Summary In order to define the incidence and anatomical site of nasal damage following nasotracheal intubation, we investigatedIn conclusion, short-tern1 nasotracheal intubation was not associated with signiJicant nasal morbidity, and pre-operative anatomical assessment failed to identifiij those in whom nasal intubation proved dificult or impossible.

Six cases of mycobacterial infection of the parotid gland are reviewed. All six cases presented solely with a slowly enlarging parotid swelling clinically indistinguishable from a parotid tumour. All of the swellings required surgical removal, superficial parotidectomy in four cases, and enucleation in two cases to obtain a definitive diagnosis.

We present a case of tuberculous otitis media in which a facial palsy occurred after the start of appropriate chemotherapy. To our knowledge this circumstance has not been described previously. It has been argued that radical surgery is completely unnecessary if chemotherapy is commenced early in the disease. We would suggest that this is not always the case, and would advocate a more measured approach.

Lateral sinus thrombosis is now a rare complication of ear disease in the developed world, since the advent of the widespread use of antibiotics. The classic picture is often modified by previous antibiotic treatment making diagnosis and management difficult. Lack of familiarity with this condition amongst present day otologists may lead to late diagnosis and treatment. We review three cases that we have managed recently and compare their clinical courses with the classic description of the disease.

Background: Nursing students encounter various adjustments during their first year of nursing school, including challenging coursework, competing demands, and clinical preparation. Limited research exists on first-year nursing students' experiences and the impact these experiences have on their success. This study examined nursing students' transitional experiences during their first year of university and identified support requirements needed. Meleis' Transition Theory was used to explore students' experiences. Method: A qualitative thematic analysis design was used. A convenience sample of first-year nursing students ( N = 42) were recruited, and six semistructured focus groups were conducted. Results: The focus group discussions identified four themes: learning through others, confronting postsecondary demands, importance of relationships, and transition of self. Conclusion: The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. [ J Nurs Educ . 2020;59(5):263–268.]