This study aims to investigate the mechanisms through which fructose diphosphate (FDP) causes anti-hypoxia and anti-fatigue effects and improves learning and memory. Mice were divided into three groups: low-dose FDP (FDP-L), high-dose FDP (FDP-H), and a control group. Acute toxic hypoxia induced by carbon monoxide, sodium nitrite, and potassium cyanide and acute cerebral ischemic hypoxia were used to investigate the anti-hypoxia ability of FDP. The tests of rod-rotating, mouse tail suspension, and swimming endurance were used to explore the anti-fatigue effects of FDP. The Morris water maze experiment was used to determine the impact of FDP on learning and memory ability. Poisoning-induced hypoxic tests showed that mouse survival time was significantly prolonged in the FDP-L and FDP-H groups compared with the control group (p < 0.05). In the exhaustive swimming test, FDP significantly shortened struggling time and prolonged the time of mass-loaded swimming; the rod-rotating test showed that endurance time was significantly prolonged by using FDP (p < 0.05). FDP significantly decreased lactate and urea nitrogen levels and increased hepatic and muscle glycogen and glucose transporter-4 and Na⁺-K⁺-ATPase (p < 0.05). To conclude, FDP enhances hypoxia tolerance and fatigue resistance and improves learning and memory ability through regulating glucose and energy metabolism.

The undergraduate nursing students’ final year project, commonly called a ‘dissertation’ is an important component of the bachelor’s nursing programme. It can take the form of a literature review and proposal for a research or service improvement project. While crucial for developing research competence and evidence-based practice skills in preparation for their future careers, nursing students often find the dissertation process highly stressful. An online qualitative survey comprising open-ended questions was used to elicit nursing students’ rich, reflective accounts of the dissertation process at a university in the Northeast of England (hereafter referred to as the study site) from those who have recently completed their dissertations. The data obtained from 24 pre-registration nursing students who responded to the survey were thematically analysed. The findings revealed that critical relationships and essential support systems were key mediators of the challenges students faced, particularly a lack of readiness for the dissertation module, but they ultimately achieved transformative outcomes of an effective learning experience. Their navigational challenges can inform curriculum design and practices to better support students in their dissertation journey.