Investigating the Integration of Student Learning Resources in Preparation for the NCLEX-RN: Phase One of a Canadian Two-Phase Multi-Site Study

Evidence-informed education practices are critical in determining effective student preparatory learning resources for the NCLEX-RN examination. Standardized testing in nursing education programs has been demonstrated to increase students NCLEX-RN success. A widely researched assessment tool for predicting NCLEX-RN examination outcomes is the HESITM RN Exit Exams. The HESI Exit Exam (E2) was determined to be between 93.36% and 99.16% accurate in predicting NCLEX-RN success (N = 49,115) with samples derived from various nursing programs throughout the United States. Purpose: This two-phase, multi-site ex-post facto study was to investigate NCLEX-RN Student Preparatory Learning Resources within the Canadian context. Phase One, which is reported here, was to determine if there was a relationship between student HESITM RN Exit and Computer Adaptive Testing (CAT) Exam scores, student grade point average (GPA), and the time lag between graduation and writing the National Licensure exam, and student outcome on the NCLEX-RN exam. Procedure: New nursing graduates were emailed study information and asked to provide their consent for the use of their student data (GPA, HESITM Exit and CAT Exam scores) for research purposes and to request that they self-report (via a password protected secure email address created for this study) their NCLEX-RN Licensure exam date and result (pass/fail) of their first exam writing. Results: Among a convenience sample of 117 new nursing alumni (graduates of 2015) from three universities in Nova Scotia, we found statistically significant mean differences in HESITM RN Exit Exam Version 1, Version 2, and CAT scores among those students that were successful on the NCLEX-RN exam versus those students that were not successful on their first writing of the NCLEX-RN exam. There was an inverse statistically significant relationship between time lag and NCLEX-RN outcome indicating that the longer the time period from graduation to writing, the less likely that the student will be successful. We found no relationship between student GPA and NCLEX-RN outcome. Discussion: Phase One results of this study suggest that there are differences in HESITM RN Exit exam and CAT scores among those students who were successful on the first write of NCLEX-RN exam versus those students who were not successful.. Although HESITM exams are just one type of the many available nursing resources to assist students to prepare for writing the National Licensure examination, our findings are significant and warrant Canadian nurse educators’ attention. Résumé Les pratiques de formation fondées sur des résultats probants sont essentielles pour déterminer l’efficacité des ressources d’apprentissage préparatoires à l’examen NCLEX-RN offertes aux étudiantes. Il a été démontré que l’utilisation d’examens standardisés dans les programmes de formation en sciences infirmières augmente le taux de réussite des étudiants à l’examen NCLEX-RN. Un outil d’évaluation qui a été largement étudié et qui permet de prédire les résultats d’examen au NCLEX-RN est l’examen final HESIMD RN. Il a été déterminé que l’examen final HESI (E2) prédisait avec une précision se situant entre 93,36 % et 99,16 % le taux de réussite à l’examen NCLEX-RN (N = 49 115) dans des échantillons provenant de différents programmes de sciences infirmières aux États-Unis. Objectif : Cette étude multi-sites, en deux phases, réalisée a posteriori visait à examiner les ressources d’apprentissage préparatoires au NCLEX-RN offertes aux étudiantes dans le contexte canadien. La première phase, dont il est question dans cet article, était conçue pour déterminer s’il existait une relation entre les résultats d’examens finaux au HESIMD RN, les résultats au test adaptatif informatisé (TAI), la moyenne générale (MG) des étudiants, l’intervalle de temps entre l’obtention du diplôme et le passage de l’examen national d’autorisation à exercer, et les résultats à l’examen NCLEX-RN. Procédure : Les nouvelles diplômées en sciences infirmières recevaient un courriel fournissant des informations sur l’étude et sollicitant leur consentement pour l’utilisation de données de leur dossier d’étudiante (leur MG, leur résultat à l’examen final HESIMD et leur résultat au TAI) à des fins de recherche. Ce message leur demandait également de déclarer (par l’entremise d’une adresse courriel sécurisée protégée par mot de passe et créée pour l’étude) la date et le résultat (réussite/échec) de leur premier examen d’autorisation à exercer NCLEX-RN. Résultats : Dans l’échantillon de convenance de 117 nouvelles diplômées en sciences infirmières (diplômées de 2015) de trois universités en Nouvelle-Écosse, nous avons découvert des différences de moyennes statistiquement significatives entre les étudiantes qui ont réussi à l’examen NCLEX-RN et celles qui ne l’ont pas réussi à la première tentative, pour leurs résultats à l’examen final HESIMD RN, version 1 et version 2, et les résultats du TAI. . Une relation inverse statistiquement significative fut remarquée entre l’intervalle de temps avant de passer l’examen NCLEX-RN et le résultat à ’cet examen, ce qui indique que plus la période est longue entre l’obtention du diplôme et le passage de l’examen, moins il est probable que l’étudiante réussisse l’examen. Nous n’avons trouvé aucune relation entre la MG de l’étudiante et le résultat au NCLEX-RN. Discussion : Les résultats de la première phase de cette étude indiquent qu’il existe des différences quant aux résultats à l’examen final HESIMD RN et au TAI entre les étudiantes qui ont réussi l’examen NCLEX-RN la première fois et celles qui l’ont échoué. Bien que les examens HESIMD ne soient qu’un type de ressources parmi de nombreuses autres ressources disponibles en sciences infirmières pour aider les étudiantes à se préparer à l’examen national d’autorisation à exercer, nos résultats sont significatifs et méritent l’attention des infirmières formatrices canadiennes

