Designed By Iowa Coeds

Last summer Phyllis Collins, textile and clothing senior, was one of three Iowa college women who helped prove to readers of Mademoiselle, fashion magazine, that college women do wear hats. She placed tenth in a hat design contest sponsored by the magazine

Long Term Benefits for Women in a Science, Technology, Engineering, and Mathematics Living-Learning Community

Science, technology, engineering and math (STEM) degrees provide opportunities for economic mobility. Yet women, underrepresented minority (URM), and first-generation college students remain disproportionately underrepresented in STEM fields. This study examined the effectiveness of a living-learning community (LLC) for URM and first-generation first-year women interested in STEM. The authors utilized a matched sample post-hoc analysis to examine undergraduate and graduate degree attainment in science related fields for women who participated in the Women in Science Residence Program (WISERP) LLC compared to matched controls. The control group was matched on twelve characteristics that are associated with retention in STEM. First-generation college students in the LLC were significantly more likely to receive an undergraduate degree in science; URM students were more likely to receive an undergraduate degree in a science related field, nearly three times as likely to receive a master’s degree in science and more than three times as likely to receive a graduate degree in science compared to their matched controls. The results indicate that a one-year intervention can meaningfully impact persistence of at-risk populations in attaining STEM bachelor’s degrees and in enrolling in STEM graduate programs and invite further investigation into the factors contributing to the beneficial impact of LLCs

Using Deep Dive Methodology to Investigate an Increased Incidence of Hospital-Acquired Avoidable Category 2 and 3 Pressure Ulcers

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).Background: Between October 2017 and March 2018, the Trust experienced significant winter pressures and an increase in category 2 and 3 hospital-acquired avoidable pressure ulcers. This review aimed to investigate the causal factors of this increase. Methods: A ‘Deep Dive’ review of 37 cases was undertaken in three stages: (i) assurance; ensure the increase was not due to insufficient equipment; (ii) collation of relevant data, including age, length of time in A&E, bed surface, number of internal moves; (iii) analysis identifying factors that might account for the observed increase. Findings: Age combined with prolonged length of time in A&E, being nursed on a trolley followed by three or four internal moves were observed in patients who developed pressure ulcers. Patient age was observed as a key factor, with those over 80 years experiencing pressure ulcers more frequently. Conclusion: The small size of this data suggests a need for the greater awareness of frailty issues in older people, timely assessment and intervention to prevent a chain of detrimental factors might be key to reduce and prevent hospital-acquired avoidable pressure ulcers. Recommendations for immediate action, education and future research have been made to the Trust Quality and Safety Committee.publishedVersio

WholePathwayScope: a comprehensive pathway-based analysis tool for high-throughput data

BACKGROUND: Analysis of High Throughput (HTP) Data such as microarray and proteomics data has provided a powerful methodology to study patterns of gene regulation at genome scale. A major unresolved problem in the post-genomic era is to assemble the large amounts of data generated into a meaningful biological context. We have developed a comprehensive software tool, WholePathwayScope (WPS), for deriving biological insights from analysis of HTP data. RESULT: WPS extracts gene lists with shared biological themes through color cue templates. WPS statistically evaluates global functional category enrichment of gene lists and pathway-level pattern enrichment of data. WPS incorporates well-known biological pathways from KEGG (Kyoto Encyclopedia of Genes and Genomes) and Biocarta, GO (Gene Ontology) terms as well as user-defined pathways or relevant gene clusters or groups, and explores gene-term relationships within the derived gene-term association networks (GTANs). WPS simultaneously compares multiple datasets within biological contexts either as pathways or as association networks. WPS also integrates Genetic Association Database and Partial MedGene Database for disease-association information. We have used this program to analyze and compare microarray and proteomics datasets derived from a variety of biological systems. Application examples demonstrated the capacity of WPS to significantly facilitate the analysis of HTP data for integrative discovery. CONCLUSION: This tool represents a pathway-based platform for discovery integration to maximize analysis power. The tool is freely available at

Putting knowledge to work in clinical practice : understanding experiences of preceptorship as outcomes of interconnected domains of learning

Aims and objectives: To explore how preceptor support can assist newly qualified nurses to put knowledge to work across interconnected forms of knowledge when delegating to healthcare assistants. Background: Current literature on preceptorship in nursing has failed to explore how competence is underpinned by knowledge frameworks in clinical practice. Design: An ethnographic case study in three hospital sites in England (2011-2014). Methods: Data collection included participant observation, interviews with 33 newly qualified nurses, 10 healthcare assistants and 12 ward managers. Data were analysed using thematic analysis. A tool to assist newly qualified nurses to delegate and supervise newly qualified nurses during the preceptorship period was developed and piloted with thirteen newly qualified nurses in the same sites. A process evaluation was undertaken. Findings: Focusing on a key task for newly qualified nurses, delegation to healthcare assistants, we argue that preceptorship can support newly qualified nurses as they put knowledge to work in the transition from qualifying student to newly qualified nurses. In supportive ward cultures, limited access to formal preceptorship can be bolstered by team support. newly qualified nurses in less supportive ward cultures may have both a greater need for preceptorship and fewer compensatory mechanisms available to them when formal preceptorship is not available. We argue that organisational learning contexts and individual learning styles (interconnected domains of learning) are key to understanding effective preceptorship. Conclusions: We suggest that putting knowledge to work early in their careers with preceptorship support may assist newly qualified nurses to develop confidence and competence in delegation and supervision of healthcare assistants. Relevance to clinical practice: Our findings suggest that newly qualified nurses need to be supported by effective preceptorship in their learning as they transition from undergraduate to post graduate. Preceptorship programmes at ward and organisational level need to recognise the intensity of the learning required during this transition phase

