Terproed1700

The median progression-free survival was 3 months (range, 4-months) from the first cycle of CAR T-EGFR cell treatment, and the median overall survival of all 14 evaluable patients was 4.9 months (range, 2.9-30 months). Decreased EGFR expression on tumor cells was observed in patients who achieved stable disease with shrinkage of metastatic lesions in the liver, and enrichment of central memory T cells in infused cells improved the clinical response. In conclusion, the treatment with CAR T-EGFR cells is safe and effective in patients with metastatic PC. This trial was registered at www.clinicaltrials.gov (identifier no NCT01869166).Background Many nursing programs include a capstone project as part of the nursing curriculum. In Taiwan, these courses involve development of healthcare products. A student's success can depend on faculty's ability to employ creative teaching behaviors. Purpose To examine the relationship between demographic and teaching characteristics, personality traits, and self-perceived levels of creative teaching behaviors for capstone nursing faculty. Methods This study used a cross-sectional, descriptive, correlational study design. Faculty (N = 53) were recruited from healthcare schools in Taiwan. Data from self-report questionnaires included variables for demographic and teaching characteristics, perceived levels of creative personality traits (imagination, curiosity, adventure, challenge) and creative teaching behaviors (autonomous learning, creative thinking, characteristics/motivations, environment/opportunity). find more Hierarchical multiple regression identified predictors of creative teaching behaviors. Results Mean total scores for creative teaching behaviors were high for nursing faculty; characteristics/motivations were the lowest subscale score. The creative personality trait of curiosity significantly and positively influenced the perception of high levels creative teaching behaviors. Conclusions High scores for curiosity significantly predicted high scores for creative teaching behaviors for nursing faculty. These findings suggest faculty who perceive themselves as having low levels of creative teaching behaviors might benefit from training to increase levels of curiosity.Tests offer scores that measure student learning and programs outcomes. Valid examinations are needed to accurately reflect scores related to dimensions of knowledge, analysis and different competencies in health education. link2 The primary step in the process of exam development should be the construction of a test blueprint. The degree of alignment of a test with its blueprint is a critical element of content validity. However, the availability of a published blueprint does not ensure that instructors adhere to it when developing their tests. This article aims to present a tool for quantitative determination of the degree of consistency between the actual test and the developed blueprint. Ensuring the quality of the test blueprinting process, through objective verification of alignment of the test with the test blueprint, increases the extent of content validity of students' assessments.Nursing education partnerships between high-income and low-income countries have increased over recent decades, aiming to advance health care across borders. In order to understand the current state of these partnership efforts, we completed a systematic scoping review of nurse education partnerships. From peer-reviewed literature, grey literature, program websites, and web announcements, references describing 28 international nursing education partnerships were identified. Partnerships ranged by geographic location of partners (mainly among the low-resource countries), types of organizations, clinical specialty focus, and types of degree or certification conferred. Additionally, references ranged in the amount of information provided, ranging from comprehensive program evaluations to brief descriptions. This overview of available information on nursing education partnerships provides evidence that efforts across the globe are underway and details the various programs. There is need for more systematic evaluation and refinement of guidelines regarding best practices for established and emerging nursing educational partnerships.Background and purpose Stakeholder engagement is the basis of an emerging and innovative educational model called competency-based education. However, although several studies have analysed the stakeholders' perspective in nursing, few studies have analysed the stakeholders' perspective in competence-based curriculum design. Thus, the aim of this study was to analyse the opinions and perspectives of stakeholders about the development of a competency-based baccalaureate nursing curriculum with stakeholder engagement. Methods A phenomenological study was conducted. This method combines descriptive features (Husserlian) and interpretive phenomenology (Gadamerian). The interviews were ended when data saturation was achieved, specifically the redundancy of themes. Results The content analysis identified three main categories (1) a "bridge" that merges education and the work context, (2) stakeholder engagement - a contentious issue; and (3) stakeholder engagement - structuring a methodology. Conclusions Through the stakeholder engagement, university could have a constant interaction between the didactics and professional practice and could improve professional identity and job satisfaction among nurses.Background Male nurses experience stereotypes and obstacles that affect their career progression in clinical and leadership roles. The experiences of male students and nurses in educational and clinical settings are documented, but no research explored the experiences of nurse educators. Purpose To explore and develop a deeper understanding of the lived experiences of male nurse educators. Methods An interpretive phenomenological inquiry was used. Semi-structured interviews were conducted with 12 male educators in Khyber