Small Interfering RNAs (siRNAs) Negatively Impact Growth and Gene Expression of Environmentally Relevant Bacteria in In Vitro Conditions.

Rising global populations have amplified food scarcity and ushered in the development of genetically modified (GM) crops containing small interference RNAs (siRNAs) that control gene expression to overcome these challenges. The use of RNA interference (RNAi) in agriculture remains controversial due to uncertainty regarding the unintended release of genetic material and downstream nontarget effects, which have not been assessed in environmental bacteria to date. To evaluate the impacts of siRNAs used in agriculture on environmental bacteria, this study assessed microbial growth and viability as well as transcription activity with and without the presence of environmental stressors. Results showed a statistically significant reduction in growth capacity and maximum biomass achieved when bacteria are exposed to siRNAs alone and with additional external stress (p < 0.05). Further transcriptomic analysis demonstrated that nutrient cycling gene activities were found to be consistently and significantly altered following siRNA exposure, particularly among carbon (xylA, FBPase, limEH, Chitinase, rgl, rgh, rgaE, mannanase, ara) and nitrogen (ureC, nasA, narB, narG, nirK) cycling genes (p < 0.05). Decreases in carbon cycling gene transcription profiles were generally significantly enhanced when siRNA exposure was coupled with nutrient or antimicrobial stress. Collectively, findings suggest that certain conditions facilitate the uptake of siRNAs from their surrounding environments that can negatively affect bacterial growth and gene expression activity, with uncertain downstream impacts on ecosystem homeostasis.

Competencies in the context of entry-level registered nurse practice: a collaborative project in Canada.

AIM: To present the process used by professional staff from 10 Canadian jurisdictional regulatory bodies to develop entry-level competencies for registered nurse practice. BACKGROUND: Canada is composed of provinces and territories, commonly referred to as jurisdictions with the governmental legal authority to administer the affairs of the area. Each jurisdiction establishes regulatory bodies with the mandate to protect the public. The Executive Directors of the jurisdictional regulatory bodies initiated this collaborative project to develop entry-level competencies for registered nurses. The purpose of the project was to enhance the consistency of entry-level registered nurse competencies, thereby supporting reciprocity of registration and workforce mobility, within Canada. This was the first time that Canadian nursing regulatory bodies have collaborated in a jurisdictional-driven project of this magnitude for registered nurses exclusively. This initiative has demonstrated how nursing regulatory bodies, working together, can achieve a common goal. PROCESS: The project participants worked from 2004 to 2006, developing and refining the competencies. Multiple methods were used to accomplish the task, including monthly teleconferences, frequent E-mail communications, small group work and face-to-face meetings. At various stages in the project, consultation with registered nurses within several participating jurisdictions occurred, depending on where each jurisdiction was in their jurisdictional competency review. This project spanned a 2-year period and resulted in a comprehensive document that captured the views of the participants and enhanced the resulting document. CONCLUSION: The result is a document stating the core competencies for entry-level registered nurses in the 10 participating jurisdictions and includes several components that establish the context in which entry-level competencies are developed and applied. The 119 competency statements are organized in a standard-based framework of five categories: professional responsibility and accountability; knowledge-based practice; ethical practice; service to the public; and self-regulation. The project team plans to follow up on implementation as each jurisdiction decides how to use the competencies within their particular jurisdiction.

Intra-individual stability of rate of gross motor development in full-term infants.

The purpose of this study was to evaluate the intra-individual stability of gross motor scores obtained by normally developing full-term infants on the Alberta Infant Motor Scale (AIMS). The gross motor skills of 47 infants were assessed monthly in their homes by pairs of physical therapists. Infants were followed from two weeks of age until they achieved independent walking. A developmental pediatrician assessed each infant at 18 months of age, and classified the infant's gross motor skills as normal, suspicious or abnormal. Only the data of infants receiving a normal classification at 18 months were included in the analyses (n = 45). Individual infants' percentile ranks varied considerably from month to month, with no systematic pattern of change noted across infants. As a group, the mean percentile range over 13 assessments was 66.78 (S.D. 13.47). Fourteen infants (31.1%) received a score below the 10th percentile on at least one occasion. The results suggest that normally developing infants are not stable in the rate of emergence of gross motor skills. This instability has implications for infant screening programs, and supports the premise of serial assessments to identify accurately those infants with a motor delay.

Perceptions of acute care nurses in the use of restraints.

1. Staff nurses continue to use physical restraints in well-intended efforts to protect patients from potential harm despite the overwhelming evidence of negative consequences from this practice. The use of physical restraints remains an unresolved clinical practice issue. 2. This stratified, random sample demonstrated that LPNs consistently attached greater importance to the use of restraints than either RNs or Managers, suggesting that the educational level of nurses may have an impact on the continued use of physical restraints. 3. The survey further demonstrates that nurses are aware of many alternatives to restraint use. The authors suggest that alternatives may not be widely used because the measures are often not considered practical.

Power and authority: is there a difference? ... (continuing education credit).

Working with other people successfully entails understanding how relationships work. Authority and power are important concepts to understand in this respect. This example of Macmillan Open Learning material discusses the difference between authority and power and invites readers to consider how applying these ideas can help them understand their place of work.

Health care assistants--the challenge for nursing staff.

One of the results of the introduction of Project 2000 has been the creation of a new type of support worker, the health care assistant (HCA). HCAs are increasingly being prepared for their role under the framework of the competence-based National Vocational Qualification scheme, leading some observers to fear that this grade of staff could threaten the position of nurses in health-care teams.