Anaplasmosis is now Canada's 2nd most common tick-borne disease—and it can cause myocarditis. A Canadian Medical Association Journal practice article hi… #Anaplasmosis #Canada #Clinicalpractice #Doxycycline #Infectiousdiseases

Background: The rapid integration of generative AI (GenAI) into #nursing education has prompted widespread concern about academic integrity and assessment validity. However, this dominant discourse may obscure a more fundamental challenge: preparing #nursing students for clinical practice environments where AI already mediates triage, diagnostics, documentation, and clinical decision-making. Objective: This integrative review examines how GenAI is conceptualized within the #nursing education literature and investigates the extent to which current discourse addresses professional formation rather than academic compliance. Methods: Following Whittemore and Knafl’s integrative review methodology, a systematic search of PubMed, Google Scholar, and SciSpace (Typeset) was conducted for literature published between January 2022 and February 2026. Two reviewers independently screened 456 records, with 119 papers meeting the inclusion criteria. The methodological quality of empirical studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Corpus-level descriptive mapping quantified dominant themes and conceptual patterns, while an interpretive synthesis examined how GenAI was framed and the extent to which professional formation elements, including identity, moral agency, and clinical judgment, were addressed. Results: Of the 119 unique studies analyzed, 84% (n=100) predominantly framed GenAI as a content-generation tool and academic integrity threat. Only 35.3% (n=42) conceptualized AI as a pedagogical tool, and a critical gap was identified in professional formation: identity formation was addressed in only 10% (n=12) of papers and moral agency in just 5% (n=6). Explicit acknowledgment that AI already routinely mediates frontline clinical decisions (eg, sepsis alerts and fall risk algorithms) in current practice settings was notably absent. The discourse emphasizes governance and faculty literacy, but sustained curricula addressing #nurse identity in AI-mediated care remain underdeveloped. Conclusions: Current #nursing education discourse predominantly frames AI as a writing tool and an academic integrity concern, failing to prepare students for the algorithmic practice environments they will inhabit. Nursing education must reframe AI as a professional formation issue, explicitly addressing how algorithms reshape clinical judgment, moral agency, and professional identity.

Société Française de Pharmacologie et de Thérapeutique

Vitamin deficiencies often masquerade as stress, fatigue, or aging—but they're clinically correctable. Our new clinical guide breaks down B12 neurological d… #Clinicalpractice #Deficiencyscreening #Micronutrients #Nutrition #Vitamins

Every vitamin performs a defined biochemical function—not interchangeable nutrients. When that function is compromised, downstream systems ca… #Biochemicalfunction #Clinicalpractice #Micronutrients #Nutritionscience #Vitamins

Objectives To investigate the influence of sex, age, body weight, smoking habits, and co-medications on sertraline pharmacokinetics in a routine clinical setting. Methods This retrospective observa...

How can humans and machines work together in hospitals in the future? This question has shaped Dirk Wilhelm’s research for years. The surgeon and newly appointed Professor of Medical Robotics develops...

"AI psychosis" is a media label, not a diagnosis. Journals have now started to publish on it. This issue reads four 2026 papers, each a different type of evidence: a case report, a short journal...

Biological sex profoundly shapes immune response. Females show stronger antibody production & T-cell activation; males exhibit enhanced immune regula… #Adaptiveimmunity #Clinicalpractice #Immunology #Sexdifferences #Vaccineresponse