Geomorphic, hydraulic, and biogeochemical controls on nitrate retention in tidal freshwater marshes

Tidal freshwater wetlands are ideal sites for nitrate retention because of their position within the landscape (near the head of tide); they receive water, discharge, nutrients (N and P), and sediment loads directly from contributing watersheds. Nitrate retention (the difference between nitrate inputs and outputs in an ecosystem), however, is difficult to predict due to the complex interactions between flow processes and the multiple retention processes. The goal of the study was to evaluate both external and internal controls on nitrate retention, and to determine whether scaling procedures could be identified to estimate nitrate retention for an entire ecosystem. The external controls included temperature, dissolved oxygen concentrations, and incoming nitrate concentrations. Internal controls are the interactions among geomorphic, hydrologic, and biological systems within individual marshes that influence nitrate retention. This study was conducted in the upper Patuxent River Estuary where the ecosystem is composed of hundreds of individual marshes that are connected to the estuary through tidal inlets; marsh inlet geomorphology governs water and nitrate fluxes into the marshes. This study therefore took a mass balance approach to determine geomorphic, hydrologic, and biological influences on nitrate retention. Nitrate retention was measured over a 4-year period in three tidal freshwater wetlands, selected to represent a range of marsh sizes. An examination of the mass balance data suggest that nitrate retention is an outcome of complex interactions among inlet geomorphic characteristics, hydrologic flux, and biogeochemical processes. In cases where nitrate concentrations and temperatures are greater than critical (limiting) values, an emergent behavior in which nitrate retention is a simple function of water volume is observed. The wetland ecosystem is composed of numerous, small wetlands that process a small percentage of total nitrate; approximately 50% of retention is processed by the large marshes that comprise only 4% of the total population, but over 80% of the marsh area; therefore, any processes that affect tidal water volumes in large marshes is likely to affect net nitrate retention. The growth of vegetation in these large channels reduced ecosystem nitrate retention

Graduate Students Reactions to an Educational Philosophy Class Presented Over Eastern Illinois University\u27s Distance Learning System

The idea of distance learning is not a new concept, but as new technologies have been developed the instructional design of distance learning has changed drastically. At first instruction was delivered using correspondence classes through the mail, but today the classes are delivered over interactive televised networks made up of multi-site classrooms. To deliver these classes new methods of instructing students have been developed. The purpose of this study was to assess graduate student reactions to an Educational Philosophy class taught by distance learning methods in Fall 1995 and Spring 1996. Pre- and post-course surveys were used to assess student perceptions about their experience. The surveys focused upon the operation of the specific distance learning delivery system, the quality of student instruction and interaction with the professor, and the student\u27s affective response to the distance learning experience. In addition to the survey data, onsite observations of classes were made by the researcher to assess student reactions. The study included a literature review of distance learning applications among adult students in higher education. From a total of 39 students in Fall 1995, 28 (72%) responded to both pre- and post-surveys. In Spring 1996, 29 students were enrolled in the course, and 21 (72%) responded to both pre- and post-surveys. From the survey responses, results suggested that students took the distance learning classes at the extension locations rather than traveling to the main campus in Charleston, Illinois, and to meet their program degree requirements. Students expressed concerns about the technical problems involved with the operation of the distance learning system at all sites (Danville, Paris, and Effingham Illinois). In general, students were comfortable with the quality of the instructor\u27s class presentations, and they liked the graphics used in the lectures. Most students liked the distance learning experience, and would recommend it as an instructional delivery method to other students. Even with the technical difficulties taken in consideration, students stated that distance learning classes should be offered at additional sites. They believed there was a demonstrated need for distance learning options in the graduate program offerings, but the students were not completely satisfied with the technical operations of the system

Perivascular Adipose Tissue Diminishes Nitric Oxide Bioavailability in Metabolic Syndrome

Please refer to the pdf version of the abstract located adjacent to the title

Superhuman? Perceptions of accelerated students and graduates working in health care

