Producing biodiesel using whole-cell biocatalysts in separate hydrolysis and methanolysis reactions

This research examined the effect of using separate hydrolysis and methanolysis reactions for biodiesel production using a whole-cell biocatalysts derived from Rhizopus Oryzae (ATCC 10260). Biodiesel yield from separate hydrolysis and methanolysis was compared to transesterification reactions where both hydrolysis and methanolysis reactions occur in the same reactor. All reactions were conducted at room temperature. The effect of substituting ethanol for methanol was also studied. Separating the hydrolysis and methanolysis reactions did not significantly increase biodiesel yields; however, this approach successfully converted about 99% of triglycerides into fatty acid methyl esters (FAME) and free fatty acids (FFA). Use of ethanol in place of methanol did not significantly improve the biodiesel yield. However, there is evidence that ethanol may either esterify FFA more quickly than methanol, or result in a more stable ester. The best biodiesel yield was about 90% when a transesterification reaction using methanol was followed by one hydrolysis and one ethanolysis reaction; however, this is only slightly higher than the 88% biodiesel yield of two transesterification reactions in series (using methanol as alcohol).

The development of nurse-led clinics in cancer care

This paper provides a review of current literature which focuses on issues relating to the care of cancer patients in the 21st century and the evolving role of the advanced practitioner in nurse-led clinics in cancer care. The review, in particular, identifies more specifically the skills used and the patient needs which can be met by innovative nurses working in nurse-led clinics. An in-depth discussion of a specific nurse practitioner's experience allows some of the skills of advanced nursing practice to appear more visible, for example, the assessment and investigation of patients experiencing symptoms associated with colorectal cancer. The implications for clinicians and educationalists in cancer care is highlighted within the conclusions.

The lived experience of the oncology clinical nurse specialist

The purpose of this study was to explore what was important and what was unique in the experience of the oncology clinical nurse specialist (OCNS). The sample included eight clinical nurse specialists from one geographical area. One to one interviews focused on reflection on two critical incidents from the OCNSs' own clinical experience: one which they thought had gone particularly well and one that had not gone well. Thematic analysis of the OCNS narratives revealed the main themes of uncertain ground, boundaries, support, and reflective practice. Issues which evolved from thematic analysis were related to the developmental needs of the OCNSs involved in the study. Some aspects of the uniqueness of the role was apparent. Recommendations for further research are made.

A collaborative nursing model for advanced non-malignant disease

This article reviews the arguments for and against specialist palliative care for patients with advanced non-malignant disease. It argues the case for a collaborative model of education to develop the skills of specialist nurses so that they can better care for such patients. A clinically based collaborative nursing model of palliative care, which has not been derived from current cancer models, has also been developed. In addition, a brief overview of the current provision of care for cancer patients is given, since it is against this background that care for patients with advanced non-malignant disease will be developed.

Student nurses' lived experience of the sudden death of their patients

This phenomenological study looks at the lived experience of third-year student nurses caring for dying patients in surgical, medical and elderly care units. Informal interviews were tape recorded and interpretive analysis was applied to narrative accounts of the nursing students' experiences. Themes which emerged from the students' narrative accounts included sudden death experience, vulnerability and support. These are evaluated in terms of their meaning for students and the possible implications for clinical care. In addition, the use of students' narratives is also suggested as a valuable learning tool both within clinical and academic frameworks.