Culturally bound taboos against talking about death, participating in death-related events, and expressing grief in public affect the adaptation and grieving processes of Taiwanese women who have had a stillbirth. Nurses should, therefore, make an effort to listen to the perspectives of such patients in order to assist them with coming to terms with their loss. As part of their education, nurses require information on cultural beliefs so that they can provide appropriate care to grieving mothers.

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Recombinant clones of the chicken transferrin receptor gene and cDNA have been isolated and sequenced. Two highly conserved regions have been identified in the 3' noncoding sequence of the human and chicken TR gene. The conserved regions include sequences that have been shown to be involved in the iron-dependent regulation of human TR mRNA stability. These sequences can be modeled as two different types of RNA secondary structures, one containing stem-loop structures that are similar to the iron-responsive elements found in ferritin mRNA and the other being a stable, duplex/stem-loop structure. Both forms show considerable similarity between chicken and human mRNA. The expression of TR is developmentally regulated during erythroid maturation, and immature erythroid cells express exceptionally high levels of TR mRNA.

The purpose of this systematic review was to evaluate research conducted on the DEU to identify and synthesize student learning outcomes. A systematic literature review was conducted through Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. After extracting data from seven (N = 7) published studies, eight (N = 8) valid and reliable instruments were identified to objectively evaluate student learning outcomes. Statistically significant objective learning outcomes of these studies included self-reported increased confidence and critical thinking, decreased anxiety, enhanced leadership skills and implementation of EBP, and feeling more supported by experienced nurses during training and transition to practice. With the exception of ATI assessments, HESI exam scores, and NCLEX pass rates, the instruments identified in this review measured personal perceptions of students’ experiences. The majority of the instruments involved student nurses’ self-reports, the lowest level of evaluation. From an academic standpoint, it is imperative to evaluate this model’s impact on higher levels of learning and measurable behavioral changes after training. The collaborative model of DEU requires both academic and practice partners to collaborate to objectively measure the impact of the DEU model on student outcomes, new graduate nurses’ transition to practice, and patient outcomes. While the results are promising, this systematic review suggests that more objective evidence is needed to determine measurable student learning outcomes of DEUs.