Specific Areas Of Knowledge Research Articles

How Certification Exams Reflect Current Practice.

Certification exams are often the least understood aspect of certification processes. This article delves into the development of certification exams, highlighting their crucial role in assessing the knowledge and skills required for effective job performance. It explores how exams are meticulously crafted to align with specific job tasks, knowledge areas, and skill sets within various nursing specialties. Through collaborative efforts between practicing nurses and exam developers, these exams are designed to uphold validity, reliability, and fairness standards. Ultimately, certification exams are pivotal in evaluating nurses' competencies in vital aspects of clinical practice, facilitated by ongoing partnerships between nurses and certifying bodies. [J Contin Educ Nurs. 2024;55(11):513-516.].

The very long-term risk of stroke after acute coronary syndrome and geographic differences. The ABC-10* study on heart disease

Abstract Background Little is known about the very long-term risk of stroke among acute coronary syndrome (ACS) survivors. Methods In this prospective study, we enrolled 535 ACS patients admitted to hospitals in three Italian provinces, discharged alive and followed for 24 years or death. The patient's residency was classified into three urban and three nearby rural areas. Results All patients completed the follow-up (6142 Perso-years). 85 (16%) patients suffered an acute stroke. Patients median age was 67 years, 70% were male, and 318 patients were residing in rural areas. Patients who had a stroke and those who had not shared most of the demographic and clinical characteristics. The incidence rate of overall stroke was 14/1000 person-year. Cox analyses showed older age (HR 3.13;95%CI 2.31-4.26), male gender (HR 1.88;95%CI 1.20-2.95), baseline diabetes (HR 2.25 95%CI 1.37-3.69), heart failure (HR 2.69;95%CI 1.71-4.24), and higher albumin/creatinine ratio (HR 1.75;95%CI 1.33-2.30) were all associated with an increased risk of stroke. while higher baseline eGFR, reperfusion, statin and beta-blockers treatment during follow-up were associated with a decreased risk; HR (0.55 (95%CI 0.42-0.72), 0.45(95%CI 0.29-0.71), 0.21(95%CI 0.13-0.34), and 0.37(95%CI 0.23-0.57), respectively). In the multivariate analysis, only older age (HR1.55;95%CI 1.08-2.21; p=0.02) was an independent predictor of stroke while statin treatment was independently associated with a lower risk (HR 0.35;95% CI 0.21-0.58; p<0.0001). However, all these variables did not predict the risk of stroke in competing risk regression analysis where death was treated as the competing event. A sub-analysis of the 43 patients who had a fatal stroke (FS) revealed 7/1000 person-year FS IR. The Cox regression and competing risk analyses of predictors of FS showed similar results. Interestingly, we observed an association between geographic areas of residence and the long-term FS risk as the risk increased going from rural to urban (HR 2.08;95%CI 1.14-3.80; p=0.02) areas and from north to middle and south provinces (HR 1.47;95%CI 1.00-2.15; p=0.04) in the univariate Cox regression analysis. Results kept true using multivariate Cox and Competing risk regression models. Conclusion This analysis reveals the significant urban-rural difference in the very long–term risk of fatal stroke among unselected ACS patients which highlights the importance of implementing a preventive policy based on area-specific knowledge.

Common Elements of Trauma-Informed Schools and Attention to Racial Equity: A Scoping Review

Abstract Introduction Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to which published examples of TIS had an explicit focus on promoting racial equity. Method: Eligible studies described school- or district-wide trauma-informed approaches in Preschool-12 education, and included elements across at least two domains of TIS design: Organizational & Policy Reforms; Workforce Professional Development/Training; and Educational & Clinical Practices. A trained coding team reviewed eligible studies and applied 32 codes characterizing TIS intervention components and implementation strategies. Results: 30 eligible studies were identified. The most common implementation strategies included availability of trauma-informed training & consultation, implementation progress monitoring, and developing community partnerships. The most common intervention components included multi-tiered interventions and specific knowledge areas for trauma-informed training content. Least common, were intervention components related to promoting racial equity (e.g., de-implementation of exclusionary discipline, de-implementation of carceral practices, and culturally inclusive curriculum). Conclusion: Findings suggest TIS components related to implementation strategies are most frequently employed, and that explicit attention to racial equity was infrequent in published descriptions of TIS design and implementation.

