Data Relay Board with Protocol for High-Speed, Free-Space Optical Communications

In a free-space optical communication system, the mitigation of transient outages through the incorporation of error-control methods is of particular concern, the outages being caused by scintillation fades and obscurants. The focus of this innovative technology is the development of a data relay system for a reliable high-data-rate free-spacebased optical-transport network. The data relay boards will establish the link, maintain synchronous connection, group the data into frames, and provide for automatic retransmission (ARQ) of lost or erred frames. A certain Quality of Service (QoS) can then be ensured, compatible with the required data rate. The protocol to be used by the data relay system is based on the draft CCSDS standard data-link protocol Proximity-1, selected by orbiters to multiple lander assets in the Mars network, for example. In addition to providing data-link protocol capabilities for the free-space optical link and buffering the data, the data relay system will interface directly with user applications over Gigabit Ethernet and/or with highspeed storage resources via Fibre Channel. The hardware implementation is built on a network-processor-based architecture. This technology combines the power of a hardware switch capable of data switching and packet routing at Gbps rates, with the flexibility of a software- driven processor that can host highly adaptive and reconfigurable protocols used, for example, in wireless local-area networks (LANs). The system will be implemented in a modular multi-board fashion. The main hardware elements of the data relay system are the new data relay board developed by Rockwell Scientific, a COTS Gigabit Ethernet board for user interface, and a COTS Fibre Channel board that connects to local storage. The boards reside in a cPCI back plane, and can be housed in a VME-type enclosure

Understanding aseptic technique: an RCN investigation into clinician views to guide the practice of aseptic technique

Aseptic technique is recognised as an essential component of all infection prevention programmes but terminology used to define it varies. This publication is an RCN investigation into clinical views to guide the practice of aseptic technique. BD have funded this report. BD has had no influence on, or involvement in its content

Undergraduate nursing students' education and training in aseptic technique: a mixed methods systematic review

Abstract Aim: To appraise and synthesize empirical studies exploring undergraduate nursing students' education and training in aseptic technique. Design: Mixed methods, systematic literature review adopting Joanna Briggs Institute methodology. Data sources: Thirteen electronic databases were searched 1996–2020, followed by searches with a general browser, hand-searching key journals and reviewing reference lists of retrieved papers. Review methods: Potentially eligible papers were scrutinised by two reviewers. Those eligible were critically appraised and quality assessed using the Critical Appraisal Skills Programme and Specialist Unit for Review Evidence checklists. Results: Of 538 potentially eligible studies, 27 met the inclusion criteria. There was limited evidence of the effectiveness of different teaching methods. Students' knowledge, understanding and competency varied and were often poor, although they reported confidence in their ability to perform aseptic technique. Students and qualified nurses perceived that education and training in aseptic techniques might be improved. Conclusion: Education and training in aseptic technique might be improved but the review findings should be viewed cautiously because the studies lacked methodological rigour. Impact: This appears to be the first systematic review to explore undergraduate nursing students' education and training in relation to aseptic technique. There was limited evidence to support the effectiveness of different teaching methods and scope for improving nursing students' knowledge, understanding and competency in aseptic technique. Students and qualified nurses suggested that education and training might be enhanced. More robust studies are required to support education, practice and policy

National cross-sectional survey to explore preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom

Background Aseptic technique is a core nursing skill. Sound preparation is required during pre-registration nursing education to enable student nurses to acquire the knowledge and skills necessary to prevent and control healthcare-associated infection and promote patient safety. Few studies have explored nursing students' education and training in aseptic technique. Objectives To investigate what, when and how pre-registration nursing students are taught aseptic technique and how they are assessed in undergraduate, pre-registration nursing programmes in the United Kingdom. Design National cross-sectional survey exploring preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom. Setting Universities providing undergraduate, pre-registration adult nursing programmes in the United Kingdom. Participants Nurse educators. Methods Structured telephone interviews were conducted with nurse educators. Descriptive and inferential statistical data analyses were undertaken. Results Response rate was 70% (n = 49/70). A variety of different learning and teaching methods were reported to be in use. Teaching in relation to aseptic technique took place in conjunction with teaching in relation to different clinical procedures rather than placing emphasis on the principles of asepsis per se and how to transfer them to different procedures and situations. Wide variation in teaching time; use of multiple guidelines; inaccuracy in the principles identified by educators as taught to students; and limited opportunity for regular, criteria based competency assessment were apparent across programmes. Conclusions Pre-registration preparation in relation to aseptic technique requires improvement. There is a need to develop a working definition of aseptic technique. The generalisability of these findings in other healthcare students needs to be explored

