ABSTRACT
BACKGROUND AND OBJECTIVES: Patients with Alzheimer dementia display evidence of amyloid-related neurodegeneration. Our focus was to determine whether such patients also display evidence of a disease-targeting adaptive immune response mediated by CD4+ T cells. To test this hypothesis, we evaluated the CSF immune profiles of patients with Alzheimer clinical syndrome (ACS), who display clinically defined dementia. METHODS: Innate and adaptive immune profiles of patients with ACS were measured using multicolor flow cytometry. CSF-derived CD4+ and CD8+ T-cell receptor repertoire genetics were measured using next-generation sequencing. Brain-specific autoantibody signatures of CSF-derived antibody pools were measured using array technology or ELISA. CSF from similar-age healthy controls (HCs) was used as a comparator cohort. RESULTS: Innate cells were expanded in the CSF of patients with ACS in comparison to HCs, and innate cell expansion increased with age in the patients with ACS, but not HCs. Despite innate cell expansion in the CSF, the frequency of total CD4+ T cells reduced with age in the patients with ACS. T-cell receptor repertoire genetics indicated that T-cell clonal expansion is enhanced, and diversity is reduced in the patients with ACS compared with similar-age HCs. DISCUSSION: Examination of CSF indicates that CD4+ T cell-mediated adaptive immune responses are altered in patients with ACS. Understanding the underlying mechanisms affecting adaptive immunity will help move us toward the goal of slowing cognitive decline.
Subject(s)
Adaptive Immunity/immunology , Alzheimer Disease/cerebrospinal fluid , Alzheimer Disease/immunology , Autoantibodies/cerebrospinal fluid , CD4-Positive T-Lymphocytes/metabolism , Immunity, Innate/immunology , Aged , CD8-Positive T-Lymphocytes/metabolism , Cohort Studies , Female , Humans , Male , Middle Aged , SyndromeABSTRACT
Based on the call to transform nursing education, many nursing programs have begun to integrate more active learning strategies into the traditional classroom setting. Many educators have found successful integration requires an improved learning space that allows students to interact and work collaboratively. This article discusses a new innovative trend in higher education called the active learning classroom (ALC), how one college developed an ALC, and the impact of the ALC on the use of active learning strategies and student learning outcomes in the nursing education department.
Subject(s)
Education, Nursing , Students, Nursing , Technology , Humans , Problem-Based Learning , UniversitiesABSTRACT
BACKGROUND: Historically, the relationship between infant and mother in the neonatal intensive care unit (NICU) has been the main focus of parenting research, leaving a gap in the literature regarding the paternal experience. PURPOSE: The purpose of this study was to gain an understanding of the lived experience of fathering an infant born at less than 28 weeks' gestation admitted to a level III NICU. METHODS: Seven fathers of premature infants (25-27 weeks' gestation) participated in a semistructured interview about the experience of becoming a father to a premature infant at least 1 to 2 weeks after the NICU admission. Data were collected in 2015. FINDINGS: The primary themes identified were looking in, persevering, holding, and finding my way. Fathers in this study described feeling like an outsider in the NICU while learning to trust strangers, protect the mother and the child, and continue to work and provide for the family. Holding for the first time is pivotal in this journey, as the moment of solidifying the connection with the child. IMPLICATIONS FOR PRACTICE: The findings from this study bring awareness of the experiences of fathers during the NICU journey of having a premature infant. Nurses should encourage paternal participation and involvement, visitation, and facilitate kangaroo care opportunities early and often. IMPLICATIONS FOR RESEARCH: The findings from this study allow nurses to better understand the paternal experience of having a premature infant born at less than 28 weeks. However, future research should continue to investigate the paternal experience with other gestational ages as well as the influence of stress of fathers during this experience.
Subject(s)
Father-Child Relations , Fathers/psychology , Infant, Premature/psychology , Professional-Family Relations , Academic Medical Centers , Adult , Humans , Infant , Infant, Newborn , Intensive Care Units, Neonatal , Interviews as Topic , Male , Nurses, Neonatal , Southeastern United States , Stress, PsychologicalABSTRACT
Educators today need innovative teaching strategies to meet the learning needs of the multigenerational population of perioperative nurses. Emerging technologies, such as YouTube, the world's largest video-sharing web site, can be used as a component of an active learning strategy that can appeal to a broad group of nurses along the novice-to-expert proficiency continuum. Using video clips can be a useful method to engage learners and promote critical thinking, decision making, and creativity. YouTube videos can be used to teach skills or as a platform for discussion. Learners also can create and upload their own videos to educate others. Increased engagement and active learning can lead the perioperative nurse to a deeper understanding of the educational material.