Evaluating the project management maturity in the construction industry of developing countries, Ghana in perspective

This study evaluates construction contractors' project management maturity levels, examining various factors such as ISO certification, capacity building programs, contractor type (road vs. building), and specific knowledge areas. Data was gathered through surveys and assessments to evaluate the maturity of different processes and practices. The findings reveal various maturity levels across the industry, with significant variations among contractors. Common challenges include gaps in risk management, safety protocols, and overall project management practices. Factors such as ISO certification and capacity-building programs positively impacted maturity levels. However, targeted training and education are crucial for addressing specific knowledge gaps. The analysis identifies critical recommendations for improving project management maturity in the construction industry, including fostering a culture of continuous improvement, promoting knowledge sharing, implementing tailored training programs, and developing industry-specific standards. By addressing these challenges and implementing appropriate strategies, the construction industry can enhance project outcomes, reduce costs, and improve competitiveness.

Financial Literacy: Identification of the Challenges, Needs, and Difficulties among Adults Living in Rural Areas

Financial literacy plays a crucial role in individuals’ decision-making processes. The paper aims to thoroughly identify the financial literacy needs and challenges of adults with low financial literacy living in rural areas. The paper presents the results of a focus group study conducted among a target group (35 people) and interviews with financial experts (14 people) in the first quarter of 2023. The study allows us to identify common areas of financial knowledge crucial for adults with low financial literacy living in rural areas. The study was conducted in seven European countries as part of the Erasmus+ project “Learning by Experiencing Escape Rooms: Financial Literacy for Adults (FLER)”. Key findings from the study revealed that participants exhibited low awareness of financial fraud and expressed a need to protect personal information when using digital platforms. There was a clear demand for improved knowledge in certain areas, such as budgeting, emergency funds, balancing risk and reward, and planning for retirement or long-term savings. Participants consistently viewed gamification as a valuable tool for enhancing their understanding of financial topics. The contribution of our study is that we narrow the research gap on the needs and challenges related to financial literacy among rural residents. The results will help pinpoint specific areas of financial knowledge and competencies that are particularly important for adults with low financial literacy. Moreover, these insights are crucial for developing educational content integrated into a virtual escape room to improve financial literacy through engaging, scenario-based learning.

Características identificadas por los docentes de educación básica en el departamento de Caldas (Colombia) en estudiantes con talentos y/o capacidades excepcionales

Exceptional talents and/or abilities are recognized in children or adolescents who demonstrate a greater general learning capacity or in a specific area of knowledge, placing themselves above their reference group. Although in the Colombian context the presence of this population in classrooms is a reality, there are still no clear routes for the recognition of their individual differences. The objective of this study is to identify the characteristics that primary education teachers in Caldas (Colombia) recognize in students with exceptional talents and/or abilities. This is a quantitative, cross-sectional, descriptive and correlational study. The sample was selected intentionally and by convenience, and consisted of a total of 125 participants. The results showed that the predominant indicators are creativity, autonomy and the ability to apply knowledge to solve problems. In addition, it was observed that a higher level of academic training does not necessarily guarantee access, knowledge or mastery of specific topics in the management of students with high intellectual abilities. To change stereotypes, teachers must understand the nature of giftedness and talents and reflect on their beliefs to become aware of their own stereotypes and their potential effects on their classroom behavior and student development.

Evaluating the Perceived Value of Holistic Certification Among Nurses: A Descriptive Survey Study.

Purpose: Specialty nursing certifications serve as a validation of nursing knowledge in specific areas. Holistic nursing emphasizes comprehensive patient care and incorporates complementary alternative modalities (CAM) into daily care. Despite its significance, limited research has evaluated the perceived value of holistic nursing certification among nurses. Study Design: Descriptive survey design. Methods: The Likert-scale survey Perceived Value of Certification (PVCT)-12 Tool was given to holistic certified and non-certified nurses at a large, academic Magnet hospital in the northeast United States from 10/2022 to 2/2023. Additionally, non-certified nurses were asked to select the top three barriers to certification from a list of nine. The responses between certified and non-certified nurses were compared using the Chi-square test, Fisher's exact test, or Student's t-test as appropriate. Findings: A total of 59 nurses (25 certified, 34 non-certified) met inclusion criteria. Ninety-six percent of certified nurses versus 64.7% of non-certified nurses agreed that certification demonstrates a commitment to the nursing profession, p = 0.004, but, otherwise, responses to the PVCT-12 Tool were similar. Both groups felt certification was more strongly associated with intrinsic factors (e.g., sense of accomplishment) than extrinsic factors (e.g., salary). Conclusion: Nurses were consistent in their perceived value of holistic certification, regardless of their certification status.

