Polymorphism involving amyloidlike fibrils could be defined by the energy seed

CONCLUSION Findings provide direction for developing programming and collaborations to enhance recruitment of underrepresented students to nursing. selleck inhibitor BACKGROUND Engaging graduate students in the research process is often challenging. Making research real requires more innovation than lecture alone. PURPOSE This project is a new curricular approach to Nursing Research, where graduate students collectively engage in the entire research process, from project conception through dissemination. METHODS The Seven Principles of Good Practice framework was utilized to structure this innovative teaching strategy. Graduate students work together over the course of four semesters with the same faculty member guiding their research study. There are six major components to this innovative curriculum approach student driven research idea, proposal writing, IRB application process, data collection, data analysis, and dissemination. RESULTS Student enthusiasm was consistent across all five research projects to date. Students report they have been challenged by the experience but also enjoyed it. The group research project turned something that seemed intimidating into something accomplishable. Students spoke to the idea that through the process of mentoring and collaboration, they gained the needed skills and confidence to embrace their own research agendas. CONCLUSION Developing and maintaining a student research innovation creates an enriched environment for instilling the passion and practical experience of being a nurse researcher. BACKGROUND Nurse researchers need skills to secure external funding; therefore, we created a grant writing workshop for PhD students focused on the F31 Individual Fellowship and R36 Dissertation Grant. PURPOSE Describe a nursing PhD program federal grant writing workshop and present participant impressions and outcomes. METHODS We designed a three half-day workshop covering essential aspects of grant writing combined with mentor participation and follow-up. We assessed participant satisfaction in evaluations, subsequent grant submissions, project implementation, and time from PhD program entry to completion. FINDINGS Evaluations were overwhelmingly positive. Seventeen of 29 (58.6%) participants submitted 21 applications; five (23.8%) were funded. The majority (75.0%) conducted the proposed dissertation project regardless of funding. Writing and submitting a grant did not increase time to program completion. DISCUSSION The workshop efficiently supports PhD students' dissertation research. Timing and mentor participation are key for success. We recommend schools of nursing implement PhD program grant writing workshops. Over the last few decades, a surge in academic programs developed and offered through distance education has occurred. Educators have embraced course work and programs delivered through asynchronous online formats. The University of South Carolina College of Nursing designed a plan to assure online courses and course components would meet all federal, state and university mandates for materials to be accessible to all students, including those with disabilities. This effort assured that all courses met the Quality Matters standards for online excellence. The authors identified challenges involved, technologies that could facilitate this process, and a step-by-step plan and process which provided the positive outcome. Social media use and professional boundaries are growing challenges for nurse educators. The current undergraduate nursing student population is a technology savvy generation that enjoys the constant stimulation and social connections created by social media. Professional standards in nursing are dictated by the ANA's Code of Ethics, and educators are responsible for instilling professional values into impressionable nursing students. Professional boundaries have become blurred with increased use of social media as students struggle to differentiate between personal and professional identities. Increased exposure to professional expectations along with clearly defined policies and procedures regarding social media use can foster the development of an ethical conscience in students that can be carried into future practice. The establishment of clear professional boundaries upon entry into nursing programs can support safe use of social media and promote a positive image for the future of the nursing profession. With over 4 million nurses in the United States and an ever changing health care environment, undergraduate nursing faculty must consider proactively educating students on essential principles of innovation within the core curriculum. New nurses must be prepared to identify and facilitate innovations to enhance patient and populations outcomes. The purpose of this paper is to describe an approach to prepare the next generation of registered nurses to be innovators and change agents through a Health Care Innovation Program within an undergraduate nursing program. The paper describes the importance of innovations within nursing and provides details on the curriculum and approach used to incorporate health care innovations content and application. Examples of health care innovation student projects are provided. An evaluation of the program after three years of implementation assessed graduates' use of taught innovation principles and their own innovative behaviors. The majority of graduates described using innovation principles taught in the Program and scored high on innovation self-efficacy. Graduates with higher average innovation scores were more likely to engage in innovative behavior. A national conversation is encouraged to ensure our educational programs are effectively preparing the future generation of nurses to be innovators and change agents. RESEARCH QUESTION Can single-nucleotide polymorphisms (SNP) of genes related to progesterone synthesis predict the risk of premature serum progesterone elevation in women undergoing gonadotrophin-releasing hormone agonist protocols for ovarian stimulation? DESIGN A total of 765 women were divided into high progesterone and normal progesterone groups according to progesterone concentration on the day of human chorionic gonadotrophin (HCG) administration, with the 75th percentile as the threshold between the group. Associations were analysed of genetic information from whole exome sequencing and the clinical characteristics of the two groups to identify the relationship between SNP, haplotypes and serum progesterone elevation. RESULTS Among 40 common SNP of eight genes (FSHR, LHCGR, ESR1, ESR2, PGR, HSD3B1, CYP11A1 and CYP17A1), no statistical significance between the high and normal progesterone groups was identified in the distribution of genotypes and allele frequencies after multiple test correction to adjust the false discovery rate (PFDR > 0.