Calcium-binding capacity of organic and inorganic ortho- and polyphosphates

The aim of this research was to determine the calcium-binding capacity of inorganic and organic ortho- and polyphosphates. This calcium-binding capacity can be used to influence the stability of, for example, casein micelles in dairy systems. Four phosphates were selected: disodium uridine monophosphate (Na2UMP, organic orthophosphate), disodium hydrogen phosphate (Na2HPO4, inorganic orthophosphate), sodium phytate (SP, organic polyphosphate), and sodium hexametaphosphate (SHMP, inorganic polyphosphate). Concentrations of up to 100 mmolL-1 phosphate were added to a 50 mmolL-1 CaCl2 solution. The samples were prepared at pH 8.0 and were analyzed before and after sterilization for calcium-ion activity, conductivity, pH, sediment, and turbidity. Both SHMP and SP are strong chelators, as calcium ions bind to these phosphates in the ratio of 3:1 and 6:1, respectively. Calcium ions also strongly bind to Na2HPO4, but in a ratio of 3:2 with insoluble Ca3(PO4)2 complexes as result. The equilibrium position of Na2UMP is not strong towards the chelated complex, and significant levels of free calcium and free phosphate can exist. An equilibrium constant of Lmol-1 was determined for calcium uridine monophosphate (CaUMP) complexes. Both calculation of the equilibrium constant and analysis on the CaUMP precipitate confirmed a reactivity of 1:1 between calcium and Na2UMP. The CaUMP complexes are well soluble at ambient temperature, and insoluble complexes appear after sterilization, because the solubility of CaUMP decreases during heating. Finally, we concluded that the structure of phosphate molecules determines their calcium-binding capacity rather than organic or inorganic origin of phosphate

Tell me! Learning from narratives:An evaluation of an educational programme on narrative inquiry for nursing home care students

Background: Narratives have the potential to promote person-centred practice, yet few studies have been undertaken on the impact of a narrative approach on learning for care professionals or students. With this in mind, we co-designed an educational programme on the use of older persons’ narratives for professionals in research, education and nursing. Aims: To investigate the impact of attending a narrative educational programme on the learning of nursing and healthcare assistant students, and on their person-centred practice. We also examined what factors characterised and influenced this learning. Methods: This was a mixed-methods evaluation study. We evaluated the impact of a narrative educational programme on third-year healthcare assistant students and second-year nursing students. Students were invited to complete a survey before and after the educational programme. After the programme, we performed interviews with all the educators and some of the students.Results: Students’ learning from the narratives was varied, and there were differences in the extent to which the programme raised awareness. Some students demonstrated new understandings, actions and behaviours. Students self-reported that they had experienced learning related to 12 learning outcomes and to their person-centred practice. According to educators and students, this learning was experiential and reflective, and was influenced by the students’ level of participation, personal characteristics and openness to other perspectives, as well as the educators’ guidance and the workplace conditions. Conclusion: This study shows that the educational programme ‘Tell Me! Learning From Narratives’ can contribute to the learning of healthcare assistant and nursing students in terms of their understanding of the field of narrative inquiry as well as the development of their person-centred practice. Providing support for educators is a prerequisite for the programme to work. Implications for practice: • The programme has the potential to contribute to a person-centred care curriculum• Self-evaluation, for example via the self-scan person-centred care survey in this study, prompts awareness in students• Educators should be supported in their use of a narrative approach, person-centred care values and didactic skills• Educators should reflect the values of person-centred care in their practice and in their relationships with students as role model

Third-party prosocial behavior in adult female rats is impaired after perinatal fluoxetine exposure

SSRIs are commonly used to treat pregnant women with depression. However, SSRIs can cross the placenta and affect the development of the fetus. The effects of perinatal SSRI exposure, and especially the effects on social behavior, are still incompletely documented. This study first aims to investigate whether rats show prosocial behavior in the form of consolation behavior. Secondly, it aims to investigate whether perinatal SSRI exposure affects this prosocial behavior. At last, we investigate whether the behavior changed after the rats had been exposed to an additional white-noise stressor. Rat dams received 10 mg/kg/d fluoxetine (FLX) or vehicle (CTR) via oral gavage from gestational day 1 until postnatal day 21. At adulthood, the rat offspring were housed in four cohorts of 4 females and 4 males in a seminatural environment. As prosocial behaviors are more prominent after stressful situations, we investigated the behavioral response of rats immediately after natural aggressive encounters (fights). Additionally, we studied whether a stressful white-noise exposure would alter this response to the aggressive encounters. Our study indicates that CTR-female rats are able to show third party prosocial behavior in response to witnessing aggressive encounters between conspecifics in a seminatural environment. In addition, we showed that perinatal FLX exposure impairs the display of prosocial behavior in female rats. Moreover, we found no signs of prosocial behavior in CTR- and FLX-males after natural aggressive encounters. After white-noise exposure the effects in third party prosocial behavior of CTR-females ceased to exist. We conclude that female rats are able to show prosocial behavior, possibly in the form of consolation behavior. In addition, the negative effects of perinatal fluoxetine exposure on prosocial behavior could provide additional evidence that SSRI treatment during pregnancy could contribute to the risk for social impairments in the offspring

Actieonderzoek als vehicle voor werken, leren en ontwikkelen in de verpleeghuissector

Veel medewerkers geven de voorkeur aan informele vormen van leren en ontwikkelen op de werkplek, terwijl formele leeractiviteiten gangbaarder zijn in organisaties. Deze activiteiten lijken vaak geïnitieerd door managers en HR-functionarissen en vinden veelal buiten de werkplek plaats. Dit terwijl arbeidsmarkttekorten noodzaken om leren en ontwikkelen in het dagelijkse werk vorm te geven. Dit artikel gaat in op het potentieel van participatief actieonderzoek om te leren en te ontwikkelen op de werkplek. Er wordt verslag gedaan van een actieonderzoeksproject binnen de verpleeghuiscontext. Onderzocht is hoe leren en ontwikkelen plaatsvonden en welke werkzame elementen binnen het actieonderzoeksproject hieraan bijdroegen. Resultaten laten zien dat leren en ontwikkelen in en van werk plaatsvinden op het moment dat authentieke situaties, direct beleefd worden. Ook helpt het als de authentieke situaties verkend worden vanuit verschillende perspectieven en als er mogelijkheden gezien worden voor nieuw of anders handelen. Regels en routines kunnen de integratie van leren en ontwikkelen in het werk beperken. Op basis van opgedane ervaringen en geleerde lessen worden aanbevelingen gegeven

Long-Term Serial Follow-Up of Pulmonary Artery Size and Wall Shear Stress in Fontan Patients

Pulmonary arterial (PA) flow is abnormal after the Fontan operation and is marked by a lack of pulsatility. We assessed the effects of this abnormal flow on the size and function of the PA’s in Fontan patients in long-term serial follow-up. Twenty-three Fontan patients with serial follow-up were included. Median age was 11.1 (9.5–16.0) years at baseline and 15.5 (12.5–22.7) years at follow-up. Median follow-up duration was 4.4 (4.0–5.8) years. Flow and size of the left pulmonary artery were determined using phase-contrast MRI. From this wall shear stress (WSS), distensibility and pulsatility were determined. A group of healthy peers was included for reference. Flow and pulsatility were significantly lower in patients than in controls (p < 0.001). Mean area was comparable in patients and controls, but distensibility was significantly higher in controls (p < 0.001). Mean and peak WSS were significantly lowe