The Relevance of Science In The Ibañez´s Educational Counter-Reform (1929-1930): A Look at The Role of Girls in The School Press

This article analyses how schoolgirls appropriated science in the context of Ibáñez’s Educational Counter-Reform (1929-1930), which prioritized teaching science following the Progressive Education model. We study the magazines and newspapers produced by schoolgirls throughout the country, which multiplied thanks to educational reforms that promoted the active participation of students in their formative processes. We conclude that, on the one hand, the schoolgirls became protagonists of the educational policies implemented during this period, and on the other, that the reforms encouraged the involvement of girls in scientific subjects and the development of specific areas of knowledge.

Uncertain Knowledge: The Medicalisation of Intersex People and the Production of Ignorance

Ignorance is produced through mechanisms related to power relations and socio-cultural context. This article examines whether the theoretical conceptualisation of agnotology may be useful when exploring intersex and the way it has been erased socially and physically. Specifically, based on the work of a PhD in Sociology and History of Science, it proposes categorising three types of mechanisms of ignorance production—cultural, epistemological and physical—with the aim of providing a greater understanding of how medicine, science and technology participate in a continuous process of erasing intersex bodies and lived experiences. Using medical literature, interviews and observations, the article focuses on a specific area of biomedical knowledge and intervention: the prenatal ‘treatment’ of Congenital Adrenal Hyperplasia (CAH) with dexamethasone or ‘prenatal DEX’. It shows how this procedure was pioneered by French doctors and how it continues to be practised in France despite numerous uncertainties and controversies inside and outside of the medical sphere.

Knowledge, Age, and Perceived Social Barriers Regarding Mammography Screening Among Immigrant Arab Women in the United States: A Predictive and Associative Analysis.

Background: Ethnic minority women in the United States continue to experience racial disparities. Immigrant Arab women (IAW) underutilize mammography screening (MS) even compared with other ethnic minorities. This population still has gaps in knowledge regarding breast cancer (BC) and screening methods and encounters social barriers, highlighting the imperative role of the male figure and the family, which hinders screening. Materials and Methods: A cross-sectional design with an exploratory and predictive approach was employed to examine knowledge gaps and perceived social barriers associated with MS and to identify predictive factors of MS among IAW in California. The analysis included 316 women that met the eligibility criteria. Results: Familiarity with MS and awareness of screening recommendations were the specific areas of knowledge significantly associated with mammography uptake (odds ratio [OR] 15.4, 95% confidence interval [CI]: 5.6-40.8, p < 0.001) and (OR 12.07, 95% CI: 7-21, p < 0.001), respectively. Logistic regression revealed three MS predictors, the two knowledge areas and age. Perceived social barriers were significantly associated with age [F (3,312) = 4.684, p = 0.003]. There was a significant difference in social barriers between women in their 40s and those in their 60s (p = 0.002) and between women in their 50s and those in their 60s (p = 0.003), suggesting lower barriers among women in their 60s (M = 14.3). Living status was significantly associated with perceived social barriers [F (1,314) = 8.83, p = 0.003]. Conclusions: This study offered valuable insights for health care professionals, policymakers, and community organizations working to improve BC early detection in immigrant and ethnic women to reduce social disparities and reinforce social justice. Knowledge-deficit areas and social barriers must be analyzed and incorporated in awareness programs to improve screening practices of IAW.

Assessing a Continuing Education Course for Dental Hygienists to Improve HPV and HPV Vaccine Knowledge and Self-efficacy.

Human papillomavirus is the most common sexually transmitted infection and causes anogenital and oropharyngeal cancers. Although HPV-related cancers can be prevented through vaccination, HPV vaccination rates are low compared to other vaccines. One of the strongest indicators for vaccination is provider recommendation, and dental health providers are well positioned to promote HPV vaccination among their patients. The purpose of this study was to determine if a continuing education (CE) course could improve dental hygienists' HPV-related knowledge and self-efficacy related to HPV vaccination recommendations. Data were collected from a sample of participants (n = 202) at a large dental hygiene conference in the southern US. A pre- and post-tests were administered with the CE course and differences in HPV vaccine knowledge and self-efficacy in counseling, recommending, and referring for the HPV vaccine were analyzed using SAS. HPV vaccine knowledge overall significantly increased post-CE (p < .001) and improvement was seen among several specific knowledge areas. However, knowledge regarding the common sites of HPV-related oral and oropharyngeal cancers remained moderate (82% correct) even after the CE intervention. There was no significant change from pre-test to post-test in participants' self-efficacy related to counseling patients about the HPV vaccine, recommending the HPV vaccine to patients, or referring patients for the vaccine. This study demonstrates that continuing education can improve dental hygienists' HPV-related knowledge. Since dental providers may play an important role in HPV-related cancer prevention, future work should develop continuing education tools that can motivate changes in self-efficacy and ultimately improve practice behaviors.

