目的探讨补体C5a/C5aR通路在结肠癌发病中对纤维介素蛋白-2凝血酶原酶(fibrinogen-like protein 2,FGL2)的调节机制,明确补体系统在结肠癌发病中的功能和作用。方法收集2013年12月至2015年7月第三军医大学西南医院普外科、新桥医院消化...目的探讨补体C5a/C5aR通路在结肠癌发病中对纤维介素蛋白-2凝血酶原酶(fibrinogen-like protein 2,FGL2)的调节机制,明确补体系统在结肠癌发病中的功能和作用。方法收集2013年12月至2015年7月第三军医大学西南医院普外科、新桥医院消化科15例经病理活检确诊的住院临床结肠癌患者癌及癌旁组织。采用免疫组织化学方法检测结肠癌患者癌及癌旁组织中补体活化片段C5b-9、活化C3及C5aR的表达,佐证补体系统在结肠癌中的活化状态;进一步通过体内外实验(Western blot)验证结肠癌患者癌及癌旁组织MAPK信号通路中P38的磷酸化水平及FGL2的沉积,明确结肠癌发病中补体C5a/C5aR通路与二者的调节关系。结果免疫组织化学及Western blot实验证实结肠癌患者癌组织C5b-9、活化C3及C5aR的表达明显高于癌旁组织,FGL2的沉积亦显著高于癌旁组织;体外结果提示C5a能促进巨噬细胞系Raw264.7MAPK通路中P38的磷酸化水平(P=0.0013)及FGL2的产生能力(P=0.0071),加入C5aR阻断剂之后,二者表达随之减弱。结论 C5a/C5aR通路能通过MAPK信号途径中的P38信号完成对FGL2的调节作用进而参与结肠癌的发病进程。展开更多
Objective:To construct a scientific and feasible teaching mode based on 5C caring theory and evaluate it,so as to provide a reference basis for future study about nursing humanistic quality education.Methods:Based on ...Objective:To construct a scientific and feasible teaching mode based on 5C caring theory and evaluate it,so as to provide a reference basis for future study about nursing humanistic quality education.Methods:Based on the 5C caring theory,the teaching design and teaching content were revising and implementing in the intervention group.Before and after the implementation of the course,a questionnaire survey was conducted using the Caring Ability Inventory(CAI).The results of the surveys were collected,and the data were statistically analysis using SPSS.Results:After the implementation of the course,the cognitive dimension,patience dimension,and humanistic caring ability scores of the nursing students in the intervention group improved compared with those before the implementation of the course(P<0.05).There were no significant difference in the control group(P>0.05).Conclusion:The humanistic caring teaching model based on 5C caring theory has a positive effect on improving nursing students'humanistic caring ability.In the future nursing teaching,the modules with the characteristics of humanistic caring ability can be increased,and carry out the educational reform throughout the humanistic caring ability.Actively guiding nursing students to establish the awareness of humanistic caring,so as to lay a solid foundation for high-quality clinical nursing work.展开更多
目的评估Lenke 5C型青少年特发性脊柱侧凸(Adolescent idiopathic Scoliosis,AIS)上端融合椎(The upper instrumented vertebra,UIV)为上端椎(The upper end vertebra,UEV)和UEV+1对患者术后肩平衡的影响。方法回顾性分析2012年1月至201...目的评估Lenke 5C型青少年特发性脊柱侧凸(Adolescent idiopathic Scoliosis,AIS)上端融合椎(The upper instrumented vertebra,UIV)为上端椎(The upper end vertebra,UEV)和UEV+1对患者术后肩平衡的影响。方法回顾性分析2012年1月至2019年12月48例Lenke 5C型AIS患者的资料,所有患者均行后路矫形选择性胸腰椎融合术,根据UIV和UEV之间的关系,将UIV作为UEV的设定为UEV组,将UIV作为UEV+1的设定为UEV+1组,比较两组影像学参数和临床结果的异同。结果48例患者均随访2年以上,UEV组26例,UEV+1组22例。UEV+1组术后末次随访时TL/L矫正率明显高于UEV组(73.14%vs 63.71%,P<0.05),UIV倾斜度明显降低,影像学的肩高度差(RSH)绝对值显著增加(7.63 mm vs 0.72 mm,P<0.05),冠状面失衡绝对值显著增加(12.02 mm vs 4.81 mm,P<0.05)。UEV+1组术后肩失衡(RSH≥20 mm)发生率明显高于UEV组。两组在矢状位排列和患者预后方面差异无统计学意义(P>0.05)。结论当UIV选择为UEV+1时,TL/L矫正率提高,但增加了肩和冠状面失衡的风险,临床应尽可能选择UEV作为UIV,以维持AIS患者肩平衡。展开更多
基金supported by the Research Program on Educational Teaching Reform of Tianjin University of Traditional Chinese Medicine(2020JY041)。
文摘Objective:To construct a scientific and feasible teaching mode based on 5C caring theory and evaluate it,so as to provide a reference basis for future study about nursing humanistic quality education.Methods:Based on the 5C caring theory,the teaching design and teaching content were revising and implementing in the intervention group.Before and after the implementation of the course,a questionnaire survey was conducted using the Caring Ability Inventory(CAI).The results of the surveys were collected,and the data were statistically analysis using SPSS.Results:After the implementation of the course,the cognitive dimension,patience dimension,and humanistic caring ability scores of the nursing students in the intervention group improved compared with those before the implementation of the course(P<0.05).There were no significant difference in the control group(P>0.05).Conclusion:The humanistic caring teaching model based on 5C caring theory has a positive effect on improving nursing students'humanistic caring ability.In the future nursing teaching,the modules with the characteristics of humanistic caring ability can be increased,and carry out the educational reform throughout the humanistic caring ability.Actively guiding nursing students to establish the awareness of humanistic caring,so as to lay a solid foundation for high-quality clinical nursing work.
文摘目的评估Lenke 5C型青少年特发性脊柱侧凸(Adolescent idiopathic Scoliosis,AIS)上端融合椎(The upper instrumented vertebra,UIV)为上端椎(The upper end vertebra,UEV)和UEV+1对患者术后肩平衡的影响。方法回顾性分析2012年1月至2019年12月48例Lenke 5C型AIS患者的资料,所有患者均行后路矫形选择性胸腰椎融合术,根据UIV和UEV之间的关系,将UIV作为UEV的设定为UEV组,将UIV作为UEV+1的设定为UEV+1组,比较两组影像学参数和临床结果的异同。结果48例患者均随访2年以上,UEV组26例,UEV+1组22例。UEV+1组术后末次随访时TL/L矫正率明显高于UEV组(73.14%vs 63.71%,P<0.05),UIV倾斜度明显降低,影像学的肩高度差(RSH)绝对值显著增加(7.63 mm vs 0.72 mm,P<0.05),冠状面失衡绝对值显著增加(12.02 mm vs 4.81 mm,P<0.05)。UEV+1组术后肩失衡(RSH≥20 mm)发生率明显高于UEV组。两组在矢状位排列和患者预后方面差异无统计学意义(P>0.05)。结论当UIV选择为UEV+1时,TL/L矫正率提高,但增加了肩和冠状面失衡的风险,临床应尽可能选择UEV作为UIV,以维持AIS患者肩平衡。
