Multiplex hydrolysis-probe assay for the simultaneous detection of Theileria equi and Babesia caballi infections in equids.

Quantitative real-time PCR assays previously developed for the detection of Theileria equi and Babesia caballi, were combined in a single multiplex TaqMan qPCR platform for the simultaneous detection of both heamoprotozoan parasites in equids. The multiplex equine piroplasmosis (M-EP) qPCR assay was shown to be efficient and specific. The detection limit was determined to be 1.4 × 10-4 % parasitized erythrocytes (PE) for T. equi and 2.8 × 10-4 % PE for B. caballi. The effect of differential DNA concentrations on the outcome of the M-EP qPCR for each target species was also investigated. The data demonstrated that the assay could reliably detect both targets, over a range of at least 1000-fold difference in target concentrations, without loss of sensitivity. The assay was subsequently evaluated on 243 field samples collected from areas where limited tick control strategies were implemented. The IFAT detected circulating T. equi and B. caballi antibodies in 100% and 92% of the samples, respectively. The M-EP qPCR assay detected T. equi parasite DNA in 98% of the samples, while B. caballi could only be detected in 6% of the samples tested, confirming that B. caballi infections generally occur at extremely low parasitaemias that rarely exceed 1%. The developed M-EP qPCR assay therefore serves as a reliable tool for the rapid diagnosis and epidemiological survey of equine piroplasmosis.

A report on a national study of doctoral nursing faculty.

This article reports on a national study of doctoral nursing faculty, including both PhD and Doctor of Nursing Practice (DNP) faculty. Using a national sample of 624 doctoral nursing faculty, we surveyed individuals on a variety of issues, including succession planning, retirement, quality of life as a doctoral faculty member, their views on the new DNP degree, and how they view the future of doctoral nursing education. Study implications for both DNP and PhD faculty are explored and the meaning of the findings of the study for the future are discussed, including new items that will be investigated in a repeat survey in 2012.

Integrating clicker technology at nursing conferences: an innovative approach to research data collection.

A pilot demonstration of integrating an audience response system, that is, 'clickers' at a nursing education conference as an engaging tool for using the research process for learning through immediate research results is presented. A convenience sample of nursing conference attendees were surveyed using clicker technology before a panel presentation on the 'Impaired Health Professional'. The 208 subjects who used the clickers were mostly women (93%) and were nurse educators (81%) with at least 20 years of nursing experience (75%). The ease of data collection, real-time analysis, the active engagement of both participant and presenter were all findings of this study. The utility of this tool as a stimulus for discussion and learning was also reported. Pilot testing the clicker at an education conference for data collection and educational purposes was an important goal and positive outcome of this study. Researchers and educators are advised on the planning steps required to make this a successful experience.

Benefits and costs of integrating technology into undergraduate nursing programs.

Advances in technology over the last decade have resulted in increased opportunities for educators to become more innovative in classroom and clinical teaching. These innovations have allowed students and faculty to access essential clinical information at the point of care/need. By capitalizing on technologies such as personal digital assistants and course delivery shells, faculty and students have both portable and remote access to information that can guide practice and learning activities in clinical, classroom, and distance settings. For instance, a student can use a personal digital assistant to research a patient's new medication at the bedside, study course information, access references during class in response to a question, or download clinical materials from home. Although the benefits of having ready access to information seem obvious, there are costs and strategic planning activities associated with implementing these projects. Clearly, the objective of any academic nursing program is to develop skills among students so they can efficiently access information and use that information to guide their nursing practice. To do so, academic nursing administrators must have the forethought to envision how new technologies can support achieving this goal as well as the ability to put in place the infrastructure supports needed for success. This article presents a case study of how one institution developed the necessary infrastructure and garnished the appropriate resources to implement an ambitious technology initiative integrated throughout a large undergraduate nursing program. In addition, how the integration of technology, online and mobile, can enhance clinical learning will be discussed.