Objective: We evaluated the pharmacokinetics, tissue concentrations, and toxicities of belotecan during rotational intraperitoneal pressurized aerosol chemotherapy (RIPAC) in pigs. Methods: We sprayed belotecan in 10% and 30% of doses for intravenous chemotherapy in six pigs (cohort 1, n=3, 0.50 mg/m2 ; cohort 2, n=3, 1.5 mg/m2 ). We evaluated the time-dependent plasma concentrations of belotecan before RIPAC to 120 hours for the pharmacokinetics, tissue concentrations in twelve peritoneal regions, and hepatic and renal functions before RIPAC to 120 hours in the 2 cohorts. Results: Mean values of the peak plasma concentration (Cmax ), the time to Cmax , the time taken for Cmax to drop in half, and the area under the curve from time zero to the time of last quantifiable concentration were 905 and 3,700 ng/mL, 1.42 and 1.50 hours, 3.64 and 5.60 hours, and 2,260 and 17,900 pg·hr/mL in cohorts 1 and 2, respectively. Mean values of tissue concentrations were 1.5 to 15.3 times higher in cohort 1 than in cohort 2 despite the similar ratio of tissue to plasma concentration, and tissue concentrations in the two cohorts were higher in the parietal peritoneum than in the visceral peritoneum. However, hepatic and renal functions were not different before RIPAC to 120 hours in the two cohorts. Conclusion RIPAC using belotecan of 0.5 mg/m2 and 1.5 mg/m2 may be feasible with fewer hepatic and renal toxicities in pigs. Thus, belotecan of 1.5 mg/m2 may be considered as the starting dose for RIPAC in a phase 1 trial.

Objectives: Health systems that apply artificial intelligence (AI) are transforming the roles of healthcare providers, including those of Doctor of Nursing Practice (DNP) providers. These professionals are required to utilize informatics knowledge and skills to deliver quality care, necessitating a high level of informatics competencies, which should be developed through well-structured courses. The purpose of this study is to assess the informatics competency scale scores of DNP students and to provide recommendations for enhancing the informatics curriculum. Methods: An online informatics course was offered to students enrolled in a Bachelor of Science in Nursing to DNP program, and their informatics competency, which includes three subscales, was evaluated. Online survey data were collected from Fall 2021 to Fall 2022 using the “Self-Assessment of Informatics Competency Scale for Health Professionals.” Results: An analysis of 127 student responses revealed that students demonstrated competence in overall informatics competency and in one subscale: “applied computer skills (clinical informatics).” They showed proficiency in the “basic computer skills” and the “role” subscales. However, they reported lower competency in managing data and integrating standard terminology into their practice. Conclusions The findings offer detailed insights into the current informatics competencies of DNP students and can inform informatics educators on how to enhance their courses. As healthcare institutions increasingly depend on AI applications, it is imperative for informatics educators to include AI-related content in their curricula.