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Introduction: Haiti has one of the most severe health care worker shortages in the Americas. In-service continuing education opportunities have been linked to increased nurse motivation and retention, and improved patient outcomes. This paper describes how an academic-non-profit collaboration adapted nursing rounds to create a bedside teaching activity for nurses at a Haitian hospital.Methods: Rounds are defined as a gathering of nursing staff and students, as well as the patient’s family at the patient’s bedside, for case presentation and discussion about the medical and nursing care plans. A survey of participants was completed on a quarterly basis to improve the activity and assess whether the project was meeting its goals.Results: Twenty-six nurses participated in the first quarter survey and twenty-five in the second quarter survey. Surveys showed that participation in rounds increased over time. Nurses were either satisfied or very satisfied with rounds.  The majority of nurses reported learning information that improved their patient care every time they attended rounds. Challenges included limited staffing at the hospital, nurses’ varying levels of literacy, and Haiti’s unpredictable political climate. These were overcome by building a partnership with a reputable local organization, accompanying local colleagues in a peer-to-peer model, and embracing incremental changes during implementation.Conclusions: Evidence from observation, informal feedback, and responses to participant surveys indicates that rounds may increase opportunities for continuing education, encourage patient and family centered care, and promote inter-professional collaboration. This project has proved to be sustainable and continues to evolve two years following implementation.

Individuals from conflict-affected countries, such as Iraq, face formidable challenges when they resettle in the United States. Drawing from intersectionality theory, we explore the lived experiences of adolescent boys and girls from Iraq who have resettled in Texas and Virginia. In this qualitative study, we focus on the school as an institution that is positioned to enforce, or to combat, systemic and interpersonal inequalities among young refugees, especially in terms of gender and race. Our thematic analysis identifies the ways their interactions with teachers, peers, and family in the school context have shaped the socialization of these adolescent boys and girls from Iraq. The study findings reflect the importance of understanding how education settings can affect the intersectional experiences of conflict-affected youth who have resettled in the United States.

Author(s): Chen Reis 1,*, Sarah R. Meyer 2 Femicide-the intentional killing of women and girls because of their gender [1]-is an extreme manifestation of violence against women and girls rooted [...]

Research Reproducibility: Educating for Reproducibility, Pathways to Research Integrity was an interdisciplinary, conference hosted virtually by the University of Florida in December 2020. This event brought together educators, researchers, students, policy makers, and industry representatives from across the globe to explore best practices, innovations, and new ideas for education around reproducibility and replicability. Emphasizing a broad view of rigor and reproducibility, the conference touched on many aspects of introducing learners to transparency, rigorous study design, data science, data management, replications, and more. Transdisciplinary themes emerged from the panels, keynote, and submitted papers and poster presentations. The identified themes included lifelong learning, cultivating bottom-up change, "sneaking in" learning, just-in-time learning, targeting learners by career stage, learning by doing, learning how to learn, establishing communities of practice, librarians as interdisciplinary leaders, teamwork skills, rewards and incentives, and implementing top-down change. For each of these themes, we share ideas, practices, and actions as discussed by the conference speakers and attendees.

Intimate partner violence (IPV) is a highly prevalent public health challenge and human rights violation. Sociological theories address social structures to understand prevalence and dynamics of IPV against women. This systematic review aims (1) to identify, describe, categorize, and synthesize sociological theories that account for predictors of IPV against women, and (2) to compare and contrast sociological theories of predictors of IPV against women. Following a structured search of nine electronic databases, members of the review team screened title/abstract and full texts against inclusion and exclusion criteria, to identify studies that engaged with theory/ies of predictors of IPV. Review team members extracted data according to a data extraction template developed for the review. Results are presented using a narrative synthesis approach. Following review of 108 included articles, included articles were grouped into sub-theories. The sub-theories provide differing, yet overlapping, accounts of predictors of male perpetration of IPV and women's experience of IPV. Sociological theories primarily engage with exo- and macro-system levels of the social-ecological framework, yet some also address structural influences on individual behaviors. This systematic review fills a gap in theoretical syntheses of sociological theories of predictors of male-perpetrated IPV against women and also provides critical analysis of how these theories overlap and intersect. While sociological theories may not be able to fully explain all aspects of dynamics of male-perpetrated IPV against women, this overview indicates that there are several compelling components of sociological theory that hold explanatory power for comprehending how, where, and why IPV occurs. [ABSTRACT FROM AUTHOR]

Sialic acids are found as terminal sugars on glycan structures on cellular surfaces. T cells carry these sialoglycans abundantly, and they are thought to serve multiple functions in cell adhesion, cell migration, and protection from complement attack. We studied the role of sialoglycans on T cells in a mouse model with a T cell-specific deletion of cytidine monophosphate-sialic acid synthase (CMAS), the enzyme that is crucial for the synthesis of sialoglycans. These mice showed a T-cell deficiency in peripheral lymphoid organs. Many T cells with an undeleted Cmas allele were found in the periphery, suggesting that they escaped the Cremediated deletion. The remaining peripheral T cells of T cell-specific Cmas KO mice had a memory-like phenotype. Additional depletion of the complement factor C3 could not rescue the phenotype, showing that the T-cell defect was not caused by a host complement activity. Cmas-deficient T cells showed a high level of activated caspase 3, indicating an ongoing apoptosis. In bone marrow chimeric cellular transfer experiments, we observed a strong competitive disadvantage of Cmas-deficient T cells compared to wild-type T cells. These results show that sialoglycans on the surface of T cells are crucial for T-cell survival and maintenance. This function has not been recognized before and is similar to the function of sialoglycans on B cells. [ABSTRACT FROM AUTHOR]

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students' learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students' learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students' grammar learning achievement.

The Federal Retail Pharmacy Program (FRPP) facilitated integration of pharmacies as partners in national efforts to scale up vaccination capacity during the COVID-19 pandemic emergency response. To evaluate FRPP's contribution to vaccination efforts across various sociodemographic groups, data on COVID-19 bivalent mRNA vaccine doses administered during September 1, 2022-September 30, 2023, were evaluated from two sources: 1) FRPP data reported directly to CDC and 2) jurisdictional immunization information systems data reported to CDC from all 50 states, the District of Columbia, U.S. territories, and freely associated states. Among 59.8 million COVID-19 bivalent vaccine doses administered in the United States during this period, 40.5 million (67.7%) were administered by FRPP partners. The proportion of COVID-19 bivalent doses administered by FRPP partners ranged from 5.9% among children aged 6 months-4 years to 70.6% among adults aged 18-49 years. Among some racial and ethnic minority groups (e.g., Hispanic or Latino, non-Hispanic Black or African American, non-Hispanic Native Hawaiian or other Pacific Islander, and non-Hispanic Asian persons), ≥45% of COVID-19 bivalent vaccine doses were administered by FRPP partners. Further, in urban and rural areas, FRPP partners administered 81.6% and 60.0% of bivalent vaccine doses, respectively. The FRPP partnership administered approximately two thirds of all bivalent COVID-19 vaccine doses in the United States and provided vaccine access for persons across a wide range of sociodemographic groups, demonstrating that this program could serve as a model to address vaccination services needs for routine vaccines and to provide health services in other public health emergencies. [ABSTRACT FROM AUTHOR]