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Game-based teaching strategies enrich nursing education by enhancing the appeal and practicality of teaching activities. Different from the high-pressure and serious nature of traditional nursing education, interactive and entertaining teaching strategies that employ board games, card games, escape rooms, virtual reality, scratch cards, Kahoot quiz competitions, and other innovative methods better motivate learners to engage actively with learning content and retain nursing knowledge and practices, resulting in better learning outcomes. Game-based teaching strategies not only strengthen learners' mastery of core nursing concepts but also enhance their decision-making and critical-thinking abilities. In this article, practical applications of game-based teaching are introduced, in hopes that, by applying these instructional approaches, educators can alleviate the stress of the learning process and make learning more efficient and enjoyable for students.
Assuntos
Competência Clínica , Educação em Enfermagem , Humanos , Educação em Enfermagem/métodos , AprendizagemRESUMO
The overactive hypothalamic-pituitary-adrenal (HPA) axis is believed to trigger the overproduction of corticosterone, leading to neurotoxicity in the brain. Fisetin is a flavonoid commonly found in fruits and vegetables. It has been suggested to possess various biological activities, including antioxidant, anti-inflammatory, and neuroprotective effects. This study aims to explore the potential neuroprotective properties of fisetin against corticosterone-induced cell death and its underlying molecular mechanism in PC12 cells. Our results indicate that fisetin, at concentrations ranging from 5 to 40 µM, significantly protected PC12 cells against corticosterone-induced cell death. Fisetin effectively reduced the corticosterone-mediated generation of reactive oxygen species (ROS) in PC12 cells. Fisetin treatments also showed potential in inhibiting the corticosterone-induced apoptosis of PC12 cells. Moreover, inhibitors targeting MAPK/ERK kinase 1/2 (MEK1/2), p38 MAPK, and phosphatidylinositol 3-kinase (PI3K) were found to significantly block the increase in cell viability induced by fisetin in corticosterone-treated cells. Consistently, fisetin enhanced the phosphorylation levels of ERK, p38, Akt, and c-AMP response element-binding protein (CREB) in PC12 cells. Additionally, it was found that the diminished levels of p-CREB and p-ERK by corticosterone can be restored by fisetin treatment. Furthermore, the investigation of crosstalk between ERK and CREB revealed that p-CREB activation by fisetin occurred through the ERK-independent pathway. Moreover, we demonstrated that fisetin effectively counteracted the corticosterone-induced nuclear accumulation of FOXO3a, an apoptosis-triggering transcription factor, and concurrently promoted FOXO3a phosphorylation and its subsequent cytoplasmic localization through the PI3K/Akt pathway. In conclusion, our findings indicate that fisetin exerts its neuroprotective effect against corticosterone-induced cell death by modulating ERK, p38, and the PI3K/Akt/FOXO3a-dependent pathways in PC12 cells. Fisetin emerges as a promising phytochemical for neuroprotection.
RESUMO
BACKGROUND: Culturally competent care is an essential ability for nursing students. However, little is known about the effects of educational intervention on attitudes or behavior changes with regard to cultural competence in Taiwan. PURPOSE: This study evaluates the effects of a cultural competence course for nursing students. METHODS: Using a longitudinal study design, 105 participants were assigned to an experiment group (51 participants) and control group (54 participants) based on the school they attended. Students in the experiment group received a two-credit course on cultural competence care. Using the Cultural Competence Assessment Instrument-Chinese Version (CCA-CV), data were collected between 2012 and 2013 at three points in time: before and after the course and again 6 to 8 months after the two groups (experiment and control) had completed the clinical practicum. RESULTS: The results of a generalized estimating equation (GEE) analysis indicate that the cultural competence of all participants had improved at the posttest assessment, with the experiment group showing a significantly better improvement over the control group. However, the overall effectiveness of the training diminished with time. This study supports that taking a cultural competence course effectively enhances the cultural competence of nursing students for a limited period of time immediately following the course. CONCLUSIONS AND APPLICATIONS: These results support that the benefits of incorporating a cultural competence course in clinical practice should be considered in the future. Furthermore, healthcare institutions should be encouraged to provide greater support and consideration to cultural competence issues in the nursing workplace in order to reinforce and extend the benefits of cultural competence courses provided at nursing schools.
