Self-Reference Effect and the Group-Reference Effect in the Recall of Shared and Unshared Information in Nominal Groups and Interacting Groups

We investigated how variables that have been studied at the individual level may apply at the group level. Specifically, we examined how the self-reference effect (SRE) and the group-reference effect (GRE) impacted total information recall by examining the difference between interacting groups and nominal groups. Additionally, we also examined how the SRE and GRE might impact upon the recall of shared and unshared information by comparing nominal and interacting groups. Results were supportive for the SRE affecting the total recall of information as well as the recall of shared and unshared information. However, the impact of the GRE on group recall was mixed. Theoretical and applied implications are considered

Novice nurses' perspectives on nursing education

The purpose of this study was to learn whether recent graduates of a nursing program thought their nursing education had prepared them to integrate smoothly into the workplace and to practice autonomously. The study reports on data obtained through interviews with five novice nurses, four months after they started professional practice. All five nurses indicated that they were satisfied with their nursing education and they stated that they were encouraged to practice autonomously in the last year of the program. They reported that their education helped them to feel comfortable in their first job setting. Stories about their education did describe an environment that was authoritarian at times. They indicated their preference for teachers who were able to assess their knowledge without making them nervous and encouraged them to show initiative while practicing safely. All agreed that a humanistic approach to nursing education is most likely to foster autonomy. The orientation period on the first job is a very important phase for transition to workplace practice. From the interviews some common themes emerged: (1) the importance of a well planned orientation period in adapting to the workplace; (2) feelings of being overwhelmed at times; (3) difficult working conditions beyond their expectations; (4) and an appreciation for autonomous practice. Overall, the novice nurses indicated a clear preference for a comfortable environment in which to integrate theoretical knowledge with practice especially during the on the job orientation period

Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative Study

Health science students are increasingly learning in simulated situations within their own disciplines, but interprofessional simulation learning (ISL) does not occur as often and is rarely investigated. This research explored perceptions of undergraduate nursing (n=5) and pharmacy (n=4) students with respect to how ISL contributed to discipline-specific learning, to learning about the other profession, and to the development of interprofessional skills. The students were exposed to three ISL activities with data gathered from observation of the simulation sessions, individual interviews, and field notes. Content analysis was conducted. Student participants described the ISL activities as a positive learning experience. They learned how their professional cultures connected and found the activities contributed to feeling pride in their chosen profession. Many stereotypical perceptions about the other profession were dissipated. The positive outcomes resulting from the ISL activities have significant implications for curriculum content development and program delivery. Keywords: interprofessional simulation learning, nursing, pharmacy, qualitative, undergraduate education _______________ Les étudiants en sciences de la santé se servent de plus en plus de la simulation pour apprendre. Cependant cet apprentissage se fait habituellement au sein de leur propre profession. L’apprentissage par simulation dans un contexte interprofessionnel (ASI) est plus rare et peu de chercheurs se sont penchés sur ce genre de simulation. Dans cet article nous présentons les résultats d\u27un projet de recherche où nous avons exploré les perceptions de cinq étudiantes en sciences infirmières et de quatre étudiant(e)s en pharmacie. En particulier, nous avons cherché à comprendre comment l’ASI a contribué à l’apprentissage de contenu spécifique à la profession de l\u27étudiant, à augmenter sa connaissance d’une autre profession, et au développement d’habiletés interprofessionnelles. Les étudiants furent exposés à trois activités d’ASI. La cueillette de données a inclus l’observation pendant les ASI, les interviews individuels, et les notes de terrain. L’analyse des données a été effectuée par analyse de contenu. Les étudiants ont jugé que l’ASI était une expérience d’apprentissage positive. Ils ont appris que leurs cultures professionnelles étaient semblables et se sont sentis fiers de leur profession. L’ASI a aussi permis d’éliminer des perceptions stéréotypées concernant l’autre profession. Ces résultats ont des implications pour le développement du curriculum et sur la prestation des programmes. Mots clés: apprentissage par simulation, apprentissage interprofessionel sciences infirmières, pharmacie, étude qualitative, éducation au premier cycle universitaire

