). The students reported adopting mainly individual learning strategies (92.9%), duplicating notes or lecture notes prepared by professors (74.4%), and concentrating their study before exams (74.6%). The majority reported experiencing learning difficulties (49.7%) and a lack of academic support (84.9%). Around 33.2% reported economic difficulties and the need to work while studying nursing on average for 24 h/week. Personal expectations regarding the nursing role were different (45.6%) than the role encountered during the 1st year, as learning workloads were higher (57.2%) with regard to expectations. Around one-third of students reported the intention to leave nursing education while the proportion of those reporting early academic failure was on average 5.6%. Conclusions: More strategies aimed at harmonising nursing education across Europe, at supporting nursing students' learning processes during 1st year, and identifying factors influencing their intention to leave and their academic failure, are recommended

Core Evidence-Based Practice Competencies and Learning Outcomes for European Nurses: Consensus Statements

Background: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context. Aims: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries. Methods: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated. Results: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others. Linking Evidence to Action: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students’ and nurses’ perception of competencies required for EBP processes