Exploring Burnout among Nursing Students in Bangalore: A t-Distributed Stochastic Neighbor Embedding Analysis and Hierarchical Clustering in Cross-Sectional Data.

Anxiety is a growing concern among college students and often surrounds the required testing that assesses a student’s knowledge and ability to apply this knowledge to situations in nursing. If nursing students’ anxiety is not addressed, this may impact their ability to perform well on exams and be successful in their nursing program. Research supports the idea that anxiety reduction strategies can lower levels of test anxiety for those in nursing programs. The purpose of this study was to assess the level of test anxiety of students in a pre-licensure Bachelor of Science in Nursing program and to examine the use of a brief meditation video on students’ anxiety levels. A pre-test/post-test design was utilized to assess the test anxiety levels of sophomore and senior nursing students at the beginning of the semester and before their first and second exams. The results of this study found that 79.8% of the students (n = 52) reported a moderate to an extremely high level of test anxiety. In addition, there was a statistically significant (p < .000) reduction in anxiety levels at the first and second exams after implementing the meditation video compared to scores at the beginning of the semester. Based on these findings, nursing programs should consider including meditation as a strategy to reduce test anxiety in students. The program was cost-effective and would be easy to implement into a nursing program’s curriculum.

Atypical teratoid/rhabdoid tumor (AT/RT) is a highly malignant central nervous system tumor predominantly occurring in infants that may also arise in older children and adults. Rare secondary AT/RT developing from other tumors such as pleomorphic xanthoastrocytoma (PXA) are on record, but AT/RT presenting with molecular features of PXA have not been described. Here, we report 3 malignant central nervous system tumors in children (10, 13, and 18 y old). All tumors were located in the temporal lobe. In 2 cases, there was no history of a low-grade precursor lesion; in 1 case anaplastic PXA had been diagnosed 3 months earlier. Histopathologically, all tumors were composed of RT cells and showed frank signs of malignancy as well as loss of nuclear SMARCB1/INI1 protein expression. Two cases displayed homozygous deletions of the SMARCB1 region while the third case showed an exon 7 mutation (c.849_850delGT; p.Met283Ilefs*77). Of note, DNA methylation profiles did not group with AT/RT or other tumor entities using the Heidelberg Brain Tumor Classifier (version v11b4). By unsupervised t-distributed stochastic neighbor embedding analysis and hierarchical clustering analysis, however, all tumors clearly grouped with PXA. Genome-wide copy number analysis revealed homozygous CDNK2A/B deletions and gains of whole chromosome 7. BRAF V600E mutations could be demonstrated in all cases. In conclusion, the possibility of AT/RT with molecular features of PXA needs to be taken into account and warrants molecular characterization of AT/RT especially in older children. Since treatments targeting mutated BRAF are available, identification of such cases may also have therapeutic consequences.

BackgroundBrief counseling can motivate patients to initiate health behavior change. However, increasing the provision of brief counseling by nurses is difficult due to contextual and practitioner-level factors impeding nurses’ motivation and intentions to provide brief counseling (eg, unfavorable attitude toward brief counseling, lack of perceived control linked to barriers). Theory-based implementation interventions could address these practitioner-level factors and support evidence-based practice in the context of brief counseling. Web-based, adaptive e-learning (electronic learning) programs are a novel type of implementation intervention that could address the limitations of current brief counseling training programs, such as accessibility and personalization.ObjectiveThis paper presents a study protocol for evaluating the effectiveness of the E_MOTIVA implementation intervention—a theory- and web-based adaptive e-learning program—to increase nurses’ and nursing students’ intentions to provide brief counseling for smoking, an unbalanced diet, and medication nonadherence.MethodsA two-group, single-blind, randomized controlled trial will be conducted with nurses and nursing students enrolled in a Bachelor of Science in Nursing program in Quebec, Canada. Participants in the experimental group will be allocated to the E_MOTIVA intervention—a theory- and web-based adaptive e-learning program—while participants in the active control group will be allocated to the E_MOTIVB intervention, a knowledge- and web-based standardized e-learning program. The E_MOTIVA intervention was designed to influence the constructs of the Theory of Planned Behavior (eg, attitude, subjective norms, and perceived behavioral control) in the context of brief counseling. The Cognitive Load Index and User Engagement Scale will be used to assess participants’ cognitive load and engagement related to e-learning. Participants will complete the Brief Counseling Nursing Practices Questionnaire–Abridged Version at baseline and follow-up. All study measures will be completed online.ResultsThe study is ongoing. The results of the study will provide answers to the primary hypothesis (H1) that experimental group participants will demonstrate a greater change in the score of intentions to provide brief counseling between baseline (–T1) and follow-up (T4). Secondary hypotheses include greater improvements in scores of attitude (H2), subjective norms (H3), perceived control (H4), behavioral beliefs (H5), normative beliefs (H6), and control beliefs (H7) regarding brief counseling in the experimental group between baseline and follow-up. We also anticipate lower intrinsic and extrinsic cognitive loads (H8, H9), higher germane cognitive load (H10), and higher engagement (H11, H12) in the experimental group.ConclusionsThis study will be among the first in evaluating a novel type of implementation intervention, a theory- and web-based adaptive e-learning program, in nurses and nursing students. This type of intervention has the potential to support evidence-based practice through accessible, personalized training in wide-ranging domains in nursing.Trial RegistrationISRCTN Registry ISRCTN32603572; http://www.isrctn.com/ISRCTN32603572International Registered Report Identifier (IRRID)PRR1-10.2196/18894

