Origins of an Unmarked Georgia Cemetery Using Ancient DNA Analysis.

Determining the origins of those buried within undocumented cemeteries is of incredible importance to historical archaeologists and, in many cases, the nearby communities. In the case of Avondale Burial Place, a cemetery in Bibb County, Georgia, in use from 1820 to 1950, all written documentation of those interred within it has been lost. Osteological and archaeological evidence alone could not describe, with confidence, the ancestral origins of the 101 individuals buried there. In the present study, we used ancient DNA extraction methods in well-preserved skeletal fragments from 20 individuals buried in Avondale Burial Place to investigate the origins of the cemetery. Through examination of hypervariable region I (HVR1) in the mitochondrial genome (mtDNA), we determined haplotypes for all 20 of these individuals. Eighteen of these individuals belong to the L or U haplogroups, suggesting that Avondale Burial Place was most likely used primarily as a resting place for African Americans. After the surrounding Bibb County community expressed interest in investigating potential ancestral relationships to those within the cemetery, eight potential descendants provided saliva to obtain mtDNA HVR1 information. Three individuals from Avondale Burial Place matched three individuals with oral history ties to the cemetery. Using the online tool EMPOP, we calculated the likelihood of these exact matches occurring by chance alone (< 1%). The present findings exhibit the importance of genetic analysis of cemetery origins when archaeological and osteological data are inconclusive for estimating ancestry of anonymous historical individuals.

Elder RNs' perspectives on nursing education: lessons learned.

Nursing faculty are challenged with recruiting students and preparing graduates to practice in increasingly complex healthcare settings. The nursing shortage compounds the burden faced by faculty in meeting the needs of the profession. A grounded theory study that explores the perceptions of nurses aged 65 years and older regarding the state of the nursing profession in light of the shortage revealed many interesting aspects of "early" nursing education that are worth revisiting. The author describes the research and uses narrative data to describe what brought elder nurses into nursing, the positive and negative aspects of their education, and the lessons we can learn from their wisdom and experience.

Elder RNs: learning from their experiences.

A grounded theory study of elderly registered nurses was conducted to explore perceptions about the nursing profession in light of the nursing shortage. The participants ranged in age from 65 to 90 and came from a variety of educational and nursing backgrounds. As they spoke of their perceptions, participants shared their personal stories regarding the reasons they went to nursing school, ways they feel they made a difference in others' lives because they were nurses, and their views as elderly patients of nursing today. Their narratives describe barriers to nursing education and nurses and patients in the 1920s through 1960s and the changes that have occurred in nursing and medicine.