Magnetic behaviour of non-interacting colloidal iron oxide nanoparticles in physiological solutions

Magnetic properties of colloidal nanoparticles (NPs) depend on various parameters, such as size, size distribution, interparticle distance, shape, condition of synthesis and stabilizing surfactants. Nowadays, those magnetic nanoparticles (MNPs) are preferably produced in hydrophobic organic solvents, while biomedical applications need hydrophilic properties. Thus, a major challenge is the hydrophilization of the particles, while avoiding destabilization and aggregation. Here we present magnetic characteristics of non-interacting, highly crystalline iron oxide NPs in physiological solutions that are coated with modified polyacrylic acid. The magnetic analysis comprised both static and dynamic magnetic behaviour of 4 nm NPs. The NPs have been further characterized by transmission electron microscopy (TEM) and energy dispersive X-ray spectroscopy (EDX)

Effect of surfactant for magnetic properties of iron oxide nanoparticles

For different medical applications nanoparticles (NPs) with well-defined magnetic properties have to be used. Coating ligand can change the magnetic moment on the surface of nanostructures and therefore the magnetic behavior of the system. Here we investigated magnetic NPs in a size of 13 nm conjugated with four different kinds of surfactants. The surface anisotropy and the magnetic moment of the system were changed due to the presence of the surfactant on the surface of iron oxide NPs

How do occupational therapy curricula align with priorities identified by occupational therapists to prepare graduates for working in mental health?

All professional preparation programs need to ensure that university curricula remain reflective of current practice, and also prepare graduates for practice in the future. Upon formation, the Australia and New Zealand Occupational Therapy Mental Health Academics (ANZOTMHA) network identified that there was insufficient or poorly organised information available about how well current occupational therapy curricula prepared students for practice in the field of mental health. One of the first priorities established by ANZOTMHA was to undertake a program of research to examine this issue. The aim of this report is to summarise and integrate the outcomes of two inter-related studies to explore the extent to which current occupational therapy university curricula in Australia and New Zealand match educational priorities identified by practising occupational therapists in mental health

Antagonists of N-methyl-d-aspartate receptor partially prevent the development of cocaine sensitization

Behavioral sensitization to cocaine was tested for in rats pretreated with MK-801, a noncompetitive ^À/-methyl-D-aspartate (NMDA) receptor antagonist, or D-3-(2-carborypiperaan-4-yl)-l-propenyl-l-phosphonic acid (D-CPPene), a competitive NMDA antagonist. A 5-day regimen of once-daily ssç¡ine (15 mglkg) injections yielded sensitization to cocaine (15 mglkg)-induced behavioral activation. Cocaine sensitiz¿tion lilas partially prevented by MK-801 (0.25 m/kg) or D-CPPene (2A mdks) pretreatment. These rezults differ from previous reports that NMDA receptor antagonists completely prevented tåe development of stimulant sensitization. While raising questions about methodological differences among laboratories studying this iszue, our findings suggest that sensitization may involve mechanisms dependent on NMDA-receptor function as well as NMDA receptor-independent mechanisms

Identifying educational priorities for occupational therapy students to prepare for mental health practice in Australia and New Zealand: opinions of practising occupational therapists

BACKGROUND: The effective preparation of occupational therapy students for mental health practice is critical to facilitate positive consumer outcomes, underpin optimal practice and support new graduates\u27 professional identity. This project was established to determine a set of \u27educational priorities\u27 for occupational therapy students to prepare them for current (and future) entry-level practice in mental health, from the perspective of mental health occupational therapists in Australia and New Zealand. METHODS: The study included two phases. In Phase One, participants identified what they considered to be important educational priorities for occupational therapy students to prepare them for practice in mental health. For Phase Two, an \u27expert panel\u27 was assembled to review and rank these using a Policy Delphi approach. RESULTS: Eighty-five participants provided educational priorities in Phase One. These were grouped into a total of 149 educational themes. In Phase Two, the expert panel (consisting of 37 occupational therapists from diverse locations and practice settings) prioritised these themes across three Delphi rounds. A final priority list was generated dividing educational themes into three prioritised categories: 29 \u27Essential\u27, 25 \u27Important\u27 and 44 \u27Optional\u27 priorities. Highest-ranked priorities were: clinical reasoning, client-centred practice, therapeutic use of self, functional implications of mental illness, therapeutic use of occupation and mental health fieldwork experience. CONCLUSION: The priority list developed as part of this project provides additional information to support the review of occupational therapy curricula across Australia and New Zealand to ensure that new graduates are optimally prepared for mental health practice

Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula

© 2017 Occupational Therapy Australia Background/aim: Occupational therapy programs must prepare graduates for work in mental health. However, this area of practice is complex and rapidly changing. This study explored the alignment between educational priorities identified by occupational therapists practising in mental health and level of coverage of these topics in occupational therapy programs in Australia and New Zealand. Methods: Surveys were distributed to heads of all occupational therapy programs across Australia and New Zealand. The survey included educational priorities identified by occupational therapists in mental health from a previous study. Respondents were requested to identify the level of coverage given to each of these priorities within their curriculum. These data were analysed to determine a ranking of educational topics in terms of level of coverage in university programs. Results: Responses were received for 19 programs from 16 universities. Thirty-four topics were given ‘High-level coverage’ in university programs, and these were compared against the 29 topics classified as ‘Essential priorities’ by clinicians. Twenty topics were included in both the ‘Essential priorities’ and ‘High-level coverage’ categories. Topics considered to be ‘Essential priorities’ by clinicians which were not given ‘High-level coverage’ in university programs included the following: mental health fieldwork experiences; risk assessment and management; professional self-care resilience and sensory approaches. Conclusion: While there appears to be overall good alignment between mental health curricula and priorities identified by practising occupational therapists, there are some discrepancies. These discrepancies are described and establish a strong foundation for further discussion between clinicians, academics and university administration to support curriculum review and revision

Identifying educational priorities for occupational therapy students to prepare for mental health practice in Australia and New Zealand: Opinions of practising occupational therapists

Background: The effective preparation of occupational therapy students for mental health practice is critical to facilitate positive consumer outcomes, underpin optimal practice and support new graduates' professional identity. This project was established to determine a set of 'educational priorities' for occupational therapy students to prepare them for current (and future) entry-level practice in mental health, from the perspective of mental health occupational therapists in Australia and New Zealand. Methods: The study included two phases. In Phase One, participants identified what they considered to be important educational priorities for occupational therapy students to prepare them for practice in mental health. For Phase Two, an 'expert panel' was assembled to review and rank these using a Policy Delphi approach. Results: Eighty-five participants provided educational priorities in Phase One. These were grouped into a total of 149 educational themes. In Phase Two, the expert panel (consisting of 37 occupational therapists from diverse locations and practice settings) prioritised these themes across three Delphi rounds. A final priority list was generated dividing educational themes into three prioritised categories: 29 'Essential', 25 'Important' and 44 'Optional' priorities. Highest-ranked priorities were: clinical reasoning, client-centred practice, therapeutic use of self, functional implications of mental illness, therapeutic use of occupation and mental health fieldwork experience. Conclusion: The priority list developed as part of this project provides additional information to support the review of occupational therapy curricula across Australia and New Zealand to ensure that new graduates are optimally prepared for mental health practice. © 2015 Occupational Therapy Australia

Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Introduction: Recovery-oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service-user involvement or patient involvement in other contexts) should go beyond consumers simply ‘telling their stories’ to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand. Method: A survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers. Results: Usable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was ‘funding/remuneration for consumers’ and the most common enabler of consumer involvement was ‘positive attitudes of teaching staff’. Conclusion: In comparison to previous reports, consumer involvement in occupational therapy curricula has increased over the past decade. However, ongoing effort is required to support true collaboration in all aspects of curriculum design, delivery and evaluation. While this will require attention and effort from academic teams, changes at a university level to establish systems to engage and effectively remunerate consumers for their involvement (especially in design and evaluation elements) are also required