Objective: A primary goal in clinical learning is to apply nursing knowledge and skills learned in the classroom to clinical. While benefits to learning in clinical are evident, this experience is not without challenges, which often relate to coordination of the learning experience. The AM/PM model, an innovative clinical learning model, was developed in response to scheduling challenges that impacted learning.Methods: A Bachelor of Science in Nursing program at a state university in the western region of the United States was using a 12-hour biweekly shift schedule for clinical rotations. This schedule negatively impacted learning. Thus, a 6-hour weekly (AM/PM) clinical learning model was developed and implemented to address barriers in clinical learning, using Lewin’s Theory of Change as the theoretical framework and as a guide to achieving the desired change. Standardized examination performance was used as a measure of success to evaluate summative learning.Results: Clinical learning was improved as a result of implementing the AM/PM model. Nursing students had more opportunity to develop critical thinking, clinical judgment, and communication skills. Learning outcomes measured by standardized exam scores increased for the AM/PM groups.Discussion and conclusions: The AM/PM model, in comparison to other traditional clinical models, was successful in providing experiences to support critical thinking, clinical judgment, and improved learning outcomes. Using Lewin’s Theory of Change as a theoretical framework to guide implementation of the AM/PM model supported all key stakeholders in adapting to the change, ultimately supporting nursing student learning.

Comparative Analysis of online and face‐to‐face Human Anatomy and Physiology Courses as a Measure of Student Achievement in Bachelor of Science in Nursing Program

Introduction: This tracer study examined the licensure performance, employment outcomes, job relevance, and postgraduate engagement of Bachelor of Science in Nursing (BSN) graduates of Mountain Province State University (MPSU) from 2008 to 2024. Aim: Anchored on Employability Theory, the study aimed to determine how effectively the nursing program prepared graduates for professional practice and career development. Methods: Using a descriptive survey design, data were collected through a validated researcher-made questionnaire administered to randomly selected graduates across three curriculum groups: CMO 30 (2008–2016), CMO 14 (2017–2021), and CMO 15 (2022–2024). Reliability testing yielded a Cronbach’s alpha of 0.785, indicating acceptable internal consistency. Results: Findings showed a consistently high proportion of respondents who reported passing the Nursing Licensure Examination (NLE), with an overall respondent-based licensure rate of 96% that increased across curriculum groups (CMO 30: 94.9%; CMO 14: 96.8%; CMO 15: 98.3%). Employment outcomes revealed that 86.6% of graduates were currently employed, though recent graduates under CMO 15 exhibited lower employment rates and a higher proportion of those never employed. Job relevance remained high at 90.7%, yet CMO 15 showed the most notable decline. A strong shift toward local employment was observed, with 97.9% of the newest graduates working within the Philippines. Postgraduate engagement was low, with only 23.1% pursuing master’s studies and 1.2% enrolling in doctoral programs, primarily among CMO 30 graduates. Conclusion: The study concludes that the MPSU nursing program continues to produce competent graduates with strong licensure and employment outcomes, though emerging challenges among the newest graduates warrant timely institutional response. Results highlight the importance of ongoing curriculum review, strengthened school-to-work transition support, and expanded access to graduate nursing education. Establishing a Master of Arts or Master of Science in Nursing program at MPSU is recommended to promote lifelong learning and career advancement.