NFV service dynamicity with a DevOps approach : demonstrating zero-touch deployment & operations

Next generation network services will be realized by NFV-based microservices to enable greater dynamics in deployment and operations. Here, we present a demonstrator that realizes this concept using the NFV platform built in the EU FP7 project UNIFY. Using the example of an Elastic Router service, we show automated deployment and configuration of service components as well as corresponding monitoring components facilitating automated scaling of the entire service. We also demonstrate automatic execution of troubleshooting and debugging actions. Operations of the service are inspired by DevOps principles, enabling quick detection of operational conditions and fast corrective actions. This demo conveys essential insights on how the life-cycle of an NFV-based network service may be realized in future NFV platforms

Facilitating self-adaptable inter-cloud management

Cloud Computing infrastructures have been developed as individual islands, and mostly proprietary solutions so far. However, as more and more infrastructure providers apply the technology, users face the inevitable question of using multiple infrastructures in parallel. Federated cloud management systems offer a simplified use of these infrastructures by hiding their proprietary solutions. As the infrastructure becomes more complex underneath these systems, the situations (like system failures, handling of load peaks and slopes) that users cannot easily handle, occur more and more frequently. Therefore, federations need to manage these situations autonomously without user interactions. This paper introduces a methodology to autonomously operate cloud federations by controlling their behavior with the help of knowledge management systems. Such systems do not only suggest reactive actions to comply with established Service Level Agreements (SLA) between provider and consumer, but they also find a balance between the fulfillment of established SLAs and resource consumption. The paper adopts rule-based techniques as its knowledge management solution and provides an extensible rule set for federated clouds built on top of multiple infrastructures. © 2012 IEEE

Experiment K-6-21. Effect of microgravity on 1) metabolic enzymes of type 1 and type 2 muscle fibers and on 2) metabolic enzymes, neutransmitter amino acids, and neurotransmitter associated enzymes in motor and somatosensory cerebral cortex. Part 1: Metabolic enzymes of individual muscle fibers; part 2: metabolic enzymes of hippocampus and spinal cord

