Seasonal influenza vaccination of healthcare workers : Systematic review of qualitative evidence

Background Most countries recommend that healthcare workers (HCWs) are vaccinated seasonally against influenza in order to protect themselves and patients. However, in many cases coverage remains low. A range of strategies have been implemented to increase uptake. Qualitative evidence can help in understanding the context of interventions, including why interventions may fail to achieve the desired effect. This study aimed to synthesise evidence on HCWs’ perceptions and experiences of vaccination for seasonal influenza. Methods Systematic review of qualitative evidence. We searched MEDLINE, EMBASE and CINAHL and included English-language studies which reported substantive qualitative data on the vaccination of HCWs for seasonal influenza. Findings were synthesised thematically. Results Twenty-five studies were included in the review. HCWs may be motivated to accept vaccination to protect themselves and their patients against infection. However, a range of beliefs may act as barriers to vaccine uptake, including concerns about side-effects, scepticism about vaccine effectiveness, and the belief that influenza is not a serious illness. HCWs value their autonomy and professional responsibility in making decisions about vaccination. The implementation of interventions to promote vaccination uptake may face barriers both from HCWs’ personal beliefs and from the relationships between management and employees within the targeted organisations. Conclusions HCWs’ vaccination behaviour needs to be understood in the context of HCWs’ relationships with each other, with management and with patients. Interventions to promote vaccination should take into account both the individual beliefs of targeted HCWs and the organisational context within which they are implemented

Dynamic Modeling of Cell Migration and Spreading Behaviors on Fibronectin Coated Planar Substrates and Micropatterned Geometries

An integrative cell migration model incorporating focal adhesion (FA) dynamics, cytoskeleton and nucleus remodeling, actin motor activity, and lamellipodia protrusion is developed for predicting cell spreading and migration behaviors. This work is motivated by two experimental works: (1) cell migration on 2-D substrates under various fibronectin concentrations and (2) cell spreading on 2-D micropatterned geometries. These works suggest (1) cell migration speed takes a maximum at a particular ligand density (~1140 molecules/µm2) and (2) that strong traction forces at the corners of the patterns may exist due to combined effects exerted by actin stress fibers (SFs). The integrative model of this paper successfully reproduced these experimental results and indicates the mechanism of cell migration and spreading. In this paper, the mechanical structure of the cell is modeled as having two elastic membranes: an outer cell membrane and an inner nuclear membrane. The two elastic membranes are connected by SFs, which are extended from focal adhesions on the cortical surface to the nuclear membrane. In addition, the model also includes ventral SFs bridging two focal adhesions on the cell surface. The cell deforms and gains traction as transmembrane integrins distributed over the outer cell membrane bond to ligands on the ECM surface, activate SFs, and form focal adhesions. The relationship between the cell migration speed and fibronectin concentration agrees with existing experimental data for Chinese hamster ovary (CHO) cell migrations on fibronectin coated surfaces. In addition, the integrated model is validated by showing persistent high stress concentrations at sharp geometrically patterned edges. This model will be used as a predictive model to assist in design and data processing of upcoming microfluidic cell migration assays

Parenting of preschool and school-aged children

As parents of adult children will attest, parenting is a lifetime commitment. However, across the lifespan, the parenting tasks necessary for young people’s optimum development change. As children enter formal schooling, the responsibility for a child’s development becomes more of a shared responsibility between their home and their school. This is reflected in Bronfenbrenner’s Ecological Model of Child Development which proposes that child development does not happen in isolation, but rather is the product of multiple influences and settings interacting. The transition to school can be both an exciting and a nervous time for parents and children, as it is a period of great change, challenges and many ‘firsts’. One of the key qualities children need to do well during this time, is a sense of self-efficacy for facing the new tasks and challenges that will inevitably confront them. There are also important parenting tasks that will assist children to make the most of the very important school years. Specifically, this chapter will address these parenting tasks under five categories: (1) physical health and well-being; (2) social development; (3) emotional development; (4) language and cognitive development; and (5) communication. The parenting tasks that are unique to special populations will also be highlighted using examples of parenting gifted and talented children, and children with disabilities. A positive partnership between a child’s home and their school (home–school partnership) is essential for children’s academic, learning, and well-being outcomes. What this home–school partnership looks like and the key role that parents play in building this partnership will be explored in detail. Some issues faced by lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) students and LGBTQIA parents in schools are also explored in greater depth to better understand the unique experiences of these groups. The chapter concludes by discussing implications for policy and practice