No abstract

Kondensation von o‐Nitro‐benzaldehyd (I) mit den Thiophenen (II) gibt die o‐Nitrophenyl‐dithienyl‐methane (III), die beim Erhitzen mit Triethylphosphit in Cumol desoxygeniert werden unter Bildung der Thienochinoline (IV) und der Aminophenyl‐dithienyl‐methane (V); aus (IIIb) entstehen zusätzlich die Verbindungen (VI) und (VII).

Bei der Kondensation der Thiophene (I) mit o‐Nitrobenzaldehyd (II) werden die Bis‐thienyl‐Verbindungen (III) gebildet, die mit Triethylphosphit reduziert werden.

Assertive communication is a skill that many nurses, particularly nursing students, find challenging. This article describes the findings of phenomenological study that set out to explore third-year student nurses' experiences of using assertive communication in the clinical setting. A narrative enquiry approach reviewed six reflective written accounts of their experiences. In addition, seven students took part in an in-depth semi-structured group discussion of their clinical experiences. Data were analysed using a hybrid interpretive phenomenological analysis and discourse analysis framework. Three key themes emerged: a sense of responsibility/duty and a sense of failure when this is not upheld, the importance of mentors in promoting self-confidence and self-esteem, and a sense of belonging on placement. The students responded well to positive role models and were able to identify negative role models. Accurate, constructive feedback and support was important to help students reflect appropriately.