A longitudinal study exploring student nurses’ perceptions of the impact of a simulated clinical environment on their clinical learning experience and transfer of learning

Nurse education has evolved from an apprenticeship model to one with a graduate focus. However, numerous factors have resulted in less opportunity for students to practice clinical skills in practicum (Scholes et al., 2004). Simulation was introduced to address this (NMC 2007) and research has shown that simulation is effective in the acquisition of skills over the short term (Alinier et al., 2006; Ironside et al., 2009). However, no research had looked at the student experience of simulation over an extended period of time.The aim of this longitudinal qualitative study was to explore the progressive nature of the student nurses’ experiences of learning within a simulated clinical environment (SCE) and the impact it had on their learning and transfer of skills to practicum.A purposive sample of twelve students was recruited from two different intakes. Cohort one comprised four students. Cohort two comprised eight. Students consented to being interviewed five times, from entry into the branch programme to registration. Each cohort participated in an initial focus group, one observation in practicum and four semi-structured one–to–one interviews over the course of the two–year branch programme.Data were thematically analysed (Colaizzi 1978), with existing literature used to support or counter emerging themes. A recurring focus was how well students were able to participate in the SCE. What was apparent was that those able to fully engage with the simulation events appeared to get the most out of it. Findings revealed many factors, which facilitated or inhibited student engagement. The categories that emerged were: learning in the simulated clinical environment; authenticity of the simulated clinical environment; concrete experiences in the simulated clinical environment; visual mental model; and practicum experiences. An important recurring factor that was unforeseen was the impact students’ preferred learning style could have on their skill development and subsequent transfer to practicum. Findings were returned to participants for verification of accuracy

The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario

This article reports on French as a second language (FSL) teachers’ perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR- informed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide

Author Correction: Ecology, evolution and spillover of coronaviruses from bats.

In the past two decades, three coronaviruses with ancestral origins in bats have emerged and caused widespread outbreaks in humans, including severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Since the first SARS epidemic in 2002–2003, the appreciation of bats as key hosts of zoonotic coronaviruses has advanced rapidly. More than 4,000 coronavirus sequences from 14 bat families have been identified, yet the true diversity of bat coronaviruses is probably much greater. Given that bats are the likely evolutionary source for several human coronaviruses, including strains that cause mild upper respiratory tract disease, their role in historic and future pandemics requires ongoing investigation. We review and integrate information on bat–coronavirus interactions at the molecular, tissue, host and population levels. We identify critical gaps in knowledge of bat coronaviruses, which relate to spillover and pandemic risk, including the pathways to zoonotic spillover, the infection dynamics within bat reservoir hosts, the role of prior adaptation in intermediate hosts for zoonotic transmission and the viral genotypes or traits that predict zoonotic capacity and pandemic potential. Filling these knowledge gaps may help prevent the next pandemic

Engineered Protein Nano-Compartments for Targeted Enzyme Localization

Compartmentalized co-localization of enzymes and their substrates represents an attractive approach for multi-enzymatic synthesis in engineered cells and biocatalysis. Sequestration of enzymes and substrates would greatly increase reaction efficiency while also protecting engineered host cells from potentially toxic reaction intermediates. Several bacteria form protein-based polyhedral microcompartments which sequester functionally related enzymes and regulate their access to substrates and other small metabolites. Such bacterial microcompartments may be engineered into protein-based nano-bioreactors, provided that they can be assembled in a non-native host cell, and that heterologous enzymes and substrates can be targeted into the engineered compartments. Here, we report that recombinant expression of Salmonella enterica ethanolamine utilization (eut) bacterial microcompartment shell proteins in E. coli results in the formation of polyhedral protein shells. Purified recombinant shells are morphologically similar to the native Eut microcompartments purified from S. enterica. Surprisingly, recombinant expression of only one of the shell proteins (EutS) is sufficient and necessary for creating properly delimited compartments. Co-expression with EutS also facilitates the encapsulation of EGFP fused with a putative Eut shell-targeting signal sequence. We also demonstrate the functional localization of a heterologous enzyme (β-galactosidase) targeted to the recombinant shells. Together our results provide proof-of-concept for the engineering of protein nano-compartments for biosynthesis and biocatalysis

Shared genetic risk between eating disorder- and substance-use-related phenotypes:Evidence from genome-wide association studies

First published: 16 February 202

Dissecting the Shared Genetic Architecture of Suicide Attempt, Psychiatric Disorders, and Known Risk Factors

Background Suicide is a leading cause of death worldwide, and nonfatal suicide attempts, which occur far more frequently, are a major source of disability and social and economic burden. Both have substantial genetic etiology, which is partially shared and partially distinct from that of related psychiatric disorders. Methods We conducted a genome-wide association study (GWAS) of 29,782 suicide attempt (SA) cases and 519,961 controls in the International Suicide Genetics Consortium (ISGC). The GWAS of SA was conditioned on psychiatric disorders using GWAS summary statistics via multitrait-based conditional and joint analysis, to remove genetic effects on SA mediated by psychiatric disorders. We investigated the shared and divergent genetic architectures of SA, psychiatric disorders, and other known risk factors. Results Two loci reached genome-wide significance for SA: the major histocompatibility complex and an intergenic locus on chromosome 7, the latter of which remained associated with SA after conditioning on psychiatric disorders and replicated in an independent cohort from the Million Veteran Program. This locus has been implicated in risk-taking behavior, smoking, and insomnia. SA showed strong genetic correlation with psychiatric disorders, particularly major depression, and also with smoking, pain, risk-taking behavior, sleep disturbances, lower educational attainment, reproductive traits, lower socioeconomic status, and poorer general health. After conditioning on psychiatric disorders, the genetic correlations between SA and psychiatric disorders decreased, whereas those with nonpsychiatric traits remained largely unchanged. Conclusions Our results identify a risk locus that contributes more strongly to SA than other phenotypes and suggest a shared underlying biology between SA and known risk factors that is not mediated by psychiatric disorders.Peer reviewe