BRF1 accelerates prostate tumourigenesis and perturbs immune infiltration

BRF1 is a rate-limiting factor for RNA Polymerase III-mediated transcription and is elevated in numerous cancers. Here, we report that elevated levels of BRF1 associate with poor prognosis in human prostate cancer. In vitro studies in human prostate cancer cell lines demonstrated that transient overexpression of BRF1 increased cell proliferation whereas the transient downregulation of BRF1 reduced proliferation and mediated cell cycle arrest. Consistent with our clinical observations, BRF1 overexpression in a Pten-deficient mouse (Pten BRF1 ) prostate cancer model accelerated prostate carcinogenesis and shortened survival. In Pten BRF1 tumours, immune and inflammatory processes were altered, with reduced tumoral infiltration of neutrophils and CD4 positive T cells, which can be explained by decreased levels of complement factor D (CFD) and C7 components of the complement cascade, an innate immune pathway that influences the adaptive immune response. We tested if the secretome was involved in BRF1-driven tumorigenesis. Unbiased proteomic analysis on BRF1-overexpresing PC3 cells confirmed reduced levels of CFD in the secretome, implicating the complement system in prostate carcinogenesis. We further identify that expression of C7 significantly correlates with expression of CD4 and has the potential to alter clinical outcome in human prostate cancer, where low levels of C7 associate with poorer prognosis

Inclusion of intrauterine device insertion to registered nurses’ scope of clinical practice

Background: Intrauterine devices are highly effective in preventing pregnancy; however uptake remains low in Australia. Extending provision to registered nurses with the required knowledge and skills to undertake IUD insertions may increase utilisation. Aim: This qualitative study explored the attitudes of nurses and medical officers in regards to extending nurses scope of practice to include intrauterine device insertion in the context of reproductive and sexual health care. Methods: Semi-structured interviews were conducted with ten nurses prior to, and four following, intrauterine device insertion training, and post-training surveys were completed by the six medical officers who provided mentoring and supervision during training. Thematic analysis was undertaken for interview and survey responses. Findings: Three key themes were identified: 1) perceived benefits and value, 2) perceived barriers and challenges, and 3) factors contributing to successful implementation. Nurses reported the addition of intrauterine device insertions was a positive expansion of their scope of practice, and that it would improve clients’ access to this contraceptive method. All interviewees identified the usefulness of ongoing support for nurses through mentoring relationships. Medical officers were positive and supportive of the expansion of scope. Discussion and conclusion: Inclusion of intrauterine device insertions in registered nurses scope of practice appears feasible and well-received by registered nurses and medical officers, suggesting nurses are well-placed to provide intrauterine device insertions in Australia. Research into service delivery models will be useful to support national credentialing standards and promote inclusion of intrauterine device insertion to nurse scope of practice

Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students of University College Dublin

This article explores the process of developing online tutorials for a specified student group, in this case Second-Year Nursing students in University College Dublin. The product was commissioned by the Health Sciences Library and the UCD School of Nursing, Midwifery, and Health Systems. It was developed as a Capstone Project for part fulfillment of the MLIS in UCD. We focused our research on three areas of scholarship to assist in the development of our product, namely Information Behavior, Learning Technologies, and Learning Science and Design. Flemings VARK model was used to inform the team of the four different learning styles (visual, auditory, reading, and kinesthetic) and to match the presentation style to these. An initial difficulty in the assessment phase was one of access to a large group of students, as the students were on clinical placements. We created personas and a profile of nursing students to try and compensate for this. The tutorial was developed to cater for this specific group of students and later to act as a valuable support to the Library, which is under severe pressure in terms of staff availability to support student learning. The product is relatively straightforward to produce (and maintain) and is something the Library will be able to develop and add to in future years