Probing the chemical and electronic properties of the core-shell architecture of transition metal trisulfide nanoribbons.

Ultraviolet and X-ray photoelectron spectroscopies are used to probe the chemical and electronic structure of an amorphous, 2-20 nm-thick shell that encases the crystalline core in core-shell nanoribbons of TaS(3). The shell is chemically heterogeneous, containing elemental sulfur and a with a notable (S(2))(2-) deficiency over the crystalline TaS(3) core. We find nanoribbon stability to be substrate-dependent; whilst the ribbons are stable on the native oxide of a silicon surface, mass transport of sulfur species between the amorphous shell and a gold substrate leads to a significant change in the electronic properties of the nanomaterials. Our observations may have general implications for the incorporation of nanostructured transition metal chalcogenides into electronic devices.

Insights on the poster preparation and presentation process.

Dissemination of research findings and effective clinical innovations is key to the growth and development of the nursing profession. Several avenues exist for the dissemination of information. One forum for communication that has gained increased recognition over the past decade is the poster presentation. Poster presentations are often a significant part of regional, national, and international nursing conferences. Although posters are frequently used to disseminate information to the nursing community, little is reported about actual poster presenters' experiences with preparation and presentation of their posters. The purpose of this article is to present insights derived from information shared by poster presenters regarding the poster preparation and presentation process. Such insights derived from the personal experiences of poster presenters may assist others to efficiently and effectively prepare and present scholarly posters that disseminate information to the nursing community.

Alternative and complementary therapies in nursing curricula.

The growing interest in and use of alternative and complementary therapies by health care professionals and laypersons, the incorporation of these therapies in medical curricula and practice, and the greater acceptance of the legitimacy of such treatment methods require that nurse educators consider how this content may be incorporated into curricula. The authors propose that prelicensure students learn the premises that support such healing practices and develop skill in eliciting and evaluating patients' use of alternative therapies. In-depth study of one or more complementary therapies may be the focus of continuing education or elective courses. Students in graduate programs may investigate the safety and efficacy of nonorthodox therapies.

Complementary, alternative, integrative: have nurses kept pace with their clients?

While medical literature reflects an interest in the use of complementary therapies, there is a paucity of studies in the nursing literature addressing the use of therapies by nurses, either on themselves or on their clients. While the utilization rate of complementary therapies by the general population has been estimated to be as high as 45%, and nurses are interacting with clients who use these therapies on a daily basis, little is known about nurses' attitudes, knowledge, or perceived efficacy of the therapies.

Complementary, alternative, integrative: have nurses kept pace with their clients?

While medical literature reflects an interest in the use of complementary therapies, there is a paucity of studies in the nursing literature addressing the use of therapies by nurses, either on themselves or on their clients. While the utilization rate of complementary therapies by the general population has been estimated to be as high as 45%, and nurses are interacting with clients who use these therapies on a daily basis, little is known about nurses' attitudes, knowledge, or perceived efficacy of the therapies.

The nurse clinician: role conflict in research.

In a recent pilot study focusing on stroke rehabilitation, four clinical nurse specialists (CNSs) experienced role conflict when assuming the nurse researcher-interviewer role. Presenting an overview of the pilot study and the experiences that occurred, the authors question the reliability of the interviews. They propose that outcomes of research can be biased by role conflict when CNSs serve as interviewers and collect data. The authors suggest that interviewing training specifically address role conflict.

The ethics of role conflict in research.

While engaged in interviewing stroke patients, nurses found their research responsibilities conflicting with traditional patient care values. At the termination of the pilot project, the nurses, doubting their role, shared their concerns with the research team. They made recommendations regarding the appropriateness of tools and training needs of research assistants. Unresolved role conflict motivated the nurses to review the literature, seeking answers to the issue. Other nurses have experienced this same conflict. While nursing has been referred to as a profession that complements art with science, in practice, altruism may conflict with maintaining research integrity. The nurse, when functioning as a researcher, may find situations where a choice needs to be made whether to implement nursing interventions or continue the research protocol. The difficulty remains in deciding when the patient advocate role takes precedence over other legitimate concerns. Even though the ANA Code for Nurses with Interpretive Statements requires that the nurse participate in research to advance the profession's body of knowledge, the code's primary principle mandates respect for the rights of the individuals the nurse serves. Research need not be undertaken at the expense of human dignity. If conflicts develop, nursing's primary responsibility is to the individual. Concern for the individual always takes precedence over maintaining research integrity. Nurses are "advocates, where trust, compassion, and empathy encompass all our nursing endeavors, including research" (p. 161). While striving to achieve research goals, nurses must not lose sight of the traditional values inherent in nursing.

A comparison between scores on Kirton's inventory for nursing students and a general student population.

This study compared scores on the Kirton Adaption-Innovation Inventory of 60 first-year nursing students with scores of 73 nonnursing majors of approximately the same age to test the hypothesis that, in general, individuals selecting nursing as a major tend to show a more adaptive style of creativity in problem solving than their nonnursing peers. Analysis indicated the nursing students were significantly more "adaptive" in problem solving and less "innovative" than the nonnursing control group.