***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background Supporting 21st century health care and the practice of evidence -based medicine ( EBM ) requires ubiquitous access to clinical information and to knowledge-based re sources to answer clinical questions . Many questions go unanswered , however , due to lack of skills in formulating questions , crafting effective search strategies , and accessing data bases to identify best levels of evidence . Methods This r and omized trial was design ed as a pilot study to measure the relevancy of search results using three different interfaces for the PubMed search system . Two of the search interfaces utilized a specific framework called PICO , which was design ed to focus clinical questions and to prompt for publication type or type of question asked . The third interface was the st and ard PubMed interface readily available on the Web . Study subjects were recruited from interns and residents on an inpatient general medicine rotation at an academic medical center in the US . Thirty-one subjects were r and omized to one of the three interfaces , given 3 clinical questions , and asked to search PubMed for a set of relevant articles that would provide an answer for each question . The success of the search results was determined by a precision score , which compared the number of relevant or gold st and ard articles retrieved in a result set to the total number of articles retrieved in that set . Results Participants using the PICO templates ( Protocol A or Protocol B ) had higher precision scores for each question than the participants who used Protocol C , the st and ard PubMed Web interface . ( Question 1 : A = 35 % , B = 28 % , C = 20 % ; Question 2 : A = 5 % , B = 6 % , C = 4 % ; Question 3 : A = 1 % , B = 0 % , C = 0 % ) 95 % confidence intervals were calculated for the precision for each question using a lower boundary of zero . However , the 95 % confidence limits were overlapping , suggesting no statistical difference between the groups . Conclusion Due to the small number of search es for each arm , this pilot study could not demonstrate a statistically significant difference between the search protocol s. However there was a trend towards higher precision that needs to be investigated in a larger study to determine if PICO can improve the relevancy of search results BACKGROUND Whilst concern about nursing student retention remains a key priority of governments and educators , much research is focussed on determining the causes and experiences of withdrawal . Further work is required to underst and the perspectives of those students who successfully negotiate their programme of study . OBJECTIVES The study aim ed to explore student motivations , experiences and support requirements during their first year to determine the efficacy of institutional retention initiatives . DESIGN Qualitative data collection through focus groups at two intervals in the year . SETTING S University class rooms . PARTICIPANTS 46 first year nursing and midwifery students . METHODS After collection , the data was subjected to grounded theory-driven coding and thematic analysis . Coding was undertaken independently before mutual verification and theming took place . RESULTS Students utilise a range of support mechanisms before and during their studies in order to maintain their motivation and to juggle the many dem and s on their time . These include university staff , fellow students , friends and family and those they currently know within the profession . CONCLUSIONS Expectations play a significant role in student satisfaction , suggesting that institutions should ensure prospect i ve students have a realistic underst and ing of what a nursing/midwifery programme and career will entail . Nurturing a sense of belonging to both the university and profession appears beneficial in promoting retention OBJECTIVE To review the published scientific literature for studies quantifying or examining factors associated with the attrition of undergraduate nursing students in pre- registration programs and the retention of graduate nurses in the workforce . METHODS The following selection criteria were used to systematic ally search the literature : target population s were either students in pre- registration nursing programs or registered nurses in their graduate year ; the studies were to be primary observational or analytical ( cross-sectional , case-control or prospect i ve cohort studies ) in design ; and outcome measures were attrition in undergraduate programs and /or retention of graduates within the workforce . Three authors guided by a st and ardised procedure performed data extraction and quality assessment independently . Synthesis of the data appears in text and tabular format . Due to the heterogenic nature of the study methods , meta- analysis was not possible . RESULTS This review found only four studies that met all inclusion criteria . All four studies examined undergraduate attrition as an outcome with two studies reporting a range of 25 - 27 % attrition within the first year . No studies were found that quantified or examined retention of new graduates as an outcome measure . Only two of the four studies followed cohorts of students prospect ively and were able to provide a high level of evidence , although each of these studies was design ed to assess specific exposures as potential predictors of attrition , rather than assess actual factors associated with students leaving their program . CONCLUSION There is a paucity of research studies in the literature from which evidence quantifying attrition and retention and the reasons why students leave undergraduate nursing programs or new graduates leave the profession can be obtained . Clearly there is a need to systematic ally track undergraduates and new graduates to quantify and underst and attrition , retention and workforce choices within the nursing profession and begin to build this evidence -base BACKGROUND Stress in nursing students may be related to attrition from nursing programmes and lead to a shortage of nurses entering clinical careers . In addition , stress leads to psychological morbidity which may have profound adverse consequences for individual nursing students . OBJECTIVES To follow a cohort of nursing students from entry to their programme to the end of the first year and to study the interrelationship between a range of psychological variables including personality , stress , coping and burnout . DESIGN Prospect i ve , repeated measures survey using self-administered question naires . SETTING A university school of nursing in Hong Kong . PARTICIPANTS Students were selected on the basis of entry to their nursing programme in 2004 ; 158 students entered the study and 147 completed ; 37 were male and 121 were female at entry . The mean age of the cohort at entry was 19.1 ( S.D. 0.85 ) ; ages ranged from 18 to 26 . METHODS The question naires administered at wave 1 were : the  NEO Five Factor Inventory , the  Coping in Stressful Situations question naire , the  12-item General Health Question naire , the  Maslach Burnout Inventory  and the  Stress in Nursing Students question naire . At wave 2 the 12-item General Health Question naire , the  Maslach Burnout Inventory  and the  Stress in Nursing Students question naire were administered . RESULTS Students suffered greater levels of psychological morbidity and burnout at the second time wave and this was largely explained by the personality trait of neuroticism . Stress also increased and this was largely explained by emotion-oriented coping . CONCLUSIONS Undertaking a nursing programme leads to increased level of stress , burnout and psychological morbidity and this is largely related to individual personality and coping traits ABSTRACT Due to the difficult and rigorous nature of nursing education , student retention and attrition are major concerns for faculty . This article describes the implementation and outcomes of a peer‐based mentor tutor program ( PMTP ) for at‐risk students in a traditional baccalaureate program . Funding was obtained to provide scholarship incentives for student participants and cover costs of training and material s. Criteria were determined for the selection of student mentors‐tutors and the identification of at‐risk students . Interventions consisted of weekly PMTP sessions offered for the first four semesters of nursing courses . Course grade s were used to determine outcome differences between control and intervention groups . Students in the intervention group were found to score significantly higher than the control group on both summative and final grade 
    Output:
    
Institutional-level risk factors that could be reduced were identified , including academic failure , poor clinical performance , stress , and unrealistic expectations of nursing .
This review gives insights into how a curriculum for undergraduate  nursing  programmes can be design ed that will engage students and increase the nursing workforce