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Trauma-informed care (TIC) stands as a beacon of transformative change within healthcare organizations, advocating for consistent practice models and bolstering mental health education across diverse settings (Bunting et al., 2019). For registered nurses (RNs) operating in the high-pressure environment of emergency departments (EDs), TIC emerges as a guiding principle, aiming to cultivate care practices that alleviate patient trauma and safeguard against retraumatization of patients and staff (Fleishman et al., 2019). This research investigated the importance of providing trauma-informed education to RNs in EDs, focusing on RNs' perspectives. The study used qualitative narrative inquiry research design to explore RNs' perceptions of TIC continuing education initiatives led by organizational leadership, particularly in enhancing organizational outcomes. The study highlights the critical need for ongoing education, especially given the challenges posed by the COVID-19 pandemic and the experiences of RNs in the field. This study emphasizes its significance in improving organizational outcomes and patient care quality by contributing to the existing body of research on TIC education. Recommendations stemming from this research include integrating TIC education into nursing curricula, offering online training, promoting collaboration across healthcare disciplines, and establishing institutional policies supportive of TIC principles. Drawing from the TIC conceptual framework and the implications of this study, future research directions are proposed, including investigating the impact of TIC training on nursing practice in person and online, identifying obstacles to TIC implementation, and exploring TIC's potential in addressing healthcare disparities.

Suicide rates among Black youth have risen faster than any other racial/ethnic group in the past two decades. Black youth residing in rural areas are subject to systemic challenges such as minimal access to mental healthcare providers, generational poverty and oppressive social structures that lead to racial discrimination. Racial discrimination places rural Black youth at increased risk for anxiety, depression, and suicide. Protective factors have been found to mitigate the negative impact of racial discrimination on mental health, but there is limited research covering suicidality and Black youth. This scoping review explores what is known about the role of protective factors in moderating the association between racism/discrimination and suicide risk among Black youth in the United States. Findings were mixed regarding the influence of protective factors in moderating the effects of racial discrimination on suicide risk and more exploration among Black youth in impoverished rural areas is warranted.

Abstract Background A number of UK transplantation centres use isotope studies to estimate the relative contribution from each kidney in living kidney donor assessment. The evidence that the estimation of pre-donation split function of the non-donated kidney influences post-donation renal recovery is limited. The aim of this study was to analyse whether, in the context of other donor factors, the split function of the non-donated kidney predicts the percentage recovery of glomerular filtration rate (GFR) at one-year post-donation. Methodology A retrospective cohort analysis was undertaken on 291 living kidney donors in the Glasgow Renal and Transplant Unit between 1st January 2011 and 1st June 2022. Univariable and multivariable linear regression analysis was used to analyse the impact of donor factors on recovery of renal function at one year relative to baseline isotope GFR (iGFR) or to estimated GFR (eGFR by Chronic Kidney Disease Epidemiology Collaboration [CKD-EPI] formula). Sub-analyses of donor outcome (% recovery of iGFR and eGFR at one year) were undertaken using single-measures ANOVA and grouping of donors by pre-donation isotope uptake of the non-donated kidney. Results Median recovery of pre-donation GFR at 1 year was 70.0% (IQR 64.8-75.5). On linear regression analysis there was no significant association found between split function of the non-donated kidney and the percentage recovery of iGFR, although a small significant association was found for eGFR. There was no significant difference between mean iGFR or eGFR recovery on sub-analysis of donor outcomes. Conclusions This study demonstrated no clinically important predictive relationship between percentage recovery of renal function at 1 year after living kidney donation and pre-donation split function within the range accepted for donation in our centre.

