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以正常人外周血淋巴细胞的SCE率作为细胞遗传学指标,研究了Na_2SeO_3与AFB_1相互作用对细胞遗传物质的影响。结果表明,一定浓度的Na_2SeO_3(10 ̄(-5)mol)对AFB_1所诱发的SCE有明显的抑制作用,但当浓度达到10 ̄(-2)mol时,细胞增殖受到抑制,到10 ̄(-1)mol时细胞出现毒性现象。提示Na_2SeO_3具有抑变和细胞毒性双相作用。所以在Na_2SeO_3与AFB_1相互作用的SCE实验中应避免Na_2SeO_3的浓度过高而损伤培养的细胞。 相似文献
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Nigel Wynne RGN/Dip BSc Stuart Brand BSc PhD Roy Smith BA PhD 《Journal of advanced nursing》1997,26(3):470-474
There is an ongoing debate in nurse education concerning the role and delivery of the biological sciences in the nursing curriculum. One of the fundamental questions raised by this debate asks how best can teachers impart biological knowledge in a manner that can be readily applied by students and qualified nurses to inform their clinical practice. This paper will include a discussion of some of the features of pre-registration education that may have influenced the manner in which biological sciences are perceived, taught and used by nurses. It will be argued that nursing may have developed a form of incomplete holism and that this may be in part responsible for the challenges that remain to be met within this area of the nursing curriculum. As a response to incomplete holism an innovative approach within pre-registration education will be introduced. This development involves the use of linked teaching sessions which aim to develop the analytical skills necessary to apply physiological knowledge to nursing practice. 相似文献
95.
Jill Macleod Clark PhD BSc RGN Jill Maben MSc BA RGN Karen Jones BA RHV RGN 《Journal of advanced nursing》1997,26(1):161-168
This is the first of two papers which address aspects of the findings of a large scale study commissioned by the English National Board which set out to examine the impact of Project 2000 on perceptions of the philosophy and practice of nursing. The findings presented here suggest that there have been fundamental shifts in perceptions of the nature and discipline of nursing. Students and diplomates of the course perceive themselves as knowledgeable doers, with their practice well grounded in theory and research. They value the interpersonal skills teaching and place the patient firmly at the centre of care delivery, viewing the patient holistically and being prepared to be fierce patient advocates where necessary. It is difficult to determine the extent to which these shifts can be attributed to the Project 2000 course, although the Project 2000 approach to education appears to be an important factor. 相似文献
96.
Patrick Callaghan RN BSc MSc Cheung Siu Shan RN BN Lau Suk Yu RN BN Lo Wai Ching RN BN Tsui Lai Kwan RN BN 《Journal of advanced nursing》1997,26(1):33-40
This study investigated whether previous contact with mental illness affected the attitudes to mental illness (AMI) of general student nurses in Hong Kong — the contact hypothesis. We employed a quasi-experimental design. We compared the attitudes to mental illness of students who had previous contact with mental illness through having taken a psychiatric secondment with those who had not taken a psychiatric secondment. Also, we compared the AMI of: students who had taken other courses related to mental illness with those who had not; those who had a family history of mental illness with those who had not; and those who lived with a mentally ill relative with those who did not. We found that previous contact with mental illness had no significant effect on the attitudes to mental illness of the students. In other words our findings do not support the contact hypothesis. Our sample expressed positive general attitudes to mental illness when presented with general issues about mental illness. However, their attitudes were less positive when presented with specific issues about mental illness that might impinge upon their daily lives. We discuss the implications of these findings for mental health nursing practice, education and research. 相似文献
97.
应用酶标法测定58例脑梗塞患者和56例健康对照者血清脂蛋白(a)[LP(a)]含量,并同时测定了其他脂代谢指标,对其中26例脑梗塞患者还测定了血浆纤维蛋白溶解(简称纤溶)指标。结果表明脑梗塞组存在显著的脂代谢和纤溶功能紊乱。LP(a)含量增高,与所测脂代谢、纤溶指标无显著相关,是脑梗塞发病独立的危险因素。 相似文献
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Li-Tzy Wu Sc.D Daniel J 《医疗保健器具》2007,(10):57-58
目的:这个研究是调查酒精治疗服务在大学青年(18到22岁)中的运用和迫切需要,根据教育程度大学青年可分为:全日制大学生、在职大学生和非大学学生(通常是在大学以下的最高级学校在读的学生),和非学生(N=11337)。青年人的细目分类在以前还没展现出来。 相似文献