The individual fibers of any individual muscle vary greatly in enzyme composition, a fact which is obscured when enzyme levels of a whole muscle are measured. The purpose of this study was therefore to assess the changes due to weightless on the enzyme patterns composed by the individual fibers within the flight muscles. In spite of the limitation in numbers of muscles examined, it is apparent that: (1) that the size of individual fibers (i.e., their dry weight) was reduced about a third, (2) that this loss in dry mass was accompanied by changes in the eight enzymes studied, and (3) that these changes were different for the two muscles, and different for the two enzyme groups. In the soleus muscle the absolute amounts of the three enzymes of oxidative metabolism decreased about in proportion to the dry weight loss, so that their concentration in the atrophic fibers was almost unchanged. In contrast, there was little loss among the four enzymes of glycogenolysis - glycolysis so that their concentrations were substantially increased in the atrophic fibers. In the TA muscle, these seven enzymes were affected in just the opposite direction. There appeared to be no absolute loss among the oxidative enzymes, whereas the glycogenolytic enzymes were reduced by nearly half, so that the concentrations of the first metabolic group were increased within the atrophic fibers and the concentrations of the second group were only marginally decreased. The behavior of hexokinase was exceptional in that it did not decrease in absolute terms in either type of muscle and probably increased as much as 50 percent in soleus. Thus, their was a large increase in concentration of this enzyme in the atrophied fibers of both muscles. Another clear-cut finding was the large increase in the range of activities of the glycolytic enzymes among individual fibers of TA muscles. This was due to the emergence of TA fibers with activities for enzymes of this group extending down to levels as low as those found in control soleus muscles. It would be interesting to know if this represents a transition stage, and whether with prolonged weightlessness most of the fibers would be transformed into a low glycogenolytic type

Faculty and Student Online Experiences Amidst the COVID-19 Pandemic: A Descriptive Study (Part 2)

Background: Prior to the declaration of the global pandemic in March 2020, little research was available related to online teaching and learning within a professional practice discipline. Post secondary institutions pivoted from “learning as usual” to teaching almost completely in the online environment during a very short time frame. A plethora of related publications have since contributed to knowledge development across many educational programs. Method: This multi-site research study was conducted to gather and examine the perspectives of nursing faculty and students’ lived experiences while teaching and learning online at the beginning of the global pandemic. Design: Descriptive survey study. Setting: Online environment in Eastern Canada. Participants: Nursing students (N=195) and faculty (N=38) in three BScN programs in the province during the spring and summer semesters of 2020. Participants were invited via email to complete an online survey (via Opinio) about their lived experience of learning or teaching in the fully online environment. The survey included quantitative and qualitative questions. Results: The findings from the quantitative aspect of this study have been detailed in Part I, which addressed academic stressors, faculty and student perceptual differences related to student engagement, need for building capacity for online learning, the imperative of technological support and reliable internet connections, and the attempt to maintain a healthy work life balance. The findings from the qualitative aspect of this study are captured in this article. The team conducted thematic analysis and determined a pattern of three primary themes and 10 sub-themes including: Learning and Teaching (Environment, Evaluation), Relationships (Social Isolation, Virtual Relations, Communications), and Mental Health (Academic Shock, The Waiting Game, Technology, Resiliency, Work-Life Balance). Conclusion: Opportunities and implications for nursing education related to learning and teaching in the online environment are discussed. Résumé Contexte : Avant la déclaration de la pandémie de COVID-19 en mars 2020, peu de recherches étaient disponibles sur l’enseignement et l’apprentissage en ligne dans une discipline de pratique professionnelle. Les établissements d’enseignement postsecondaire sont passés de « l’apprentissage habituel » à l’enseignement presque entièrement en ligne en très peu de temps. Une pléthore de publications connexes a depuis contribué au développement des connaissances dans de nombreux programmes de formation. Méthode : Cette recherche multisite a été menée pour recueillir et examiner les points de vue de membres du corps professoral en sciences infirmières et des expériences vécues par des étudiant(e)s avec l’enseignement et l’apprentissage en ligne au début de la pandémie. Devis : Une étude descriptive à l’aide d’un sondage en ligne a été réalisée dans l’est du Canada. Participant(e)s : Des étudiant(e)s en sciences infirmières (N =195) et membres du corps professoral (N = 38) de trois programmes de baccalauréat en sciences infirmières (B.Sc. inf.) d’une province ont participé au cours des semestres de printemps et d’été 2020. Les participant(e)s ont été invité(e)s par courrier électronique à répondre à un sondage en ligne (par Opinio) quant à leurs expériences vécues d’apprentissage ou d’enseignement dans un environnement entièrement en ligne. Le sondage comprenait des questions ouvertes et fermées. Résultats : Les résultats du volet quantitatif de cette étude ont été détaillés dans Partie 1, qui traitait des facteurs de stress en milieu universitaire, des différences de perceptions du corps professoral et des étudiant(e)s liées à l’engagement de ces derniers, du besoin de renforcer les capacités d’apprentissage en ligne, de l’impératif d’un soutien technologique et de connexions Internet fiables, ainsi que de l’effort de maintenir un équilibre sain entre vie personnelle et professionnelle. Les résultats du volet qualitatif de l’étude sont présentés dans cet article. L’équipe a effectué une analyse thématique et a proposé un modèle regroupant 3 thèmes principaux et 10 sous-thèmes, notamment : apprentissage et enseignement (environnement, évaluation), relations (isolement social, relations virtuelles, communications) et santé mentale (choc universitaire, l’attente, technologie, résilience, équilibre vie personnelle et professionnelle). Conclusion : Les perspectives et les retombées de l\u27apprentissage et de l\u27enseignement dans l\u27environnement en ligne pour la formation en sciences infirmières sont abordées