Update to the essential genomic nursing competencies and outcome indicators.

Genomic healthcare applications have relevance to all healthcare professionals including nursing, and most evidence-based clinical applications impact the quality and safety of healthcare. To guide nursing genomic competency initiatives, the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics were established through a process of consensus in 2005. A 2009 update incorporated outcome indicators consisting of specific areas of knowledge and clinical performance indicators, to help support academic integration. Almost 20 years have elapsed since these competencies were first established, yet incorporating the competencies into general and specialty scope and standards of nursing practice is inconsistent, competency integration into curricula is highly uneven, continuing education in genomics for nurses is limited, and the genomic capacity of the nursing workforce remains low. These deficits have persisted despite substantial advances in genomic technology which substantially reduced costs and increased evidence-based clinical applications, including direct to consumer genomic tests, the integration of genomics into evidence-based guidelines, and evidence that genomics impacts the quality and safety of healthcare. The aim of this project was to update and achieve consensus on genomic competencies applicable to all registered nurses. This was a mixed methods study. The update to the competencies was performed based first on a literature review to update the competencies based on the current state of the evidence. Using the updated content, a modified Delphi study was conducted with registered nurse panelists from clinical, academic, and research settings. Once consensus was achieved, the competencies were made available through the American Nurses Association for public comment. Public comments were then reviewed and integrated as needed. The literature review resulted in a transition from genetics to genomics, given the reduction in costs, which resulted in an expansion of the scope of testing in both the germline and somatic contexts. Two Delphi rounds were required to reach consensus prior to the public comment period. Public comments were solicited through the American Nurses Association, and each comment was reviewed by the authors and addressed as indicated. The Essentials of Genomic Nursing: Competencies and Outcome Indicators constitute the minimum competency in genomics required of all registered nurses regardless of the level of academic training, role, or specialty. Evidence-based genomic applications span the entire healthcare continuum and, therefore, are relevant for all registered nurses regardless of academic training, role, practice setting, or clinical expertise. These competencies serve as the guide for the minimum requirements for registered nurse practice as well as guide curricula and continuing education for all registered nurses, including but not limited to administrators, educators, nursing leaders, practicing nurses, and researchers.

Nurses’ Knowledge on the Prevention of Ventilator-Associated Pneumonia (VAP) among Critically Ill Patients

Background: Ventilator-associated pneumonia (VAP) is a significant concern in healthcare settings, particularly among critically ill patients who require mechanical ventilation. Nurses play a vital role in preventing VAP through their knowledge and implementation of evidence-based practices. However, there exists a notable gap in the research regarding nurses’ knowledge of preventing VAP to improve patient outcomes and reduce healthcare costs.Purpose: This study aimed to assess nurses’ knowledge of preventing VAP among critically ill patients using the ventilator bundle checklist.Methods: This study used a one-group pretest-posttest design to test the change in the nurses’ knowledge scores on VAP working in two government hospitals in Buraidah, Al Qassim Region, Saudi Arabia. The study covered 250 purposively and conveniently sampled nurses from intensive care units. Data collection was performed in three phases: pre-test, VAP educational program, and post-test. Data were collected using self-administered questionnaires on nurses’ socio-demographics, a 20-item self-made survey about the knowledge of VAP and its prevention and the adapted ventilator bundle checklist. The collected data were entered, prepared, and analyzed using SPSS version 25.0. Relevant ethical issues were strictly considered.Results: The results showed that during the pre-test, correct responses were accounted for but showed low scores in the following areas: general knowledge of VAP (27.6%), factors associated with VAP (36%), international guidelines for prevention (20.8%), and nurses’ roles in prevention (16.4%). However, in the post-test, there was a remarkable increase in the knowledge scores in the same categories (95.2%) on general knowledge, on factors associated with VAP (74.8%), on international guidelines (73.6%) and on nurses’ roles in prevention (61.6%). The program significantly improved overall VAP knowledge and knowledge in specific areas like general VAP, associated factors, international guidelines, and nurses’ roles in prevention (p&lt;0.000).Conclusion: A pre-test revealed low baseline knowledge across all four areas assessed: general VAP knowledge, factors associated with VAP, international VAP prevention guidelines, and nurses’ roles in VAP prevention. However, post-test scores markedly increased in all areas, indicating the educational program’s effectiveness. Hence, the findings suggest that educational intervention focused on VAP screening and bundle protocols could be beneficial to address the gap in knowledge on VAP.

