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骨折 및 性 Hormone 投與가 骨組織內 Glucose-C^(14) 代謝에 미치는 영향
李甲淳,韓文植 최신의학사 1967 最新醫學 Vol.10 No.7
One hundered and sixty male mice, weighing approximately 25gm, were devided into eight groups, each consisting of 20 mice. In the first four groups, 25gm, of various sex hormones were injected subcutaneously in vivo into each mouse for 3 days. The left femur of each mouse was then fractured by manual clasis, 2 days after this, the mice were slaughtered and the both femora of each mouse were freed of soft tissue attachment, and dreid, then pulverized and homogenized in a fluid incubation media containing glucose-C14. In the later half in vitro groups, the left femur was first fractured and two days later the mice were staughtered and the both femora were freed of soft tissue and then immersed in the same amount of sex hormones for 24 hours The femora were next dried, pulverized and homogenized in the same incubation media. With the homogenates thus obtained oxidative metabolism of glucose was observed by means of CO, production rate and of RGD. Following observations were made. 1) Oxidative metabaosm of glucose is accelerated in the fractured bone. & bothin vivo and in vitro groups 2) In both the fractured & non-fractured bones, oxidative metobolism of glucose is accelerated when sex hormones are administered; the rate of acceJration being androgen, estrogen, and progesterone, in that order. 3) Oxidative metabolism of glucose in the non-farctured bones is accelerated. with the administration of sex hormones but not as much as the fractured bones. 4) The fact that glucose metabolism is also accelerated when sex hormones are admministered, suggests, in the author's opinion, that these hormones act directly on bone.
이갑순 순천청암대학 1980 論文集-順川看護專門大學 Vol.6 No.-
The first step in the nursing precess is assessment of patients, their conditions and health problems. Objective data to be gethered include vital signs. Blood pressure is a basic nursing art students usually learn and apply early in clinical practice. Do they use the technique taught in the practice laboratory?. Do influences in the practice setting modify their technique? Does their technique affect the accuracy of their blood pressure measurement? This study investigated nursing students' technique in taking blood pressures of patients in the clinical setting. The purpose was to contribute to the improvement of blood pressure measuring technique instruction and application in the clinical setting and thus the accuracy of one kind of objective data used in nursing assessment. The sample consisted of the 76 first year and 64 second year students of a rural college of nursing in the Republic of Korea. The patients were from the various wards in two general hospitals where the students were assigned for functionally organized nursing care. The investigator defined from the literature a list of 21 criteria with which the students' technique were compared by direct observation. Students were instructed to use the technique learned in the laboratory. Lacking a teaching stethoscope, the investigator, using the creteria, measured the patients' blood pressures. Results were analysed by discriptive statistics, mean, ratio, and a z test of significance. Ommitting items on the criteria list not studied, of the remaining 14 criteria, average accuracy of first year students was 80 per cent, and of second year students, 74 per cent. Both years ranged from 7 to 13 points out of 14, with an average of 11.2 for first year, and 10.4 for second year students. The investigator hypothesized that with a longer period of influence from the clinical environment, second year students, according to field theory, would score less than first year students. This hypothesis was not supported statistically by a z test. A further hypothesis, that student score would be related to the accuracy of blood pressure readings, as recorded by the investigator, was abandoned because no statistically significant difference could be shown between the students' and investigator's measurements. Although first year students' score were higher than second year students, second year students' reading were closer to the investigator's. Variables not measured may be influencing the accuracy of blood pressure measurement: first year students ahd problems with recognition of sounds and readings. Recommendations were made related to student instruction, laboratory experience and in-serve education of nursing models in the clinical setting. Further research should explore the use of a teaching stethoscope, weighting of criteria, and the accurate measurement of other influencing variables, and the application of influential statistics.