Faculty and Student Online Experiences Amidst the COVID-19 Pandemic: A Descriptive Study (Part 1)

Background: With the declaration of a global pandemic in March 2020, post-secondary institutions closed campuses, learner clinical experiences were suspended, and teaching moved to a fully online format. Prior to data collection, a literature review yielded few results beyond editorials, student and faculty reflections, and blog postings in relation to COVID-19. It is crucial that we learn from the experience of students and faculty to evaluate the novel teaching and learning realized during the pandemic and prioritize a scholarly plan including potential innovative approaches for future educational programming. Objectives: The overall goal for this multi-site research was to capture the perspectives of nursing students, and nursing faculty members on their teaching and learning experiences online during a declared pandemic and provincial state of emergency. Design: Descriptive survey study Setting: Online environment in one province in Eastern Canada Participants: Nursing students and faculty in three Canadian bachelor of science in nursing programs during the spring and summer semester 2020. Method: Participants were invited via email to complete an online survey (via Opinio) related to their experience of learning or teaching in the fully online environment. Results: Quantitative data were analyzed using descriptive (frequencies, means, modes) statistics to describe the experience from the participants’ perspectives and inferential (Chi-square test, t-test) statistics to investigate perceptual differences between the faculty members’ and the students’ perspective related to the effectiveness, engagement, and comfort in the online learning and teaching experience. Qualitative data were analyzed using thematic analysis. The focus of this article is the presentation and discussion of the quantitative data. Conclusions: The resulting knowledge provides an in-depth understanding of the fully online learning and teaching experience during a global pandemic that is invaluable to inform future program planning in relation to online learning and teaching in a practice profession. Résumé Contexte : Avec la déclaration d’une pandémie mondiale en mars 2020, les établissements postsecondaires ont fermé leurs campus, les activités cliniques des apprenantes ont été suspendues et l’enseignement est passé à un format entièrement en ligne. Avant la collecte de données, une revue de la littérature a donné peu de résultats au-delà d’éditoriaux, de réflexions d’étudiantes et de professeures ainsi que d’articles de blogue concernant la COVID-19. Il est essentiel que nous apprenions de l’expérience des étudiantes et des professeures pour évaluer les nouveaux enseignements et apprentissages réalisés pendant la pandémie et prioriser un plan soutenu par la recherche comprenant de potentielles approches avant-gardistes pour les futurs programmes de formation. Objectifs : L’objectif global de cette recherche multisites était de saisir les points de vue des étudiantes et des membres du corps professoral en sciences infirmières sur leurs expériences d’enseignement et d’apprentissage en ligne pendant une pandémie déclarée et un état d’urgence provincial. Devis : Étude descriptive à l’aide d’un sondage. Milieu : Environnement virtuel, dans une province de l’est du Canada. Participantes : Étudiantes en sciences infirmières et membres du corps professoral dans trois programmes canadiens de baccalauréat en sciences infirmières au cours du semestre de printemps et d’été 2020. Méthode : Les participantes ont été invitées par courrier électronique à répondre à un sondage en ligne (par Opinio) au regard de leurs expériences d’apprentissage ou d’enseignement dans un environnement entièrement en ligne. Résultats : Les données quantitatives ont été analysées à l’aide de statistiques descriptives (fréquences, moyennes, modes) pour décrire l’expérience du point de vue des participantes et de statistiques inférentielles (test du chi carré, test de t) pour étudier les différences de perception entre des membres du corps professoral et celle des étudiantes relativement à l’efficacité, à l’engagement et au confort des expériences d’apprentissage et d’enseignement en ligne. Les données qualitatives ont été analysées à l’aide d’une analyse thématique. Les objectifs de cet article sont de présenter et de discuter des résultats quantitatifs. Conclusion : Les connaissances qui en résultent offrent une compréhension approfondie de l’apprentissage et de l’enseignement entièrement en ligne pendant une pandémie mondiale, ce qui est inestimable pour éclairer la planification future des programmes de formation professionnelle comme les sciences infirmières, en ce qui concerne l’apprentissage et l’enseignement en ligne

