Objective This study aims to evaluate the role of a decision aid intervention in knowledge of menopausal symptom management. Methods Five hundred fifteen US women who had menopausal symptoms and had discussed symptom management with providers within the past 12 months were assigned to either receive a decision aid or not. Participants completed a telephone survey 2 weeks after enrollment to assess knowledge. Overall knowledge scores and knowledge scores for general symptoms, benefits of hormone therapy, and risks of HT were compared between the decision aid arm and the control arm. Results Four hundred one women completed the survey. Participants in the decision aid arm had a significantly higher mean (SD) knowledge score (63.3% [18.4%]) compared with the control arm (57.5% [16.4%]; P = 0.001). Specifically, participants in the decision aid arm had significantly higher scores for general symptoms (mean difference, 11.0; 95% CI, 5.3 to 16.6; P < 0.001) and knowledge about benefits of HT (mean difference, 4.2; 95% CI, 0.03 to 8.5; P = 0.048) compared with the control arm. However, scores on knowledge about HT risks were not different between the arms (mean difference, 2.1; 95% CI, −3.0 to 7.2; P = 0.422). Conclusions The decision aid arm has greater knowledge of menopausal symptom management compared with the control arm, although the difference is small. In general, there is a considerable lack of knowledge about menopausal symptoms and HT risks.
It is important for nursing faculty to consider the variability in learning style among nursing students.The researchers sought to compare differences in perceived learning benefits among nursing students who had different learning styles and in frequency of use of a virtual community learning intervention. METHOD Using a comparative approach, learning style was measured with the Kolb Learning Style Inventory. Frequency of use and benefit were measured with an exit survey.No differences in perceived benefit were found according to learning style. Subjects with frequent use of the virtual community reported significantly greater learning benefits than those with infrequent use, regardless of learning style. Also found was a statistically significant relationship between Kolb learning-style scores and race or ethnicity.All nursing students may potentially benefit from virtual community use.
Key Words: University of Wisconsin-Stevens Point (UWSP); University of Wisconsin-Madison; Madison Academic Staff Association (MASA); Joann Elder; academic staff governance; Joseph Czarnezki; Academic Staff Executive Committee (ASEC); Donna Shalala.
Invasive and noninvasive investigations suggest that the hemodynamics of pregnant hypertensive patients are heterogeneous. Nineteen pregnant patients were evaluated before changes in antihypertensive therapy. Cardiac output was measured by Doppler technique. Blood pressure was measured by automated cuff. Systemic vascular resistance was calculated. Two distinct groups were identified on the basis of differences in cardiac output (p < 0.0001) and systemic vascular resistance (p < 0.0001). Those with high resistances were treated with hydralazine. A modest antihypertensive effect was achieved (-6.9 mmHg, p = 0.01), but systemic vascular resistance was dramatically reduced, (-534 dyne·sec·cm-5, p < 0.0001) and was associated with a compensatory increase in cardiac output (2.0 liters/min, p < 0.0001). Those with a high cardiac output were treated with atenolol. An antihypertensive effect was achieved, (-17.0 mmHg, p = 0.008), which was associated with a reduction in cardiac output (-2.8 liters/min, p < 0.0001).
Doppler technique of measuring cardiac output was evaluated during pregnancy. In a study of accuracy Doppler technique correlated well with thermodilution, (r = 0.95, y = 1.05x - 0.35). In a study of interoperator variability, the technique was found to be reproducible, (r = 0.92, y = 0.91x + 0.74).
