Villa Maria School

Layered double hydroxides (LDH), degradable class of clay, have garnered increasing attention as promising drug delivery systems due to their unique brucite-like structure that enables efficient anion exchange. This research addresses the development of smart hybrid nanocontainers (SHNs) for drug delivery by synthesizing LDH-based nanocarriers conjugated with the thermoresponsive polymer, poly(2-(2-methoxyethoxy)ethyl methacrylate) (P(MEO2MA)). The synthetic strategy involves the synthesis of LDH nanoparticles intercalated with methotrexate (LDH-MTX), their subsequent functionalization with terminal vinyl groups, and finally a free-radical polymerization assisted by ultrasound to form thermoresponsive nanohybrids. The present work focuses on optimizing the synthesis and chemical functionalization of the SHNs and establishing a proof of concept for drug release using MTX as a model compound. Specifically, we investigated the influence of the functionalized nanoparticles (LDH-MTX@MEMO) on the colloidal stability and thermoresponsive behavior of the resulting SHNs. The results demonstrate that incorporation of the smart polymer markedly improves colloidal stability, dispersibility, and controlled MTX release, particularly when the drug is loaded prior to polymerization (LDH-MTX/MEO2MA). Overall, these findings confirm that the developed SHNs are stable, thermoresponsive, and efficient nanocontainers.

Purpose:Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation.Methods:We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared.Results:We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P=0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM.Conclusions:Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

Health profession students are traditionally educated within their discipline with little to no interaction with other health professionals, but are expected to function as integral members of the health care team after graduation. Health profession educators must bridge this disconnect by providing interprofessional learning experiences for students. We sought to evaluate the impact of interdisciplinary team-based (ITB) versus individual discipline-based (DB) learning with multiple health care disciplines during a simulated cardiac arrest. We performed a randomised trial with trainees from radiologic science (RS), physician assistant (PA) and nursing programmes (RN), taught by ITB and DB methods. Teams assessed a simulated patient experiencing a cardiac arrest before and after being educated using the First 5 Minutes(®) Curriculum (First-5). Knowledge and subjective evaluations were collected on each participant both before and after the educational intervention. The data were analysed using generalised estimating equations to account for correlated data. We enrolled 29 subjects: 15 ITB (4 PA, 5 RN, 6 RS) and 14 DB (3 PA, 5 RN, 6 RS). Knowledge improved more in the ITB group than in the DB group: with a median change of 2 (IQR 0-2) versus 1 (IQR 0-2), respectively (p = 0.014). Subjectively, participants overwhelmingly responded that working and learning with other disciplines was a valuable experience, and that more opportunities for interdisciplinary learning should be integrated into the curriculum. More opportunities for interdisciplinary learning should be integrated into the curriculum In our pilot study using a simulated model and the First-5, ITB education appears to improve trainees' knowledge over DB education, and was subjectively preferred by the learner.

Part I of this two-part series described the pathophysiology, types, and risk factors associated with asthma. The role of the school nurse in the development, implementation, and evaluation of a comprehensive asthma management plan was outlined, as was the role of the school nurse in controlling factors that precipitate asthma symptoms or exacerbations. Part II reviews specific school nursing responsibilities associated with current pharmacologic therapy for the child with asthma. Issues related to nutritional supplements as well as complementary and alternative treatments used in asthma management are covered. Other topics discussed include issues related to access of asthma medication in the school setting by the student, involvement of the school team in the care of the child with asthma, and health education strategies for children with asthma and their families.

The article deals with the origins of the narrative style and, in this context, the analysis of the process of making fiction. Starting from the early proposals of this genre, it is much more accessible to study the fiction categories, especially the creative process which, from the enunciation, is developed towards the production of the poetical universe. As a reference for the study, the following novels are quoted: Arcipreste de Talavera , Espill by Jaume Roig, and Carcel de amor by Diego de San Pedro.