ABSTRACT: The aim of this study was to characterize the incidence and timing of pregnancy loss from service event (timed artificial insemination or timed embryo transfer) to parturition. Lactating Holstein-Friesian cows were randomly assigned to receive either AI (n = 243) or embryo transfer (ET, n = 863) with a fresh or frozen in vitro-produced blastocyst derived from oocytes collected from the ovaries of elite dairy donors (n = 14 Holstein-Friesian and n = 8 Jersey) and elite beef donors (n = 21 Angus) using transvaginal ovum pick-up. In addition, oocytes were collected from the ovaries of beef heifers of known pedigree following slaughter at a commercial abattoir (n = 119). Blood samples were collected on d 7 from all cows to determine progesterone concentration and from subsets of cows on d 18 (n = 524) and d 25 (n = 378) to determine mRNA abundance of interferon-stimulated gene-15 and pregnancy-specific protein B concentration, respectively, to provide an early pregnancy diagnosis. Transrectal ultrasonography was conducted to determine pregnancy status on d 32, d 62 and 125 after synchronized ovulation. Parturition date was recorded for all cows that reached a term delivery. The predicted probability of pregnancy (%) varied at each time point (d7, 18, 25, 32, 62, 125, parturition) depending on treatment (AI: 77.0, 60.2, 52.3, 48.8, 47.0, 44.6, 44.0; fresh ET: 100.0, 69.5, 60.3, 56.1, 48.4, 46.8, 45.5; frozen ET: 100.0, 61.7, 52.2, 41.6, 32.9, 31.8, 30.2). Irrespective of treatment, the largest proportion of pregnancy loss occurred in the period from service event (AI on d 0 or ET on d 7) to d 18, with minimal loss occurring between d 62 and parturition (AI: 1.8%, fresh ET: 1.9%, frozen ET: 3.5%). Treatment differences in the predicted probability of pregnancy per service event were detected between fresh ET versus frozen ET on d 32 and both AI and fresh ET versus frozen ET on d 62, 125, and at parturition. There was greater probability of pregnancy loss between d 32 and 62 following ET (fresh: 11.3%, Frozen: 18.0%) than AI (4.0%). The percentage of cows that calved following transfer of a fresh embryo (45.5%) was similar to AI (44.0%), but less when a frozen embryo was transferred (30.2%). In conclusion, AI and fresh ET led to a greater probability of a cow becoming pregnant and maintaining the pregnancy to term than frozen ET. Cows that were still pregnant on d 62 had a very strong likelihood of maintaining the pregnancy to full-term parturition, irrespective of treatment. Further work is required to improve the likelihood of pregnancy establishment and reduce embryonic and fetal mortality following transfer of a cryopreserved in vitro-produced embryo.

Louisa M D’Arrietta,1,2 Venkat N Vangaveti,1,3 Melissa J Crowe,4 Bunmi S Malau-Aduli1,5 1College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia; 2Library Services, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia; 3Townsville Institute of Health Research and Innovation, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia; 4College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia; 5School of Medicine and Public Health, University of Newcastle, Newcastle, New South Wales, AustraliaCorrespondence: Louisa M D’Arrietta, College of Medicine and Dentistry, Division of Tropical Health and Medicine, James Cook University, Townsville, QLD, 4811, Australia, Tel +61 7 4781 4060, Fax +61 7 4779 6371, Email louisa.darrietta@jcu.edu.auPurpose: A decline in the number of health professionals (HPs) engaging in clinical and healthcare research has spurred governments, educational and healthcare organisations to focus on developing strategies to promote a resurgence of clinical researchers. Based on the Expectancy-Value-Cost theory which offers a comprehensive framework to understand motivation in research, this study aimed to explore how motivations and perceived values of research evolve across different career stages, and develop a model that promotes sustained research motivation.Methods: This study employed a phenomenological qualitative research design and individual interviews to explore the experiences of 30 HPs (doctors, nurses, midwives, and allied health professionals) across three career stages—early, mid, and late—at three North Queensland Public Hospitals from March 19 to April 15, 2021. A purposive sampling technique was used to select participants, and data were analysed through inductive thematic analysis.Results: Six themes emerged, categorised into individual, organizational, and sociocultural factors. Individual: Back to Basics and Career Aspirations Influence Research Value; Organisational: Cumbersome Processes and Resource Accessibility; Sociocultural: Building Research Capacity through Connections and Supportive Relationships Enhance Motivation. These themes informed the development of the RISES model, a multi-layered framework emphasising a collaborative approach to addressing individual, organisational, and sociocultural factors to support HPs’ sustained research engagement.Conclusion: The study provides valuable insights into the lived experiences of HPs in relation to research, highlighting the intricate interplay of factors affecting their motivation. It introduces the RISES model to encourage ongoing research motivation and suggests further research to expand on these findings and explore additional aspects of research engagement in healthcare.Keywords: career stage, motivation, barriers, enablers, expectancy-value-cost theory, phenomenology

