A Symbolic Transformative Sequential Perinatal Learning Experience

Leaders in nursing education embrace innovative, real‐world learning environments that transform today\u27s generation of nursing students into critical thinkers. Scheduling exclusive child‐bearing practicums are challenging due to staffing, time, and maternal client presentation (Ardic, et al., 2016). Utilizing Mezirow’s (2000) Transformative Learning Theory, a perinatal continuum of care clinical learning experience evolved. Maternal/infant didactic, high‐fidelity simulation, and real‐world experiences relative to women during the perinatal period afforded an innovative, research supported experience. The aim of this study was to identify the outcomes of students learning through his perinatal experience. Participants (n = 50) consisted of third‐semester baccalaureate nursing students enrolled in the maternal/infant course in rural, Midwestern United States. Results from the descriptive, qualitative study by Ward and Hober (2020) using 50 student reflective journal blogs obtained from consecutive concluding semesters discerned 3 themes: self‐analysis, critical thinking, and self‐efficacy

Germination response of Arabidopsis toconcentration of Nitrates in an Aquaponic Hydroponic system

Arabidopsis thaliana (ecotype Columbia) was planted on sponges in 4 tanks with continuous aeration through airstones. Different amounts of fish under the same growing conditions for 5 weeks. An equal food-fish ratio was given to all tanks except the control which was a hydroponic setup with Murashige and Skoog solution, a plant growth medium, at 1/5 strength. The growth solution was changed once per week and fish water was partially changed every two weeks. pH, temperature, ammonia, nitrite, nitrate and plant number were recorded once per week. A slow growth was observed in all tanks and the control treatment died on the 3rd week