Self-Directed Learning (SDL) is a process in which the learner takes self-initiation for assessing own learning needs and work accordingly with the help of available resources for achievement of required learning, The objective of this study is to identify the readiness for self-directed learning among the Bachelor of Science in Nursing (BSN) students. A descriptive cross sectional study was conducted among BSN students of Yeti Health Science Academy and Kantipur Academy of Health Science, Kathmandu, Nepal. Complete enumerative sampling technique was used in this study where 107 students were involved. Questionnaire method with SDL scale was used for data collection. Most of the respondents 74(69.2%) had high level of readiness for self-directed learning and 33(30.8%) of respondents had low level of readiness for self-directed learning. The association between academic year with the level of readiness for self-directed learning were statistically significant (p=0.045) whereas the association between other variables (age, ethnicity, religion, marital status, family type and residence) with the level of readiness for self-directed learning were statistically insignificant (p>0.05).It is concluded that depending upon the academic year, seniors are more ready towards self-directed learning than junior nursing students.

Applying hierarchical grey relation clustering analysis to geographical information systems – A case study of the hospitals in Taipei City

Institutions of higher learning struggle to supply enough Registered Nursing Professionals to meet demands in today’s healthcare environment. Hundreds of thousands of students are accepted into nursing programs each year, though many fall short of program completion. High attrition and low retention in registered nursing programs is a problem. The purpose of this qualitative study was to evaluate attrition and retention of registered nursing students over a four-year period at a Technical College in Georgia to determine factors impacting successful completion of the Associate of Science in Nursing Program (ASN). It further proposed to identify possible solutions to reduce attrition among nursing students. This study analyzed nursing student and nursing faculty perceptions on the causes of high attrition and low retention and perceived solutions to attrition rates. This study provides insight in the development of steps to decrease attrition in registered nursing programs, and other higher education programs of study.

5241652 System for performing rule partitioning in a rete networkWilliam Barabash, William Yerazunis assigned to Digital Equipment Corporation

This study investigated the interrelationships among university entrance score, career aspiration, academic major, and academic achievement, of foundation year students, at an overall level and at completion of each year level of a Bachelor of Science (BSc) degree. Self-determination theory (SDT) was used as the underlying model for this study, which comprised 157 students who had completed their degree over 2015–2017. Results were analysed in terms of students’ intrinsic motivations (career aspiration and academic major), extrinsic motivations (university entrance score and academic success) and an amotivational factor (gender). We propose a model to explain the observed change in importance between BSc students’ extrinsic and intrinsic motivations, as a function of time and their increasing autonomy. If our results reflect broader patterns among Australian students undertaking post-secondary education, the use of grounded SDT-based approaches during foundation year may allow students to make more informed choices of academic major, and through this enhance their academic achievement.

Fetal placental macrophages (Hofbauer cells (HCs)) appear at 18 days post-conception and are maintained throughout pregnancy. Despite their identification more than a century ago, there are few studies characterizing the evolution of human HC phenotype through gestation. Using high-dimensional flow cytometry, we measured expression of CD68, CD80, CD86, HLA-DR, CD163, CD206, and CD209 on human HCs ex vivo. This panel includes markers previously validated on term human HCs for immune activation (CD80, CD86) and modulation (DC-SIGN, HLA-DR). To best capture the spectrum of HC diversity across gestation, we employed an unbiased approach to analyze processed datasets from HCs isolated from placentae 12–17 weeks gestational age (n=5), 17–24 weeks gestational age (n=7) and at term (n=5) using t-distributed stochastic neighbor embedding analysis (tSNE). HC populations were more diverse early in pregnancy and at term, compared to the second trimester; this is anticipated given the changing microenvironment following initial placental anchoring to eventual parturition. Marker expression heatmaps were generated to assess gestation-dependent changes in HC phenotype; HCs expressing activation markers were most frequent in early gestation, and reduced by term. HCs bearing markers of immune modulation were most frequent at mid-gestation, and least in early gestation. These results demonstrate the power of utilizing computational methods to analyze high-dimensional flow cytometry data collected from an understudied cell type and demonstrate how HCs phenotypically evolve during human pregnancy.

AA9. Macrophage-Derived Netrin 1 Promotes Abdominal Aortic Aneurysms by Activating Matrix Metalloproteinase 3 in Vascular Smooth Muscle Cells

Transitioning Associate Degree in Nursing Students to the Bachelor of Science in Nursing and Beyond: A Mandate for Academic Partnerships

The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student's cognitive load and learning performance in a research course