Collaborative nursing education between advanced practice registered nurses.

The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

Let the Ultrasound Games Begin: Developing Knowledge and Clinical Skills With Gamification.

BACKGROUND: Point of Care Ultrasonography (POCUS) is customary practice in the clinical setting. Formal training ensures competent skills using POCUS but is lacking. Preparing nurse practitioners in POCUS with gamification is an innovative educational tool. METHOD: The Attention, Relevance, Confidence, and Satisfaction (ARCS) model was used to implement POCUS. Learners participated in a bracket-style elimination tournament. RESULTS: Learners (N = 109) in the adult-gerontology acute care nurse practitioner track participated. Eighty-eight Bachelor of Science in Nursing (BSN) to Master of Science in Nursing and 21 BSN to Doctor of Nursing Practice learners. Extremely satisfied with the experience were 72.36%, 67.11% were somewhat comfortable, 10.53% were extremely comfortable, and 11.84% were somewhat uncomfortable using POCUS. CONCLUSION: Gamification for POCUS training is a practical tool to develop knowledge and comfort using ultrasound. Adult learners retain information in various modalities and gamification offers them a multimodal learning opportunity that increases competency. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Production and Characterization of Melt-Spun Poly(3-hydroxybutyrate)/Poly(3-hydroxybutyrate-co-4-hydroxybutyrate) Blend Monofilaments.

We investigated the melt-spinning potential of a poly(3-hydroxybutyrate)/poly(3-hydroxybutyrate-co-4-hydroxybutyrate) blend using a piston spinning machine with two different spinneret diameters (0.2 and 0.5 mm). Results from the differential scanning calorimetry, dynamic mechanical thermal analysis, and tensile testing showed distinct filament properties depending on the monofilaments' cross-sectional area. Finer filaments possessed different melting behaviors compared to the coarser filaments and the neat polymer, indicating the formation of a different type of polymer crystal. Additionally, the mechanical properties of the finer filament (tensile strength: 21.5 MPa and elongation at break: 341%) differed markedly from the coarser filament (tensile strength: 11.7 MPa, elongation at break: 12.3%). The hydrolytic stability of the filaments was evaluated for 7 weeks in a phosphate-buffered saline solution and showed a considerably reduced elongation at break of the thinner filaments. Overall, the results indicate considerable potential for further filament improvements to facilitate textile processing.

Management of reproductive health after cardiac transplantation.

Pregnancy after cardiac transplantation poses immense challenges. Maternal risks include hypertensive disorders of pregnancy, rejection, and failure of the cardiac allograft that may lead to death. Fetal risks include potential teratogenic effects of immunosuppression and prematurity. Because of the high-risk nature of pregnancy in a heart transplant patient, management of reproductive health after cardiac transplantation should include preconception counseling to all women in the reproductive age group before and after cardiac transplantation. Reliable contraception is vital as nearly half of the pregnancies in this population are unintended. Despite the associated risks, successful pregnancies after cardiac transplantation have been reported. A multidisciplinary approach proposed in this review is essential for successful outcomes. A checklist for providers to guide management is provided.