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Competência Cultural/educação , Bacharelado em Enfermagem , Estudantes de Enfermagem , Competência Clínica , Avaliação Educacional/métodos , Feminino , Humanos , Estudos Longitudinais , Masculino , Taiwan , Adulto JovemRESUMO
The goal of nursing education is to enhance the capabilities of nurses for the benefit of patients and their families. Training toward this goal should begin from the nursing school curriculum, with courses addressing professional knowledge, psychomotor skills, and appropriate attitudes. However, course design has traditionally focused largely on psychomotor skills only. The purpose of this study was to describe the core value infused teaching strategy for nursing competency using nasal cannula oxygen administration as an example. Oxygen therapy standard procedures comprise twenty-eight nursing care steps. Six main nursing behaviors enforced in the enhanced curricula covered cleansing and asepsis, physical comfort and safety, psychological well-being, interpersonal interaction, caring, and critical thinking and reasoning concepts. The teaching method covered teaching goals, content, strategies, and evaluation. Findings support the efficacy of improving student nursing competency using teaching courses infused with core nursing values and enhanced through simulation-based teaching.
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Competência Clínica , Educação em Enfermagem , Oxigenoterapia , Avaliação Educacional , HumanosRESUMO
This case report describes the nursing care for a post-CABG patient. During the nursing period, observation, interview and reviews of medical chart were performed under the guidelines for Roy's model. This patient was persuaded to undergo surgery by her family, and suffered from acute pain that was different from any associated with previous operations. A passive and depressed attitude and a sense of helplessness were noted on the part of the patient, combined with a risk of activity intolerance and impaired skin integrity. The multiplex process of nursing was used to encourage the patient to take advantage of her strong support system, to express her negative feelings, to look at the bright side of this major surgery and to improve her self-control. The paper seeks to stress the importance of empathy concerning more than mere physical discomfort to achieve comprehensive care.
Assuntos
Ponte de Artéria Coronária , Cuidados de Enfermagem , Período Pós-Operatório , Feminino , Humanos , Pessoa de Meia-IdadeRESUMO
BACKGROUND AND OBJECTIVES: Keloids have been treated with flashlamp pulsed dye lasers (PDLs) with good results. We investigated whether PDL treatments induced keloid regression by decreasing growth factor-beta(1) (TGF-beta(1)) induction, thereby reducing fibroblast proliferation and collagen deposition. STUDY DESIGN/MATERIALS AND METHODS: Clinical evaluation and photography documented keloid height/texture, erythema, and pliability before and after PDL treatments scheduled at 2-month intervals in 30 patients. Fluence per pulse was 10-18 J/cm(2) (mean 14.0 J/cm(2)). Immunohistochemical (IHC) staining of TGF-beta(1), proliferating cell nuclear antigen (PCNA), and collagen (types I and III) in extra-cellular matrix was performed on 10 intra-lesional or punch biopsies obtained before and 7 days after PDL treatments. RESULTS: Twelve months after final PDL treatments, keloid regression ( >/= 50%) had occurred in 26/30 patients in whom erythema and surface irregularities had been reduced and pliability had been increased. In 4/30 patients, no changes in keloids had occurred after 12 months. Multiple treatments ( > 6) yielded better results than fewer treatments: 79% versus 50%, respectively. Marked keloid regression ( >/= 90%) occurred in two patients who had received more than 10 treatments. IHC staining indicated that expression of TGF-beta(1), PCNA and collagen type III, but not type I, was significantly reduced in keloid fibroblasts after PDL irradiation. CONCLUSIONS: Keloids regressed following PDL-induced reduction in TGF-beta(1) expression, fibroblast proliferation, and collagen type III deposition. More than six PDL treatments at 2-month intervals provided the best results.