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During the first trimester of pregnancy, there is a large decrease in systemic vascular resistance (SVR) which coincides temporally with increasing extrusion of extracellular vesicles (EVs) from the placenta. We hypothesized that placental EVs may be one of the mechanisms contributing to maternal vasodilation. Macro-, micro-, nano-EVs from human first trimester placenta, or control injections containing EVs derived from fresh culture media, were injected into pregnant mice at day 12.5. After 30 min or 24 h, second order resistance arteries assessed for their reactivity to various vasomodulators. Placental EVs induced an anti-constrictive, pro-vasodilatory effect in maternal resistance arteries compared to control injections after 24 h suggesting that placental EVs may contribute to the maternal vasodilation during pregnancy. [ABSTRACT FROM AUTHOR]

The problem-based learning (PBL) approach applied in the clinical setting is different from that applied in the classroom setting. This study analyzed a learning and teaching episode in a simulated clinical situation using the PBL approach. Conversation analysis was used to examine the scenario. Data analysis revealed six key manifestations of this learning arrangement: collection of information, data analysis, formulation of hypotheses, validation, discussion and reflection, and learning synthesis. The simulated clinical environment provided realism in learning and allowed students to experience a full range of learning issues within a short time frame. Problem-based learning was a deliberate approach that helped students achieve the following learning outcomes: patient-focused care, student-directed learning, inductive learning, and translation of theoretical knowledge into practical information. Learning was further enhanced with postsimulation self-evaluation and peer analyses. The incorporation of the PBL approach can bring out the optimal effects in a simulated learning environment. [ABSTRACT FROM AUTHOR]

Summary: Background: There is considerable literature on graduates’ role transition to registered nurse from the employer’s perspective. Few studies have discussed issues and strategies related to nursing students’ preparedness. In response to the Bachelor of Nursing (Honours) senior nursing students’ needs in terms of role transition, a pre-graduation clinical placement (PGCP) was implemented. Aim: The aim of this paper is to report the learning experiences and outcomes of the PGCP. Methods: Both quantitative and qualitative approaches were used. All students (n =37) and preceptors (n =33) involved in the PGCP consented to participate in summer 2002. The data included: students’ and preceptors’ appraisal of pre- and post-Inventory for Nursing Competencies (INC), students’ formative and summative reflective journals, and post-PGCP focus group interviews. Paired t-tests were done to compare students’ and preceptors’ pre- and post-INC scores, and thematic analyses were carried out for qualitative data. Results: There were statistically significant improvements in students’ INC. Three themes – learning to work with ward nurses and preceptors, learning total aspects of care, and acting as RNs – were revealed. Conclusion: The success of the PGCP demonstrates the promising outcome of a long consolidating clinical block prior to graduation in fostering maturity for role transition. [Copyright &y& Elsevier]

The development of social work in China has a history of only 15 years. The term 'social work' is a foreign concept to the Chinese, since it originated in a western context that is completely different from the social, economic and religious background of China. Some even go as far as arguing that it is impossible to apply the principles and theories of social work to social life in China. Up to today, Chinese academia has not made a systematic attempt to analyze the experiences of other developing countries in transferring social work knowledge. Neither has any empirical study been conducted to explore an indigenous model of social work. In this article, social work with women as an example has been taken so as to examine the necessity and possibility of developing indigenous social work. The two authors draw upon their empirical findings on the self-concept of Chinese women from two respective studies in China and Canada to discuss the implication of the indigenization of social work knowledge in working with women in China. It discusses the western ideological basis of social work and feminism, a literature review of the principles in developing indigenous social work, the need for developing indigenous social work in working with women in China.