Biofilms, likely the predominant mode of device-related microbial infection, exhibit resistance to antimicrobial agents. Evidence suggests that Candida biofilms have dramatically reduced susceptibility to antifungal drugs. We examined antifungal susceptibilities of Candida albicans and Candida parapsilosis biofilms grown on a bioprosthetic model. In addition to conventional agents, we determined if new antifungal agents (triazoles, amphotericin B lipid formulations, and echinocandins) have activities against Candida biofilms. We also explored effects of preincubation of C. albicans cells with subinhibitory concentrations (sub-MICs) of drugs to see if they could modify subsequent biofilm formation. Finally, we used confocal scanning laser microscopy (CSLM) to image planktonic-and biofilm-exposed blastospores to examine drug effects on cell structure. Candida biofilms were formed on silicone elastomer and quantified by tetrazolium and dry weight (DW) assays.

Mobile technology allows healthcare students to access current evidence-based resources. The purpose of this study was to evaluate the student experience of implementing point-of-care (POC) smartphone applications in a first-semester undergraduate nursing program. Teaching methods included using case studies in the laboratory to familiarize students with the apps. At community screening sites, evidence-based guidelines were referenced when students discussed screening results with patients. Surveys were administered prior to implementing this innovation and after the students utilized the apps in direct patient interactions. Survey results were analyzed to evaluate student perceptions and acceptance of mobile technology. Students felt that healthcare smartphone apps were a helpful and convenient way to obtain evidence-based clinical information pertinent to direct care settings. Over 90% of students planned to continue using healthcare smartphone apps. In conclusion, healthcare smartphone apps are a way for students to become comfortable accessing evidence-based clinical resources. It is important to encourage students to use these resources early in the curriculum. Community screenings are an independent health promotion activity which assists in the attainment of health equity and fosters nursing leadership.

No abstract

Smartphone apps promote active learning and the long-term retention of knowledge. This community-based activity supports the validity of independent health promotion activities in nursing practice. [J Nurs Educ. 2016;55(7):411-415.].

There has been both an increase in obesity and anti-obesity bias in the United States. The Harvard Weight Implicit Association Test (IAT) is a reliable, valid test that can measure unconscious weight bias. First semester Bachelor of Science in Nursing (BSN) students were surveyed anonymously mid-semester and at the end of the semester after completing the Harvard Weight IAT. Sixty-nine out of 77 students completed pre- and post-surveys. Weight preference towards others was not shown to be related to the respondent’s own self-reported body mass index (BMI). The majority of respondents exhibited more weight-related bias on the IAT than they realized. The three qualitative themes that emerged included Awareness of Personal Beliefs and Stereotypes, Reminder to be Impartial, and Skepticism about the IAT. It is important for undergraduate nursing students to be aware of possible unconscious weight bias in order to provide high-quality care to patients.

Background The National Organization of Nurse Practitioner Faculties supports the incorporation of telehealth in nurse practitioner (NP) education. Purpose The purpose of this article is to describe the implementation of a no-cost telehealth simulation and its impact on students in their first NP clinical course. Methods Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). Students completed an online survey about the impact of telehealth OSCE simulation both before and after the simulation. Results The students' general understanding of the field of telehealth was significantly greater after the telehealth OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Conclusion The use of telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.

Background: Near-peer teaching is a form of peer-assisted learning with at least 1 year of difference between the groups of students. Method: A near-peer simulation allowed junior nursing students to obtain a focused history and assessment, administer medications, and provide patient education to senior students. Senior students provided performance feedback to the junior students. Faculty gave additional feedback and facilitated a group debriefing session. All students were asked to complete an anonymous online postsurvey. Results: One hundred nine junior and senior students completed the immediate postsurvey. The mean score was 2.14, corresponding to the “agree” response. Nearly three quarters (73%) of the students indicated they agree or strongly agree that “the simulation provided a variety of ways to learn.” Five themes emerged: Improved Confidence in Assessment Skills, Communication, Connecting Nursing Content, Peer Feedback and Interaction, and Awareness of Community Resources. Conclusion: Near-peer simulation is a beneficial teaching strategy for nursing students. [ J Nurs Educ . 2020;59(1):54–56.]

Background: Collaborative testing is an educational strategy that allows students to work in teams when completing an examination. Method: Twenty-eight family nurse practitioner students took four course examinations individually and collaboratively. Five comprehensive questions were included on the fourth examination. A survey was administered at the end of the course, with permission. Results: All collaborative test scores were higher than the traditional test scores (traditional mean range = 80.78 [8.53] to 84.07 [7.41], collaborative mean range = 93.54 [3.77] to 94.07 [2.80], all p values < .001). Students did not demonstrate significant changes in mean scores for cumulative content on test four. Directed content analysis revealed four themes: Enhanced Understanding of Content, Collaboration With Classmates, Socialization, and Improved Grades. Conclusion: In graduate nursing education, collaborative testing may be an effective strategy to improve teamwork and communication skills, enrich relationships, and enhance critical thinking. [ J Nurs Educ. 2019;58(6):357–359.]