Pakhtunkhwa. Ricoeur's interpretation theory was used for data analysis. Findings The themes included "searching for respect and autonomy from discrimination to recognition", "keeping up the pace proving worth as nurse educators", "building relationship with the opposite gender overcoming cultural constraints", "withstanding unfair female nursing and non-nursing management", "appreciating support from democratic management" and "envisioning a non-gendered nursing profession". Conclusion Male educators surmounted various challenges while searching for respect and recognition and felt content with their professional growth. The greatest challenge was discriminative institutional and the government policies. The educators recognized that female dominance in nursing can be a hurdle, but they indicated that gender discrimination can be ended with collaborative efforts at personal, institutional, and governmental levels. link3 Nursing regulatory bodies and institutions should develop policies that are conducive to recruitment of male and female educators. Separate sub-divisions could be established to provide support to and advocate for the rights of male nurses in clinical, educational, and leadership positions.Undergraduate nursing students have difficulty comprehending the relevance of research to their future as nurses. Working as an undergraduate research assistant may provide opportunities to develop an appreciation of research. The purpose of this study was to explore former undergraduate research assistants' perceptions of their experience and its effects on their practice as professional nurses. This study used a qualitative descriptive design. Seven former undergraduate research assistants were interviewed. Interview transcripts were analyzed for themes using content analysis. Data analysis yielded three main themes immersion in the research process, empowered to practice evidence-based nursing, and future nurse scientists and educators. Immersion in the research process increased participants' understanding of research and its importance to nursing practice. This experience facilitated acquisition of skills they used in their current clinical settings to practice evidence-based nursing. Close relationships with a faculty mentor and exposure to a community of nurse scientists at a regional research conference inspired some to consider a future as nurse scientists and educators. An undergraduate research assistant program may be an effective approach to preparing baccalaureate nursing students for clinical practice and for graduate education. Positive experiences with conducting research are essential to nurturing the next generation of nurse scientists and educators.The opportunities and challenges when transitioning from a master's to DNP in nurse anesthesia education are complemented by using a complex adaptive system (CAS) theory to guide the curricula modifications. Major functional changes included reorganizing the curriculum to incorporate AACN DNP Essentials, COA competencies and integrating the scholarly work of a DNP improvement project. These changes were infused while balancing the intensive clinical requirements of a nurse anesthesia curriculum. Highlights in the DNP curriculum included the driving theory of complex systems, ethical values, leadership development, evidence-based practice and adaptation to emergent situations found in nurse anesthesia practice. Goals were to produce a DNP graduate that is more reliant on strategy and vision rather than only tasks or operations. Using the CAS framework enabled our program to transition and prepare DNP graduates to contribute to improved organizational effectiveness and understand the importance of leading change to positively impact patient outcomes.This manuscript describes one nursing school's innovative community-based partnership with community organizations and Nurse-Family Partnership (NFP), an established nurse home visiting program for first-time, low income mothers and infants. The aim of this academic nursing endeavor with the community and NFP is to improve the health and well-being of low-income, first time mothers and their children while also providing comprehensive, population-based nursing experiences for students and service leadership and scholarship opportunities for faculty. The academic-practice community partnership described here makes a case for utilizing the expertise and capacity of a nursing school to implement and administer an NFP program and serves as an exemplar for the recommendations described in the New Era for Academic Nursing report (AACN, 2016). The value of forming partnerships between a public health department, the philanthropic community and an academic nursing institution is highlighted. In this case, the three organizations partnering together around a common purpose of improving birth outcomes enabled the partnership to accomplish more than any individual organization could have accomplished alone.Innovative programs are needed to build a pipeline of future nurse scientists necessary to generate practice-based evidence for optimal healthcare and to address the serious shortage of PhD-prepared nurses. This paper describes two nurse scholar programs based in one large, Magnet® designated healthcare institution that aim to provide clinical registered nurses (RNs) with mentored research opportunities in order to ultimately build an internal pipeline of practice-based nurse scientists. The Clinical Nurse Scholar Program provides clinical RNs the opportunity to conduct a research study under the mentorship of a senior nurse scientist. The Nursing Research Scholar Program provides a clinical RN enrolled in a PhD program or who recently completed a PhD program with an opportunity to gain enhanced research training and acquire new research skills. These two scholar models have the potential to be replicated in other institutions to enhance the development of future nurse scientists and to address a critical national shortage of PhD-prepared nurse scientists.