Construction of environmental knowledge by applying project-based learning with students from the El Corazón educational institution

Currently it is possible to affirm that the work of a professor is not easy, a reason that should lead us to value our work, but being a professor is not just a job, it is a vocation, a profession and an art, a vocation that has no meaning in it. that one must be aware that the work of a teacher contributes to the training of two students on a physical, mental, intellectual, social and cultural level; A profession that has its own knowledge of a specific area of knowledge, strategies, teaching methods and art, once one must be very creative to teach, motivate different people who have different expectations, with different styles and rhythms of learning, Therefore, we must "think not as an artistic gesture" opening spaces for the cultural, linguistic, cognitive, social, artistic dimension in the development and training of students, reinforcing their knowledge, emancipating their motivations and supporting their dreams. For all the reasons mentioned above, this research aims to build environmental knowledge through the application of project-based learning (PBL) with students of the El Corazón Educational Institute, in which it was verified that this type of learning provides strategies for the identification and solution of problems , creates competencies of knowledge of discipline, development of critical thinking, autonomous learning, integration between student-teacher and, above all, the ability to integrate acquired knowledge into everyday life.

Assessing knowledge about hypertension and identifying predictors of inadequate knowledge in Saudi Arabia: A cross-sectional study.

Globally, hypertension is among the leading causes of premature mortality. It is a noncommunicable disease characterized by a persistent state of raised blood pressure that increases the risk of cardiovascular diseases and medical conditions affecting the brain and kidneys. There is a paucity of thorough hypertension knowledge assessment among hypertensive patients in the Jazan region of Saudi Arabia. Thus, this study aimed to assess overall and specific knowledge about hypertension and to identify predictors of inadequate knowledge. A cross-sectional study was conducted in the Jazan region of Saudi Arabia between February and April 2023. Data were collected using an online, self-administered questionnaire divided into two sections. In the first section, the characteristics of the participants were collected. In the second section, the Hypertension Knowledge-Level Scale was used to measure overall and specific knowledge areas (subdimensions). The overall and subdimensional means were tested using Mann-Whitney U and Kruskal-Wallis H tests. Furthermore, the binary logistic regression was conducted to determine inadequate knowledge predictors. In all 253 hypertensive patients were eligible for participation; almost 70% of whom were male. The mean age of the participants was 45 years (±14.7), and their mean overall knowledge score was 17.60 (±5.09), which was equivalent to 67.7% of the maximum score. In addition, 40.7% of participants had an adequate level of hypertension knowledge. The complications subdimension level of knowledge was borderline optimal. At the same time, an adequate knowledge level was detected only in the lifestyle subdimension. Most patients showed inadequate levels of knowledge related to hypertension management. Diet, medical treatment, disease definition, drug compliance, and complications were subsequently the least knowledgeable subdimensions among the study population. Therefore, these subdimensions should be prioritized when planning hypertension educational interventions and during follow-up sessions, especially for patients of younger age groups and those with lower educational levels.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

Feminism in contemporary art – prejudice and discrimination

This article updates the problem of cultural studies as a specific field of humanitarian knowledge. It has been stated that, with a certain similarity in the understanding of the ontology of culture (and in relation to the general boundaries of the problem field of humanitarian knowledge), the knowledge about various aspects of the cultural life of man and society is separated by the existing boundaries of the scientific competence of various social and human sciences, which contradicts the process of understanding the integrity of the cultural phenomenon itself. Cultural studies, learning culture as a whole, already by virtue of this circumstance cannot be a humanitarian science „among others”. This circumstance complicates the process of self-determination of cultural studies as an independent science (including the reflection of its method). Despite the fact that the emphasis on cultural studies as a specific area of theoretical knowledge is recognized by the Humanities, however, the problem of identifying the scientific method, which is associated with the final legitimization of this field of knowledge of culture, has not been sufficiently convincing yet. It is concluded that the Humanities are in dire need of rigor and improvement of their scientific status. With the exception of the descriptive part in these sciences, everything else remains the opinion of individual authors.

