Expert range maps of global mammal distributions harmonised to three taxonomic authorities.

Aim: Comprehensive, global information on species' occurrences is an essential biodiversity variable and central to a range of applications in ecology, evolution, biogeography and conservation. Expert range maps often represent a species' only available distributional information and play an increasing role in conservation assessments and macroecology. We provide global range maps for the native ranges of all extant mammal species harmonised to the taxonomy of the Mammal Diversity Database (MDD) mobilised from two sources, the Handbook of the Mammals of the World (HMW) and the Illustrated Checklist of the Mammals of the World (CMW). Location: Global. Taxon: All extant mammal species. Methods: Range maps were digitally interpreted, georeferenced, error-checked and subsequently taxonomically aligned between the HMW (6253 species), the CMW (6431 species) and the MDD taxonomies (6362 species). Results: Range maps can be evaluated and visualised in an online map browser at Map of Life (mol.org) and accessed for individual or batch download for non-commercial use. Main conclusion: Expert maps of species' global distributions are limited in their spatial detail and temporal specificity, but form a useful basis for broad-scale characterizations and model-based integration with other data. We provide georeferenced range maps for the native ranges of all extant mammal species as shapefiles, with species-level metadata and source information packaged together in geodatabase format. Across the three taxonomic sources our maps entail, there are 1784 taxonomic name differences compared to the maps currently available on the IUCN Red List website. The expert maps provided here are harmonised to the MDD taxonomic authority and linked to a community of online tools that will enable transparent future updates and version control.

If You Mix Them, They Will Learn: Using Simulation to Foster Multilevel Peer-to-Peer Engagement Through an Innovative Clinical Make-Up Program.

ABSTRACT: Clinical experiences are an essential component of nursing education. However, at times, students are unable to attend scheduled clinical experiences because of illness or personal issues. We describe how a baccalaureate program of nursing used an innovative approach to manage clinical absence. Simulation educators placed students from every level of the program in teams during clinical make-up simulation scenarios. Students participating in the multilevel simulations identified leadership, mentorship, reinforcement of nursing concepts, clinical skill improvement, and the opportunity to support one another as benefits of the program.

"Won't You Be My Patient?": Preparing Theater Students as Standardized Patients.

BACKGROUND: Simulation in nursing education is a well-supported teaching strategy. High-fidelity manikins provide students with an opportunity to practice nursing care in a safe environment. Yet, limitations such as lack of realism and inability to practice therapeutic communication have been reported. However, standardized patients (SPs)--actors trained to portray patients with medical issues--provide students with realistic patient situations and opportunities to develop essential skills. METHOD: A literature review identified barriers to utilizing SP-based simulations. Issues such as financial, human resource, and quality control concerns were identified. RESULTS: Based on identified barriers, an innovative, interdisciplinary course to prepare theater students to portray patients for simulations is proposed. This proposed course could potentially eliminate identified barriers and increase use of SPs. CONCLUSION: Because this is a proposed course, the authors recommend testing of the innovation to determine the effectiveness for both nursing and theater students.

Understanding Transitions to Promote Student Success: A Concept Analysis.

AIM: The purpose of this analysis is to provide an extensive exploration of the concept of transitions, specifically within the context of nursing students. BACKGROUND: Transitions are a universal part of life. The concept of transitions is rooted in disciplines such as anthropology, sociology, psychology, and business. Transitions are also a central theme in nursing. While various definitions of the concept exist, most agree that transitions involve a process, which over time results in transformation of self. DESIGN: Walker and Avant's eight-step method of concept analysis served as the framework for exploration of the concept. REVIEW METHODS: The databases Cumulative Index to Nursing and Allied Health Literature, MEDLINE, Education Resources Information Center, ProQuest, and Academic Search Premiere were searched using the search terms transition, transitions, transformation, nursing students, anxiety, and clinical education. Quantitative and qualitative studies, published concept analysis, and transition theory articles were included. CONCLUSIONS: During a transition, people experience stress and anxiety. This applies to nursing students as well, who often report much stress and anxiety upon entering the initial clinical experience. However, consequences of a successful transition include increased knowledge, attainment of new skills, and identify reformation. By understanding the concept, nurse educators can develop effective teaching strategies to facilitate successful transitions, which will improve the educational experience, support student retention, and promote graduation of competent practitioners. Hart Swenty.