Impact of European Integration on the Functioning of the Insurance Market in Poland

The transformation process, that has begun 20 years ago, generated significant changes in the structure and organization of Polish economy. It stimulated development of particular market's segments, especially of the insurance sector. Poland's accession to the European Union required conformity to Its regulations, fulfillment of several conditions connected with the membership in the European Community. The purpose of this article is to present the main consequences of Poland's integration with EU in the field of insurance market. Joining the common market was an important challenge for this sector in our country.Rok 1990 stanowił początek procesu transformacji systemu społeczno - gospodarczego i ustrojowego. Ostatnie 20 lat to okres intensywnych przemian o charakterze strukturalnym i organizacyjnym, w wyniku których ukształtowały się warunki rozwoju poszczególnych segmentów systemu finansowego państwa, zwłaszcza sektora ubezpieczeń. Przystąpienie Polski do Unii Europejskiej wymagało wprowadzenia szeregu zmian, dostosowujących polski porządek prawny do uregulowań wspólnotowych regulujących funkcjonowanie rynku ubezpieczeń. Celem artykułu jest zaprezentowanie szans i zagrożeń, jakie wynikają dla tego segmentu gospodarki z przystąpienia Polski do UE. Niewątpliwie proces integracji stanowił poważne wyzwanie dla polskiego rynku ubezpieczeń

The evolution of manufacturing SPECIES

This research aims to develop hierarchical and cladistic classifications of manufacturing system evolution, incorporating evolving and interacting product, process and production system features. The objectives then are to systematically organise manufacturing systems and their characteristics in classifications Forty-six candidate species of manufacturing systems have been identified and organised in a 4th generation hierarchical classification with 14 ‘genera’, 6 ‘families’ 3 ‘orders’ and 1 ‘class’ of discrete manufacturing. The accompanying cladistic classification hypothesises the evolutionary history of manufacturing, using ‘descriptors’ drawn from a library of 12 characters and 66 states. These are consistent and synthesise many of the established typologies in the literature

Avian oncogenesis induced by lymphoproliferative disease virus: a neglected or emerging retroviral pathogen?

Lymphoproliferative disease virus (LPDV) is an exogenous oncogenic retrovirus that induces lymphoid tumors in some galliform species of birds. Historically, outbreaks of LPDV have been reported from Europe and Israel. Although the virus has previously never been detected in North America, herein we describe the widespread distribution, genetic diversity, pathogenesis, and evolution of LPDV in the United States. Characterization of the provirus genome of the index LPDV case from North America demonstrated an 88% nucleotide identity to the Israeli prototype strain. Although phylogenetic analysis indicated that the majority of viruses fell into a single North American lineage, a small subset of viruses from South Carolina were most closely related to the Israeli prototype. These results suggest that LPDV was transferred between continents to initiate outbreaks of disease. However, the direction (New World to Old World or vice versa), mechanism, and time frame of the transcontinental spread currently remain unknown