Cystic fibrosis on the African continent

Cystic fibrosis (CF; OMIM 219700) is a life-shortening and costly autosomal recessive disease that has been most extensively studied in individuals of Caucasian descent. There is ample evidence, however, that it also affects other ethnicities. In Africa there have been several reports of CF, but there has been no concerted effort toward establishing the molecular epidemiology of this disease on the continent, which is the first step toward outlining a public health strategy to effectively address the needs of these patients. A literature search revealed reports from only 12 of the 54 African states on the molecular analysis of the mutations present in suspected CF patients, resulting in the identification of 79 mutations. Based on previous functional investigations, 39 of these cause CF, 10 are of varying clinical consequence, 4 have no associated evidence regarding whether they cause CF, 4 are synonymous, 5 are novel, and 21 are unique to Africa. We propose that CF be more thoroughly investigated on the continent to ensure that the public health needs of African CF patients—both those in Africa and those of African descent living elsewhere—are met.The University of Pretoria Vice-Chancellor’s Post-doctoral Research Programme, the Institute for Cellular and Molecular Medicine at the University of Pretoria and the Genomics Research Institute (a University of Pretoria Institutional Research Theme).2017-01-31hb2016Immunolog

Cystic fibrosis in the African diaspora

Identifying mutations that cause cystic fibrosis (CF) is important for making an early, unambiguous diagnosis, which, in turn, is linked to better health and a greater life expectancy. In patients of African descent, a molecular diagnosis is often confounded by the fact that the majority of investigations undertaken to identify causative mutations have been conducted on European populations, and CF-causing mutations tend to be population specific. We undertook a survey of published data with the aim of identifying causative CF mutations in patients of African descent in the Americas. We found that 1,584 chromosomes had been tested in only 6 countries, of which 876 alleles (55.3%) still remained unidentified. There were 59 mutations identified. Of those, 41 have been shown to cause CF, 17 have no associated functional studies, and one (R117H) is of varying clinical consequence. The most common mutations identified in the patients of African descent were: ΔF508 (29.4% identified in the United States, Colombia, Brazil, and Venezuela); 3120 + 1G>A (8.4% identified in Brazil, the United States, and Colombia); G85E (3.8% identified in Brazil); 1811 + 1.6kbA>G (3.7% identified in Colombia); and 1342 − 1G>C (3.1% identified in the United States). The majority of the mutations identified (81.4%) have been described in just one country. Our findings indicate that there is a need to fully characterize the spectrum of CF mutations in the diaspora to improve diagnostic accuracy for these patients and facilitate treatment.http://www.atsjournals.org/journal/annalsatshb2017Immunolog

TREM2 deficiency attenuates neuroinflammation and protects against neurodegeneration in a mouse model of tauopathy

Significance Alzheimer’s disease (AD) is the most common cause of dementia and is a major public health problem for which there is currently no disease-modifying treatment. There is an urgent need for greater understanding of the molecular mechanisms underlying neurodegeneration in patients to create better therapeutic options. Recently, genetic studies uncovered novel AD risk variants in the microglial receptor, triggering receptor expressed on myeloid cells 2 (TREM2). Previous studies suggested that loss of TREM2 function worsens amyloid-β (Aβ) plaque-related toxicity. In contrast, we observe TREM2 deficiency mitigates neuroinflammation and protects against brain atrophy in the context of tau pathology. These findings indicate dual roles for TREM2 and microglia in the context of amyloid versus tau pathology, which are important to consider for potential treatments targeting TREM2.</jats:p

Development and Assessment of a Patient-Centered Care Curriculum

The purpose of this paper is to chronicle the development and implementation of a pilot offering of the patient-centered care (PCC) curriculum sponsored by a partnership of schools of allied health and nursing and a local health care system. The objective of this interdisciplinary track is to increase the competency of allied health and nursing graduates to function in health care teams in both PCC and non-PCC hospital environments, thus improving the effectiveness of patient care. The elective track consists of two courses; a third course is under consideration. Students and faculty participating in the elective track were surveyed to assess their attitudes toward change and patient-centered care. Generally, participants believed that they could work well together but were not convinced of the viability of the PCC. Although the curriculum is still in its implementation stage and the nursing participation became minimal, this study aids in understanding opinions of nursing and allied health faculty and students regarding a new PCC curriculum