Objective To evaluate the quality of Chinese literatures on the methodology of D-dimer diagnostic test. Method We searched CNKI (1994 to 2006) and CBM (1978 to 2006) for articles involving the diagnostic tests of D-dimer for coagulation disorders. Result A total of 63 relevant articles were retrieved and 7 were included in our review. Only one of these provided useful data on two two table for the evaluation of diagnostic accuracy. Conclusions Few studies on the diagnostic tests of D-dimer have been performed and publ ished in China, all of poor quality. Further studies should focus on clinical diagnostic sensitivity and specificity, so as to provide more valuable information for readers.
Objective To isolate neural stem cells (NSCs) from rabbit retina and brain, and induce differentiation of those NSCs using different culture media. Methods Single-cell suspensions of retina and cerebral cortex were prepared from rabbit embryo, cultured in 5 types of different media to isolate the NSCs by continual passages. After 3 passages, NSCs were induced to differentiation in 2 types of different media for 8 to 10 days. NSCs and inducedretinal cells were examined by immunofluorescence and flow cytometry for the expression pattern of some specific antigens.Results Immunofluorescence showed that NSCs from retina and brain, cultured in serumfree media, both expressed Nestin partially. Flow cytometry showed that Nestin positive cells were significantly decreased while the Rhodopsin and Thy1.1 positive cells were increased after induction. Compared with the combined induction of alltrans retinoid acid (ATRA) and serum, 5%FBS (fetal bovine serum) led to higher expression of Rhodopsin（P＜0.01），but lower expression of Thy1.1（P=0.01）.Conclusion Serumfree media with N2, EGF, bFGF, LIF is the best for NSCs purification. Both induciton media can induce NSCs to differentiate.Retina NSCs have higher potentials to differentiate into retinal neuroepithelial cells than brain NSCs.
To investigate the best way of using fibroblast growth factor (FGF) in wound healing, the following experiments were performed. Twelve Wistar rats were chosen. Four 1.5 cm x 1.5 cm middle-thick skin wounds were made in the back of each rat, 2 in each side, and labelled as number 1 to 4. Number 1 wound of each rat was used as control, only PBS was applied to the wound, 50 microliters per time, twice a day from the first day to 11th day. Number 2 wound was sustained medication group, 50 microliters 4 micrograms/ml FGF was applied twice a day from the first day to 11th day; Number 3 wound was early medication group, 50 microliters 8 micrograms/ml FGF was applied twice a day from the first day to 5th day; Number 4 wound was late medication group, 50 microliters 8 micrograms/ml FGF was added twice a day from the 5th day to 11th day. By day 4, 8, 12 and 16, the area of wounds were measured, and the healing time of each wound was recorded. The elastic fiber, collagen fiber and DNA content were measured by immunohistological method. The result showed that the elastic fiber, collagen fiber and DNA content in the groups of FGF used were more than those in the control group. The healing time of the control group was 14.4 days while that of the early meduation group was 13.4 days, late medation group was 13.5 days and sustained medication group was 12.2 days. It was suggested that FGF could accelerate the wound healing, and sustained use of FGF was the best way of giving the drug.
Objective To identify the clinical evaluation methods used for undergraduate nursing students. Methods A self-made questionnaire about the clinical evaluation methods for undergraduate nursing students was used to collect information from 158 tutors of undergraduate nursing students in 4 teaching hospitals in Sichuan province. Results In terms of consulting evaluation opinion from other nurses, there was no significant difference between the ratios of tutors who really adopted and those who perceived as necessary to do so (Pgt;0.05). As for consulting the self-evaluation of nursing students and patients’ evaluation opinion, the ratio of tutors who really adopted was lower than those who perceived as necessary to do so (Plt;0.01). The majority of tutors used real, ward patients for evaluation, while a minority of tutors used demonstration room and model patients. The most effective methods viewed by the tutors were observation, holistic nursing care examination and test, and the most often used evaluation methods were clinical skill test, observation and theoretical exam. Most tutors adopted a continuous evaluation method for the clinical evaluation of undergraduate nursing students. Conclusion The methods for the clinical evaluation of undergraduate nursing students varies. This may influence the accuracy, objectivity and fairness of the evaluations. Formulating evaluation sheet of patients and self-evaluation sheet of nursing students, establishing standardized clinical skill examination station, training standardized patients and evaluation skills of clinical tutors, standardizing examination content and relevant evaluation standard and methods, and adopting comprehensive evaluation with various methods may help to improve the accuracy, objectivity and fairness of the clinical evaluation of undergraduate nursing students.