Background: Accelerated university courses were developed in response to consumer demand and educational advances, yet a lack of research exists related to the impact of accelerated health care courses in the United Kingdom. Objectives: This study explored clinicians' perceptions of accelerated pre-registration courses in physiotherapy. Method: Senior clinicians were recruited by purposive sampling from several National Health Service hospitals across northeast England. Data from face-to-face semi-structured interviews were recorded, transcribed verbatim and analysed using Interpretive Phenomenological Analysis. Findings: Findings from fourteen participants indicated their admiration of accelerated students’ attributes to complete what they considered to be an intense and in-depth course. Such graduates were described as ‘superhuman.’ Participants noted that accelerated graduates were likely to ‘hit the ground running’ in clinical settings. However, concerns were raised that some accelerated graduates' over-confidence affected team dynamics and/or affected some aspects of clinical reasoning. Conclusions: Participants valued the varied routes to graduation while recognising their strengths and limitations. Findings from the study suggested the need for different types of clinical supervision to support each route

Using the tools of technology to increase access to doctoral education: Best practices in distance education

Session presented on Sunday, November 8, 2015: In response to statewide, regional, and national calls to increase the number of doctoral-prepared nurses by 2020, Salisbury University, a small public university in the mid-Atlantic region, launched its first doctoral program, a post-MS to DNP in Fall 2012 and a post-BS to DNP in Fall 2014. As one of three DNP programs in Maryland and the only DNP in its region, offering the curriculum in a distance-accessible format was essential to its success. While distance education is an increasingly popular option for delivering advanced education to working professionals, the use of technology requires careful consideration and planning. Although the types of technologies available to faculty are numerous, faculty must make appropriate choices about which strategies to employ with consideration of cost, ease of use, interactivity and student engagement. It is important to recognize that overuse of technology can be detrimental to student learning as more time is spent learning to use the technologies rather than focusing on learning course material. Among the factors to consider in selecting technologies for distance education are the objectives of the course, faculty and student comfort with technology, the degree of technology support available, budgetary constraints, and adherence to quality standards in distance education, all while attending to the need for human connection. Applying the Quality Matters standards for online and blended education (2014), the technologies selected for use in each course demonstrated alignment between the learning objectives, learning materials, course activities, student-teacher and student-student interactions, assessment and evaluation measures, and achievement of learning outcomes. Consequently technology became another tool to facilitate learning that appealed to students with a variety of learning styles, but was not a replacement for the teacher. This presentation describes a multi-disciplinary team approach used to develop and deliver a DNP curriculum in conformity with AACN Essentials for Doctoral Education for Advanced Nursing Practice (2006), and NONPF Standards (2012). Since the start of the doctoral program in 2012, a variety of asynchronous and synchronous strategies have been used including faculty and student video-recording, discussion boards, assignments based on stories using avatars, web-conferencing, presentations with screen sharing, and voice-over technologies. Examples of several different approaches as well as the successes and challenges of using a variety of instructional software and technologies will be shared

Preparing nurses to communicate and lead: Using toolkits and standardized patient experiences

This session describes development of toolkits, complete web-based learning modules, along with standardized patient experiences with live actors, to teach communication and leadership skills to undergraduate nursing students enrolled in a mental health nursing course. Toolkits provide consistent experiences in a safe and controlled environment

Importance of channel networks on nitrate retention in freshwater tidal wetlands, Patuxent River, Maryland

Freshwater tidal marshes border stream channels near the upstream end of the tidal limit, and are likely to undergo significant changes in salinity, tidal inundation, and biogeochemical processes due to sea-level rise. Tidal channel networks enhance nutrient processing by delivering nitrate-rich water far into the marsh. The purpose of this study is to examine the geomorphological, hydrological, and biogeochemical processes that influence the delivery and processing of nutrient-rich waters into tidal marshes. In this study, field measurements were made to calculate water and nitrate flux for stream channels of varying order. These mass balance calculations indicate there is an exponential increase in net nitrate retention with channel order. This calculation could be compared with calculations of denitrification at different sites within the system to evaluate the role of these processes in total nitrate loss

Improving nursing students\u27 knowledge and attitudes toward mental illness using standardized patients

The MAKS 10 tool was used to evaluate changes in nursing students knowledge of and attitudes toward mental illness after engaging in simulations with standardized patients. This session will provide the attendee with an overview of the study, results, and implications for nurse educators

A comprehensive needs assessment to gauge the impact and extent of the nursing faculty shortage

