Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review.

BACKGROUND: Clarification of best practices in teaching social justice concepts is necessary to prepare undergraduate nursing students to address health care disparities. METHOD: An integrative literature review was used to analyze literature describing coursework, teaching methods, sites for application of learning, and methods to evaluate student learning. RESULTS: Junior- and senior-level coursework and optional opportunities were identified. Traditional and nontraditional approaches to teaching also were evident. Nursing students applied knowledge at sites where health care was provided and vulnerable populations were served, as well as in simulated environments. Evaluation of learning occurred related to students' abilities to inform an empathetic understanding, analyze the community, and become change agents. CONCLUSION: Social justice can be threaded throughout the curriculum with the use of traditional and nontraditional teaching strategies. The application of learning can occur in a variety of settings with evaluation demonstrating students' ability to take action to advocate for social justice. [J Nurs Educ. 2021;60(10):545-551.].

Correction: Molecular basis for a new bovine model of Niemann-Pick type C disease.

[This corrects the article DOI: 10.1371/journal.pone.0238697.].

Molecular basis for a new bovine model of Niemann-Pick type C disease.

Niemann-Pick type C disease is a lysosomal storage disease affecting primarily the nervous system that results in premature death. Here we present the first report and investigation of Niemann-Pick type C disease in Australian Angus/Angus-cross calves. After a preliminary diagnosis of Niemann-Pick type C, samples from two affected calves and two obligate carriers were analysed using single nucleotide polymorphism genotyping and homozygosity mapping, and NPC1 was considered as a positional candidate gene. A likely causal missense variant on chromosome 24 in the NPC1 gene (NM_174758.2:c.2969C>G) was identified by Sanger sequencing of cDNA. SIFT analysis, protein alignment and protein modelling predicted the variant to be deleterious to protein function. Segregation of the variant with disease was confirmed in two additional affected calves and two obligate carrier dams. Genotyping of 403 animals from the original herd identified an estimated allele frequency of 3.5%. The Niemann-Pick type C phenotype was additionally confirmed via biochemical analysis of Lysotracker Green, cholesterol, sphingosine and glycosphingolipids in fibroblast cell cultures originating from two affected calves. The identification of a novel missense variant for Niemann-Pick type C disease in Angus/Angus-cross cattle will enable improved breeding and management of this disease in at-risk populations. The results from this study offer a unique opportunity to further the knowledge of human Niemann-Pick type C disease through the potential availability of a bovine model of disease.

Professional Values Competency Evaluation: Comparing Student Written Assignments to Literature Findings.

Nurse educators have had no clear evidence-based method to evaluate student competency related to professional values. This article describes a comparative analysis in which the list of professional values identified in a research study of undergraduate prelicensure nursing student assignments was compared with a list identified in an integrative review of nursing literature. Comparative analysis allowed for a categorization of professional values that were either congruent between student assignments and literature, exclusively evident in literature, or exclusively evident in student assignments. Findings may contribute to curricular process improvements promoting professional values development in undergraduate nursing students.

Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum.

BACKGROUND: Although many nursing programs have transitioned toward the use of concept-based curricula, the evaluation of student learning associated with the curricular approach has been limited. An evaluation of student learning related to professional values for programs offering concept-based curricula was not evident in the literature. The purpose was to determine how a course competency related to professional values was addressed by nursing students studying in a concept-based nursing curriculum. METHOD: The qualitative methodology of framework analysis was used to evaluate written assignments (N = 75). RESULTS: The core concept appreciation for professional values and the core concept disillusionment with unprofessional behaviors were identified in students' written reflections. CONCLUSION: The core concept of appreciation for professional values contributes to an evidence base of contemporary professional values identified in nursing. The core concept of disillusionment with unprofessional behaviors can inform curricular planning and research on how to advocate for professional behaviors. [J Nurs Educ. 2017;56(1):12-21.].