The metabolism and uptake of [2,4,6,7-3H]oestrone and [2,4,6,7-3H]-oestradiol-17\g=b\ were examined in explants of rabbit uterus, vagina and skeletal muscle in organ culture for 1 and 3 days. Irrespective of whether the uterus was cultured in the presence of [3H]oestrone or [3H]oestradiol\x=req-\ 17\g=b\, the tissue contained predominantly [3H]oestradiol-17\g=b\. This was also true for vagina, but muscle showed only a limited ability to interconvert the two oestrogens.The oestradiol-17\g=b\binding capacity of cultured uterus was also determined, and was shown to decline rapidly over the first 24 h of culture.
Despite the reality of high patient acuity, staffing challenges, and financial constraints, nurse educators must convey information to staff in an expeditious and effective manner. Determining which educational methods meet the staff's needs and learning preferences is a daily challenge for educators. This experimental study compared two different educational methods, lecture and poster presentation, examining nursing knowledge acquisition and retention as well as satisfaction with the educational method.
Nursing students traditionally find bioscience difficult and anxiety provoking. This has important ramifications, as anxiety can hinder comprehension and lead to poor exam performance. The aim of the present study was to assess whether there was any difference between the anxiety levels of nursing students during their bioscience laboratory classes compared to their clinical laboratory classes. Students were recruited from a first year Bachelor of Nursing program. The self-report State-Trait Anxiety Inventory (short form) was administered at the start of all classes throughout the semester. Anxiety scores of students between the units were compared using paired t-tests, and repeated-measures analysis of variance was used to measure anxiety scores within units over time. There were no significant differences in anxiety scores in the bioscience and clinical classes; however, the students were significantly more anxious in the theory classes. These findings suggest that nursing students do not find the subject of bioscience any more anxiety provoking than other nursing subjects. Bioscience educators should continue to focus on the integration of bioscience with nursing practice, while broader anxiety-reduction strategies throughout the curriculum should be implemented.
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