Background: Lung cancer is the leading cause of cancer-related death worldwide, and half of all incident lung cancers are believed to occur in the developing countries, including Iran. Objective: We investigated the association of opium with the risk of lung cancer in a case-control study. Methods: We enrolled 242 cases and 484 matched controls in this study. A questionnaire was developed, containing questions on basic demographic characteristics, as well as lifelong history of smoking cigarettes, exposure to passive smoking, opium use and alcohol consumption. For smoking cigarettes and opium and also oral opium intake frequency, duration and cumulative use were categorized into three groups: no use, low use and high use. Conditional logistic regression was used to calculate the odds ratios (ORs) and 95% confidence intervals (CIs). Results: Multivariate analysis in men showed that after adjusting for the effect of ethnicity, education and pack years of smoking cigarettes, smoking opium remained as a significant independent risk factor with an OR of 3.1 (95% CI 1.2–8.1). In addition, concomitant heavy smoking of cigarettes and opium dramatically increased the risk of lung cancer to an OR of 35.0 (95% CI 11.4–107.9). Conclusion: This study demonstrated that smoking opium is associated with a high risk of lung cancer as an independent risk factor.
Insulin-like peptide 3 (INSL3) belongs to the large family of peptide hormones called 'insulin relaxin' (Shabanpoor et al., 2011). INSL3 is secreted by testicular Leydig cells as a marker for the complete differentiation of adult Leydig cells in men and all mammalians that mediates the descent of the testicle during the embryonic period and, as a paracrine factor, mediates gonadotropin activity in adults (Anand-Ivell et al., 2006; Muda et al., 2005). This hormone binds to the RXPF2 receptor and plays an important role in regulating spermatogenesis in adolescents. INSL3 is a peptide hormone that is known as a significant marker for the function and amount of Leydig cells and steroid capacity, and despite testicular steroids, it is free of the HPG axis effects (Anand-Ivell, Heng, Hafen, Setchell, & Ivell, 2009). Analysis of different sections of the semen fluid shows a high concentration of INSL3 in the interstitial cells. It passes through the blood-testis barrier to enter the seminiferous, testis and epididymis, and if its concentration is sufficient, RXFP2 as its specific receptor can be discovered on the post-mitotic cells and also in the epididymis. This hormone is a G protein of class C that binds to the RXFP2 receptor and generates Gs-dependent signals to produce cAMP. The cAMP activates protein kinase A (PKA), which in turn can inhibit Bid (BH3 interacting domain death agonist), a proapoptotic protein. Therefore, this hormone has an
Background: Clinical environments are one of the most effective areas for acquiring the clinical skills of nursing students. Objectives: This study aimed to evaluate and compare the actual and preferential clinical learning environments. Methods: This cross-sectional study was conducted from March 1, 2019, to February 6, 2020 in Zanjan province. Samples included 380 nursing students who had the experience of one semester of internship were entered the study by stratified random sampling. Data collection tools were the Demographic Profile Questionnaire and Clinical Learning Environment Inventory (CLEI). The range of CLEI scores in both actual and preference learning environments is equal to 42-168. We analyzed data using SPSS software, version 22.0. We used descriptive and inferential statistics included independent t-test and one-way ANOVA to analyze the data. A significance level of 0.05 was considered. Results: The mean (SD) score of the actual clinical learning environment was 109.50(12.25), and the preferred learning environment was 131. 08 (14.54). The difference between the two variables was statistically significant (t=22.39, P<0.001). There was a difference in the mean of some dimensions of the nursing students' preference and actual forms of clinical learning environment based on educational grade, different internships.
Conclusion:There is a significant difference between the actual learning environment and students' expectations. This finding emphasizes the need for attention by managers and decision-makers in nursing education to change and improve the clinical learning environment.
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