Purpose: The aim of this presentation was to explore the use of a comprehensive needs assessment to identify common and unique issues related to the statewide shortage of undergraduate and graduate clinical nursing faculty;this project assessed current efforts and resources that are in place for recruitment, training and mentoring of clinical nursing faculty across the State. Background: Globally, two factors impact the nurse faculty shortage and subsequent student enrollments: Economic migration contributing to a brain drain for many countries, and an aging nurse faculty force. (Gutierrez, Candela, & Carver, 2012; ICN, 2015; Newton, Pillay, & Higginbottom, 2012). In the United States the lack of experienced nurses in specific specialty areas and the later age nurses enter graduate schools, also contribute to the nurse faculty shortage (AACN, 2012). The Eastern Shore-Western Shore Faculty Initiative (ES-WSFI) created a needs assessment with the sole purpose of identifying issues related to the clinical nurse faculty shortage in Maryland, U.S.A. The needs assessment provided direction for planning and modifying current strategies addressing the nursing faculty shortage in regionally diverse nursing programs and is supported by a Maryland Higher Education System, Nurse Support Program-2 grant. Methods: In collaboration with 12 universities, colleges and community colleges, a mixed-methods approach comprised of web-based surveys, faculty focus groups and interviews with deans/directors of nursing education programs was conducted over a two year period. The comprehensive needs assessment included establishment of relationships with prospective partners, collection of demographic information about partner programs (educational offerings, staffing needs by clinical specialty and level), compilation of existing approaches to address staffing needs, identification of untapped resources, and discussions with partners about gaps and possible solutions. A dedicated website was constructed to facilitate communication about the project not only among partner institutions but across the state. A password protected database has been created to house the results of the needs assessment. With statewide data available in a single place, future initiatives can be planned and implemented, maximizing efficiency and effectiveness in utilization of resources while addressing the need for increasing capacity across all levels of nursing education from associate degree through doctoral degrees. Results: In undergraduate programs the majority of respondents agree or strongly agree there is inadequate clinical faculty for growth; in the graduate programs, only 1/3 of respondents agree there is inadequate clinical faculty for growth. In both undergraduate and graduate programs 75%-80% agree or strongly agree it is difficult to recruit from underrepresented groups. 69% of undergraduate programs find it difficult to retain faculty from underrepresented groups, while 50% of graduate programs find it difficult to retain faculty from underrepresented groups. Clinical specialties in greatest demand or representing the greatest need included: pediatrics, mental health (both acute and community-based), obstetrics and women s health. The nurse faculty shortage indirectly impacts faculty member s ability to mentor, engage in scholarship and meet increasingly stringent promotion requirements. Everybody is stretched really, really thin Despite concerted efforts to grow our own and by encouraging clinical specialists and alumni to teach on a part-time basis, these proactive initiatives to attract potential clinical faculty, as well as nationwide searches for nursing faculty, continue to be a challenge for most programs. We have 4-5 open positions at any given time; we are constantly serving on search committees. Challenges confronting universities, colleges and community colleges differ regionally and programmatically. In this initiative, primary strategies currently in use to address the faculty shortage are incorporation of weekend clinical experiences or classes, hiring more clinical faculty and limiting the number of students that can be enrolled. Conclusion: Current practices are insufficient to meet the growing need for nursing faculty. In order to maximize human capital, a renewed focus on twin strategies of attracting faculty and retaining current faculty must include incentives for seasoned faculty such as: increased salaries for experienced faculty, release time or reduced workloads to provide time for scholarship, as well as support strategies for research and mentorship. In order to attract nurses to academia, Nardi and Gyurko (2013) suggest the inception of international cooperatives that would make possible collaborative teaching and enhance the global attractiveness and reach of nursing. They caution that the diminishing pipeline of PhD prepared nurses provide few role models with whom nursing students can work and emulate in the practice setting (p. 320)

Learning how to teach: Using simulations to prepare new clinical faculty

The aim of this study was to explore the effectiveness of simulated teaching encounters using standardized “students” as part of a hybrid educational experience to prepare expert nurse clinicians for new roles as part-time clinical faculty. Data from three simulation sessions (n = 21 participants) will be presented