During the 2020 COVID-19 pandemic, many universities in the United States converted face-to-face classroom teaching to remote, online based learning formats. Gallaudet University was among these universities and faced particular challenges due to the need for visually accessible classrooms for d/Deaf students. Because college students are primarily made up of early and emerging adults, and d/Deaf college students have been shown to have better academic success when social connection is fostered, the current study sought to determine how d/Deaf students at Gallaudet University were emotionally impacted by the change to online learning during the COVID-19 pandemic in 2020. The research question for this study was: How did the COVID-19 pandemic and subsequent emergency switch to online course participation influence college students' experience of well-being, self-efficacy, and loneliness? Results indicated that overall, d/Deaf students at Gallaudet university had positive emotional adjustment during this transition, despite challenges. Discussion describes within-group differences by age and how the University supported students and the campus community to encourage this positive outcome.

While a growing body of research supports active, student-centered approaches to teaching, the implementation of such methodologies in the undergraduate STEM classroom has not been widespread. In an effort to increase student success in an introductory course for biology majors, we developed Biology Boot Camp, a peer-led program based on active, collaborative learning. Program participants attended weekly study sessions led by Boot Camp Coaches who had been trained extensively in both course content and pedagogy. During Boot Camp sessions, Coaches engaged students in activities designed to encourage the development of higher-order cognitive skills represented by the upper levels of Bloom's taxonomy (analysis, evaluation, and synthesis). A primary goal of the program was to transform students into active, engaged learners who understand the difference between superficial and deep, meaningful learning. Biology Boot Camp strove to cultivate motivated learners, to promote biology content mastery, and to develop problem-solving skills necessary for future leaders and visionaries in rapidly evolving STEM fields. In this study, we examined the impact of Boot Camp on student success, and we determined that participation in Biology Boot Camp improved academic performance as demonstrated by exam grades, pre-test/post-test gains, and final course averages.

Recent calls to reform undergraduate biology education, including Vision and Change in Undergraduate Biology Education, have led biology departments to examine their curriculum to determine the extent to which it aligns with Vision and Change content and competency recommendations. The recently released BioSkills Guide translates the broad Vision and Change core competencies into more specific program-level learning outcomes (LOs). A curriculum map may be used to evaluate a curriculum by examining where content and skills are taught. This map can then be used to determine how well the curriculum that is actually taught aligns with the planned curriculum (a set of LOs). The Western Washington University Biology Department used a new curriculum mapping tool, the BioSkills Curriculum Survey, to examine the extent to which Vision and Change core competencies and BioSkills LOs were taught in our courses. Instructors completed the survey for every course they taught in the last two years, enabling us to gather data on competency and LO coverage and assessment across our curriculum. We answered questions about where in the curriculum competencies and LOs were taught, how different instructors teaching the same course taught LOs, the extent to which different LOs were assessed, and how teaching LOs differed in different degree tracks and different course levels. For a subset of courses, students also completed a modified survey to determine how students' perceptions of skills coverage matched instructor's perceptions. One main finding was that we taught Science and Society LOs less than others and, when taught, we did not often assess them. We also found that students' perceptions of competency teaching did not align well with instructors' perceptions. The data were used to make informed decisions about ongoing curriculum revisions. This paper illustrates the questions that can be answered using this mapping tool for competencies and we offer recommendations about how a department can take a data-driven approach to curriculum reform.

There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods. A systematic database search was conducted of CENTRAL; CINAHL; Cochrane; ERIC; Joanna Briggs; Linguistics, Language and Behavior Abstracts; Medline; Scopus; and Web of Science databases, as well as supplemental searches. A total of 204 included studies reported the use of many different measures/methods which measured segmental aspects of speech, with the most common being Allen et al.'s (2001, The reliability of a rating scale for measuring speech intelligibility following pediatric cochlear implantation. "Otology and Neurotology," 22(5), 631-633. https://doi.org/10.1097/00129492-200109000-00012) Speech Intelligibility Rating scale. Many studies included insufficient details to determine the measure that was used. Future research should utilize methods/measures with known psychometric validity, provide clear descriptions of the methods/measures used, and consider using more than one measure to account for limitations inherent in different methods of measuring the speech intelligibility of children who are DHH, and consider and discuss the rationale for the measure/method chosen.