The methodology of cultural studies: nomadology and the non-linear being of man

This article updates the problem of cultural studies as a specific field of humanitarian knowledge. It has been stated that, with a certain similarity in the understanding of the ontology of culture (and in relation to the general boundaries of the problem field of humanitarian knowledge), the knowledge about various aspects of the cultural life of man and society is separated by the existing boundaries of the scientific competence of various social and human sciences, which contradicts the process of understanding the integrity of the cultural phenomenon itself. Cultural studies, learning culture as a whole, already by virtue of this circumstance cannot be a humanitarian science „among others”. This circumstance complicates the process of self-determination of cultural studies as an independent science (including the reflection of its method). Despite the fact that the emphasis on cultural studies as a specific area of theoretical knowledge is recognized by the Humanities, however, the problem of identifying the scientific method, which is associated with the final legitimization of this field of knowledge of culture, has not been sufficiently convincing yet. It is concluded that the Humanities are in dire need of rigor and improvement of their scientific status. With the exception of the descriptive part in these sciences, everything else remains the opinion of individual authors.

Effectiveness of Mediterranean diet educational program on the functional gastrointestinal disorders knowledge of employees in the University of Baghdad, Iraq.

A low risk of gastrointestinal disorders in the adult population has long been linked to consuming a Mediterranean diet (MD). The study aims to evaluate the effects of the Mediterranean diet educational program on employee's knowledge regarding functional gastrointestinal disorders. A quasi-experimental study design of two study groups (pre-test and post-test) was carried out at four colleges in the University of Baghdad, Iraq of the period between January 10, 2022 and May 31, 2022. A purposive (non-probability) sample was used with a sample size of (160) employees divided into two groups (80 employees each). The study group of 80 employees was exposed to the Mediterranean Diet educational program while the control group with was not. The results showed a positive effect of the Mediterranean diet educational program on the employees' functional gastrointestinal disorders (FGIDs) knowledge in the study group. The study results indicated that there are highly significant mean differences between the study and control groups in the pre-test and the post-test in the specific and general knowledge area of employees' functional gastrointestinal disorders (t = 17.002, df = 158; t = 24.19, df = 158; P value ≤ 0.01). Findings indicated that there were no significant statistical relationships between the level of knowledge of functional gastrointestinal disorders and demographic characteristics except employees' level of education with a high significant association P value ≤ 0.01). The Mediterranean diet educational program effectively improves the employees' knowledge of functional gastrointestinal disorders. These results support the benefit of establishing educational programs for adult employees on the Mediterranean diet to improve individuals' knowledge about the gastrointestinal diseases.

Interactions between HIV proteins and host restriction factors: implications for potential therapeutic intervention in HIV infection.

Different host proteins target different HIV proteins and antagonize their functions, depending on the stage of the HIV life cycle and the stage of infection. Concurrently, HIV proteins also target and antagonize various different host proteins to facilitate HIV replication within host cells. The preceding quite specific area of knowledge in HIV pathogenesis, however, remains insufficiently understood. We therefore propose, in this review article, to examine and discuss the HIV proteins that counteract those host restriction proteins which results directly in increased infectivity of HIV. We elaborate on HIV proteins that antagonize host cellular proteins to promote HIV replication, and thus HIV infection. We examine the functions and mechanisms via which Nef, Vif, Vpu, Env, Vpr, and Vpx counteract host proteins such as Ser5, PSGL-1, IFITMS, A3G, tetherin, GBP5, SAMHD1, STING, HUSH, REAF, and TET2 to increase HIV infectivity. Nef antagonizes three host proteins, viz., Ser5, PSGL1, and IFITIMs, while Vpx also antagonizes three host restriction factors, viz., SAMHD1, STING, and HUSH complex; therefore, these proteins may be potential candidates for therapeutic intervention in HIV infection. Tetherin is targeted by Vpu and Env, PSGL1 is targeted by Nef and Vpu, while Ser5 is targeted by Nef and Env proteins. Finally, conclusive remarks and future perspectives are also presented.