Understanding aseptic technique: an RCN investigation into clinician views to guide the practice of aseptic technique

Aseptic technique is recognised as an essential component of all infection prevention programmes but terminology used to define it varies. This publication is an RCN investigation into clinical views to guide the practice of aseptic technique. BD have funded this report. BD has had no influence on, or involvement in its content

Rab11-FIP3 is a cell cycle-regulated phosphoprotein

<b>BACKGROUND:</b> Rab11 and its effector molecule, Rab11-FIP3 (FIP3), associate with recycling endosomes and traffic into the furrow and midbody of cells during cytokinesis. FIP3 also controls recycling endosome distribution during interphase. Here, we examine whether phosphorylation of FIP3 is involved in these activities.<p></p> <b>RESULTS:</b> We identify four sites of phosphorylation of FIP3 in vivo, S-102, S-280, S-347 and S-450 and identify S-102 as a target for Cdk1-cyclin B in vitro. Of these, we show that S-102 is phosphorylated in metaphase and is dephosphorylated as cells enter telophase. Over-expression of FIP3-S102D increased the frequency of binucleate cells consistent with a role for this phospho-acceptor site in cytokinesis. Mutation of S-280, S-347 or S-450 or other previously identified phospho-acceptor sites (S-488, S-538, S-647 and S-648) was without effect on binucleate cell formation and did not modulate the distribution of FIP3 during the cell cycle. In an attempt to identify a functional role for FIP3 phosphorylation, we report that the change in FIP3 distribution from cytosolic to membrane-associated observed during progression from anaphase to telophase is accompanied by a concomitant dephosphorylation of FIP3. However, the phospho-acceptor sites identified here did not control this change in distribution.<p></p> <b>CONCLUSIONS:</b> Our data thus identify FIP3 as a cell cycle regulated phosphoprotein and suggest dephosphorylation of FIP3 accompanies its translocation from the cytosol to membranes during telophase. S102 is dephosphorylated during telophase; mutation of S102 exerts a modest effect on cytokinesis. Finally, we show that de/phosphorylation of the phospho-acceptor sites identified here (S-102, S-280, S-347 and S-450) is not required for the spatial control of recycling endosome distribution or function

“You're in a World of Chaos”: Experiences Accessing HIV Care and Adhering to Medications After Incarceration

Most HIV-infected inmates leave prison with a suppressed viral load; many, however, become disconnected from care and non-adherent to medications during reentry to community life. In this secondary data analysis of focus groups (N = 6) and in-depth interviews (N = 9) with 46 formerly incarcerated HIV-infected people during reentry, we used an inductive analytic approach to explore the interplay between individual, interpersonal, community, and structural factors and HIV management. Participants described barriers and facilitators to care engagement and adherence at each of these 4 levels, as well as a milieu of HIV and incarceration-related stigma and discrimination. The constellation of barriers and facilitators created competing demands and a sense of chaos in participants’ lives, which led them to address reentry-related basic needs (e.g., housing, food) before health care needs. Interventions that simultaneously address multiple levels, including augmenting employment and housing opportunities, enhancing social support, and reducing stigma, are needed

The application of antimicrobial stewardship knowledge to nursing practice : A national survey of United Kingdom pre-registration nursing students

© 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/AIM: To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice. DESIGN: Quantitative. METHODS: Cross-sectional survey. RESULTS: Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working. CONCLUSION: There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management. IMPLICATIONS FOR THE PROFESSION: There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution. IMPACT: What Problem Did the Study Address? Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved. What Were the Main Findings? There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful. Where and on Whom Will the Research Have an Impact? Pre-registration nurse education programmes. REPORTING METHOD: The relevant reporting method has been adhered to, that is, STROBE.Peer reviewe