Does Pre-Admissions Testing Play a Role in Math Performance Among Students Enrolled in a 2-Year Practical Nursing Diploma Program?

Pre-admissions tests are typically used to supplement student selection in health care professional programs and therefore the objective of this study was to determine the potential role of pre-admissions testing on Practical Nursing student performance in college level pharmaceutical calculations. The pre-admissions test selected by Sheridan College was the HOAE (Health Occupation Aptitude Examination) exam, and math performance was measured using objective endpoints from two courses that students enrol in within their first and second semesters within the program. Results from both semesters revealed a minimal role for pre-admissions testing on math performance among accepted students. This indicates that student selection decisions should not be solely based on pre-admissions tests and should be augmented with mini-interviews or the requirement of completing a pre-professional semester prior to entry into the program

A Roadmap to Transform Learning From Face-to-Face to Online

Online learning offers a flexible learning environment, allowing colleges to attain a global presence and provide a higher caliber of student learning experiences. The implementation of online learning, however at the educational institution can lead to various challenges across three main clusters: students, faculty, and management. An overview of these challenges, based on the review of the current literature, is provided in this paper along with appropriate mitigation strategies. A generalized roadmap is established in this article that illustrates how the transition from face-to-face to online courses can be managed using a series of key steps in three critical phases during online course development: prior to, during, and post course development. The roadmap is applicable to educational institutions interested in starting their online learning journey and can provide additional guidance to institutions with an already established online presence. It facilitates the creation of well-structured online courses for students, ensures faculty are enrolled in professional development activities that support delivery of online courses, and supports managers in developing effective plans to implement technology infrastructure and create policies to support successful online learning

Student Athletic Therapists\u27 Knowledge of Pain-Relieving Medications: A Nationwide Study

Purpose: Misuse of pain-relieving medications (PRMs), including opioids, is high among injured athletes. Athletes are increasingly relying on PRMs and as a result, it is likely that student athletic therapists (SATs) have managed athletes who have misused PRMs and may have potentially missed important symptoms placing athletes in harm. While dispensing PRMs is not within the scope of practice of the SAT, recognition and referral are. Previous research has found that SATs feel ill prepared to recognize PRM misuse and feel tremendous pressure to provide correct health information to the athlete. The purpose of this study was to expand on previous pilot work and uncover SATs knowledge on PRMs nationally. Method: A survey was sent to SATs currently studying in accredited Athletic Therapy programs and recent graduates (AATP). Results: A total of 57 surveys were completed. Results indicated that SATs believed they lacked sufficient knowledge related to PRMs and opioids however their personal knowledge of PRMs and opioids empowered them to provide athlete education on such medications. Over half of the SATs indicated that they have been approached by athletes and coaches to provide PRMs. SATs reported experiencing considerable pressure to provide athletes with correct information and showed stigma towards athletes misusing opioids. Conclusions: Although SATs reported the ability to recognize an athlete misusing opioids, they were unsure of how to make a quick decision when faced with potential opioid misuse situations. Recommendations: We recommend that curriculum, as well as clinical educators, address the pressure SATs experience and reinforce education to help identify and manage athletes who potentially misuse PRMs. Our study provides insight into the current level of knowledge of Canadian SATs regarding PRMs and opioids to help educators and others who work with SATs in a field setting

Incorporating Research into a 2-Year Practical Nursing Diploma Program

Research utilization is becoming increasingly important in nursing programs, especially since sound clinical nursing practice must be based on evidence-based nursing. In this study, research was incorporated into a 2-year practical nursing diploma program at the College level. No formal method exists within the practical nursing program to implement research and therefore a paradigm similar to the undergraduate research programs present in universities was employed. Student selection was based on faculty consensus and a project spanning 2 semesters was selected. Faculty met with the student approximately once a month and the student indicated satisfaction with the way the research program was integrated within the practical nursing program. To provide motivation for students in the practical nursing program at Sheridan College to participate in the research component, a record of the participation can be made on the student’s curricular record at the College. Other ways research can be incorporated into college-level practical nursing programs include the incremental introduction of research into specific courses within the program or provision a credited research course. A structured blueprint is provided to aid college-level health programs incorporate research into their curricula

Toll-like Receptor-4 Regulation of Hepatic Cyp3a11 Metabolism in a Mouse Model of LPS-induced CNS Inflammation

Central nervous system (CNS) infection and inflammation severely reduce the capacity of cytochrome P-450 metabolism in the liver. We developed a mouse model to examine the effects of CNS inflammation on hepatic cytochrome P-450 metabolism. FVB, C57BL/6, and C3H/HeouJ mice were given Escherichia coli LPS (2.5 μg) by intracerebroventricular (ICV) injection. The CNS inflammatory response was confirmed by the elevation of TNF-α and/or IL-1β proteins in the brain. In all mouse strains, LPS produced a 60–70% loss in hepatic Cyp3a11 expression and activity compared with saline-injected controls. Adrenalectomy did not prevent the loss in Cyp3a11 expression or activity, thereby precluding the involvement of the hypothalamic-adrenal-pituitary axis. Endotoxin was detectable (1–10 ng/ml) in serum between 15 and 120 min after ICV dosing of 2.5 μg LPS. Peripheral administration of 2.5 μg LPS by intraperitoneal injection produced similar serum endotoxin levels and a similar loss (60%) in Cyp3a11 expression and activity in the liver. The loss of Cyp3a11 in response to centrally or peripherally administered LPS could not be evoked in Toll-like receptor-4 (TLR4)-mutant (C3H/ HeJ) mice, indicating that TLR4 signaling pathways are directly involved in the enzyme loss. In summary, we conclude that LPS is transferred from the brain to the circulation in significant quantities in a model of CNS infection or inflammation. Subsequently, LPS that has reached the circulation stimulates a TLR4-dependent mechanism in the periphery, evoking a reduction in Cyp3a11 expression and metabolism in the liver

Pharmacist—Pharmacy Technician Intraprofessional Collaboration and Workplace Integration: Implications for Educators

Globally, concerns have been expressed regarding the impact of regulation of pharmacy technicians. After more than a decade of experience with technician regulation in Ontario, Canada, uptake of the full scope of practice for technicians has been sporadic at best. The objective of this study was to examine barriers and facilitators to intraprofessional collaboration between pharmacists and pharmacy technicians for the purpose of identifying possible curricular or educational interventions to enhance workplace integration. A qualitative, interview-based study of 24 pharmacists, technicians, educators, pharmacy managers, and owners was undertaken using a semi-structured interview guide. Key findings of this research include: (i) Confirmation of suboptimal utilization of regulated technicians in practice; (ii) identification of crucial knowledge and skills gaps for both pharmacists and technicians; and (iii) proposals for undergraduate education and training, and continuing professional development learning opportunities to address these gaps. In order to achieve the promise and potential of regulation of pharmacy technicians, system-wide change management—beginning with education—will be required and will benefit from multiple stakeholder engagement and involvement