To characterize venous-arterial CO difference (ΔpCO ) and the respiratory quotient (RQ) in post cardiac arrest patients and evaluate the association between these parameters and patient outcome. Data were obtained retrospectively from post cardiac arrest patients admitted between 2007 and 2016 to a medical intensive care unit. Comatose, adult patients in whom arterial and venous blood gas analyses were concomitantly performed in the first 24h were included. Patients were grouped according to the time-point of sampling; 0-6, 6-12 and 12-24h after admission. 308 patients were included; 174 (56%) died before ICU discharge and 212 (69%) had an unfavorable neurologic outcome. RQ was associated with ICU mortality (OR1.09 (95%CI 1.04-1.14; p<0.01)), although not with neurological outcome. ΔpCO was negatively associated with both ICU mortality (OR 0.92 (95%CI 0.86-0.99; p=0.02)) and poor neurologic outcome (adjusted OR 0.93 (95%CI 0.87-0.99; p=0.02)). ΔpCO predicted an elevated RQ; a ΔpCO above 8.5mmHg identified a high RQ with reasonable sensitivity and specificity. RQ was associated with ICU mortality and ΔpCO identified elevated RQ in the early phase after cardiac arrest. However, ΔpCO were negatively associated with both ICU mortality and neurologic outcome. RQ was associated with ICU mortality and ΔpCO2 identified elevated RQ in the early phase after cardiac arrest. However, ΔpCO2 were negatively associated with both ICU mortality and neurologic outcome.The objective of this meta-analysis was to assess the effects of mobile learning for nursing students in clinical nursing education. https://www.selleckchem.com/products/ag-221-enasidenib.html Five electronic databases including PubMed, CINAHL, EMBASE, the Cochrane library and Web of Science were searched for English language articles published on or before February 10, 2020. Two reviewers retrieved articles, evaluated quality and extracted data independently. Review Manager (RevMan) version 5.3 software was used to perform meta-analysis. A total of 9 studies including 580 nursing students receiving clinical nursing education met the inclusion criteria. The mobile learning intervention led to significant improvements in nursing students' skills (SMD = 1.22, 95% CI [0.29, 2.14], P = 0.009), knowledge (SMD = 0.43, 95% CI [0.11, 0.76], P = 0.009), satisfaction (SMD = 0.31, 95% CI [0.05, 0.56], P = 0.020), and confidence (SMD = 0.4, 95% CI [0.16, 0.63], P less then 0.001) compared with the control group. Due to differences in experimental design among studies and limited data availability, we cautiously conclude that mobile learning has a beneficial effect on clinical nursing education for nursing students compared with conventional methods. Sepsis is a leading cause of death and disability in adults and children. Evidence suggests that early recognition and management can significantly improve patient outcomes, therefore education of healthcare workers around sepsis is critical. Little is known about the preparation of final year nursing students regarding recognition and response to sepsis. To explore Australian final year nursing student's exposure to and knowledge of sepsis, and their awareness of the importance of early recognition, escalation and management of patients with sepsis. An online 17-question survey was developed, validated and then used to evaluate final year nursing students' awareness and knowledge about sepsis. Multi-site, cross-sectional, study. Data were prospectively collected from final year nursing students from five university (graduate entry and undergraduate) programmes from four Universities in Queensland, Australia. Response rate of 22% (237/1075 eligible students responded). Final year nursing students sing students in relation to recognising, escalating and managing sepsis was limited. There is an urgent need to design education which adequately and safely prepares nurses for the challenges they face when caring for patients with sepsis, particularly paediatric sepsis. Accrediting bodies should consider mandating inclusion of sepsis education as part of all nursing programmes. Achieving and improving cultural competence in nursing is an ongoing process, beginning in the student period and continuing through the professional career. The present study aims to compare pre-graduate students, newly graduated nurses, registered nurses, and nurse mentors in Taiwan in terms of their respective levels of cultural competence, and to determine associated influencing factors. A comparative cross-sectional study. Three universities and three hospitals (one regional hospital and two teaching hospitals) in Taiwan. A total of 756 nurses/students (103 pre-graduate nurses, 321 newly graduated nurses, 101 registered nurses, and 231 nurse mentors). The Cultural Competence Scale for Pre-Graduated Students to Licensed Professionals was used to measure the cultural competence level. One-way analysis of variance and hierarchical regression analysis were used for statistical analysis. For overall cultural competence and the subscales of knowledge, awareness, and skills, the pre-graduate studeltural competence education that accords with the influencing factors for each nursing position would continuously cultivate nursing staff's cultural competence. Conventional healthcare professionals have insufficient knowledge about complementary/alternative medicine (CAM) and often lack competencies to overcome attitudinal barriers to communicate effectively with patients about CAM. Interacting with a virtual simulation-based educational application program may help nurses learn current evidence and acquire communication skills when consulting with patients. The aim of this pilot study was to evaluate nurses' attitudes towards patients' CAM use and their competency in communicating with patients about CAM after interacting with a virtual simulation-based educational app. A quasi-experimental study with one-group, pretest-posttest design. A total of 49 nurses volunteered to participate in the study. Participants interacted with a virtual simulation software app on a smartphone that included audiovisual presentations about CAM, 13 exercises, and a risk-benefit decision assessment. Data about nurses' attitudes and communication competency were collected at baseline and after completing the 13 exercises.