Delegation and supervision of health care assistants’ work in the daily management of uncertainty and the unexpected in clinical practice: invisible learning among newly qualified nurses

The invisibility of nursing work has been discussed in the international literature but not in relation to learning clinical skills. Evans and Guile’s (2012) theory of recontextualisation is used to explore the ways in which invisible or unplanned and unrecognised learning takes place as newly qualified nurses learn to delegate to and supervise the work of the health care assistant. In the British context, delegation and supervision are thought of as skills which are learnt ‘on the job’. We suggest that learning ‘on-the-job’ is the invisible construction of knowledge in clinical practice and that delegation is a particularly telling area of nursing practice which illustrates invisible learning. Using an ethnographic case study approach in three hospital sites in England from 2011-2014, we undertook participant observation, interviews with newly qualified nurses, ward managers and health care assistants. We discuss the invisible ways newly qualified nurses learn in the practice environment and present the invisible steps to learning which encompass the embodied, affective and social, as much as the cognitive components to learning. We argue that there is a need for greater understanding of the ‘invisible learning’ which occurs as newly qualified nurses learn to delegate and supervise

Myeloid derived suppressor cells are present at high frequency in neonates and suppress in vitro T cell responses

Over 4 million infants die each year from infections, many of which are vaccine-preventable. Young infants respond relatively poorly to many infections and vaccines, but the basis of reduced immunity in infants is ill defined. We sought to investigate whether myeloid-derived suppressor cells (MDSC) represent one potential impediment to protective immunity in early life, which may help inform strategies for effective vaccination prior to pathogen exposure. We enrolled healthy neonates and children in the first 2 years of life along with healthy adult controls to examine the frequency and function of MDSC, a cell population able to potently suppress T cell responses. We found that MDSC, which are rarely seen in healthy adults, are present in high numbers in neonates and their frequency rapidly decreases during the first months of life. We determined that these neonatal MDSC are of granulocytic origin (G-MDSC), and suppress both CD4+ and CD8+ T cell proliferative responses in a contact-dependent manner and gamma interferon production. Understanding the role G-MDSC play in infant immunity could improve vaccine responsiveness in newborns and reduce mortality due to early-life infections

The Iowa Homemaker vol.23, no.4

Keeping Up With Today, Margaret Ralston, page 2 Dear Homemaker Staff, Mable Jennings, page 3 Our Summer Fellowships, Victoria McKibben, page 4 Pan American Menus, Marian Loofe, page 6 Accent On Accessories, Frances Madigan, page 7 What’s New in Home Economics, Lily Houseman, page 8 Designed by Iowa Coeds, Helen Horton, page 10 Across Alumnae Desks, Virginia Carter, page 12 Alums in the News, Rachel Ann Lusher, page 1

The Iowa Homemaker vol.22, no.7

Keeping Up With Today, Virginia Brainard, page 2 Dear Homemaker Staff, Ensign Eleanor White, page 3 American Schools Hit Wartime Stride, Joyce Curley, page 5 Vicky Dame Fashion… and You, Mary Lou Springer, page 6 What’s New in Home Economics, Helen Horton, page 8 Who’s Who on the Campus, Grace Brown, page 10 We Recommend, Eileen Dudgeon, page 11 I’m a Homemaking Jill-of-all-trades, Anna Keppy, page 12 Notions Department, Marian Loofe, page 14 Across Alumnae Desks, Mary Ellen Sullivan, page 1

The Iowa Homemaker vol.22, no.8

Keeping Up With Today, Virginia Brainard, page 4 Letter from Overseas, Martha Kitchen, page 5 Nutrition in the Nursery, Phyllis Lee, page 6 Iowa Staters Feed Wartime Washington, Eileen Dudgeon, page 7 What’s New in Home Economics, Helen Horton, page 8 We Britons Tighten Our Belts, Mr. and Mrs. Sharp, page 10 In a Teacher’s World, Betty Roth, page 11 Across Alumnae Desks, Mary Ellen Sullivan, page 12 Alums in the News, Janet Russell, page 14 We Recommend, Eileen Dudgeon, page 15 Textiles See Action, Ann Mason, page 1