Using Critical Creativity to Reveal Nursing Student Learning in Long-Term Care.

Background: The use of teaching-learning strategies that emphasize critical reflection aids students in making sense of complex clinical placement settings, such as those in long-term care (LTC) settings.

Method: A qualitative descriptive research design was used to explore the assumptions, anticipations, and realizations of six undergraduate nursing students regarding aging, gerontological nursing, and LTC as they engaged in facilitated critical reflection activities during a 12-week LTC placement.

Results: The content analysis process revealed four main categories describing the student learning experience: Exploring the Therapeutic Nurse-Resident Relationship, Navigating Preceptor Relationships, Expanding Awareness of Context, and Embracing Many Feelings.

Exploring Health Care Professionals' Perceptions of Incidents and Incident Reporting in Rehabilitation Settings.

Objectives: Research exploring patient safety in rehabilitation settings is limited. This study's aim was to describe team members' perceptions of incidents and incident reporting in rehabilitation settings.

Methods: Semistructured interviews were conducted with 18 health care professionals from multiple rehabilitation units (medical, neurological, and orthopedic) at 2 inner-city rehabilitation centers.

Facilitating best practice in aged care: exploring influential factors through critical incident technique.

Aim.  The focus of this study is on the perspective of facilitators of evidence-based aged care in long-term care (LTC) homes about the factors that influence the outcome of their efforts to encourage nursing staff use of best practice knowledge. Design.

Figuring it out in the moment: a theory of unregulated care providers' knowledge utilization in dementia care settings.

Background: Within the context of knowledge translation, the disconnect between the results of research and the practice patterns of nursing care providers has not been reported in the context of institutional dementia care practice. Therefore, little is known about how knowledge about best dementia care practice, defined broadly as the person-centered approach, gets used by institutional nursing care providers.

Aim: Unregulated care providers provide the majority of nursing care for older people with Alzheimer's disease and related disorders living in long-term care facilities.

Effects of D-myo-inositol 1-phosphate on the transfer function of phosphatidylinositol transfer protein alpha.

The lipid metabolite D-myo-inositol-1-phosphate is shown to increase the phospholipid transfer activity of phosphatidylinositol transfer protein alpha from liposomal and liver microsomal membranes. Dose-response curves indicated substantial enhancements of transfer in the low mM range that upon normalization were independent of membrane composition or the identity of the transferred phospholipid. The unnormalized effect is potentiated by anionic membrane surface charge and substantial membrane phosphatidylethanolamine content consistent with alterations of the protein's membrane binding affinity and alterations of surface electrostatic interactions as contributing factors.