ABSTRACT
Feline large granular lymphocyte (LGL) lymphoma is an uncommon subtype of lymphoma characterized by a grave prognosis and scarce response to chemotherapy. There are limited reports on clinico-pathological and prognostic factors. One-hundred and 9 cats with newly diagnosed LGL lymphoma that underwent initial staging (including hematology, serum biochemistry, thoracic radiographs and abdominal ultrasound), and followed-up were retrospectively evaluated. LGL lymphoma was localized within the gastrointestinal tract with or without extra-intestinal involvement in 91.7% of the cases, and at extra-gastrointestinal sites in 8.3%. Symptoms were frequent. Anemia (31.2%) and neutrophilia (26.6%) were commonly observed, and 14 (12.8%) cats had neoplastic circulating cells. Frequent biochemistry abnormalities included elevated ALT (39.4%) and hypoalbuminemia (28.4%). Twenty (54.1%) of 37 cats had elevated serum LDH. Treatment varied among cats, and included surgery (11%), chemotherapy (23%), corticosteroids (38.5%) and no treatment (27.5%). Median time to progression (MTTP) was 5 days, and median survival time (MST) 21 days. MST was significantly shorter in the case of substage b, circulating neoplastic cells, lack of chemotherapy administration, and lack of treatment response. A small subset of cats (7.3%) survived more than 6 months, suggesting that a more favorable clinical course can be found among LGL lymphoma patients.
Subject(s)
Cat Diseases/pathology , Lymphoma/veterinary , Animals , Cat Diseases/diagnosis , Cat Diseases/mortality , Cats , Female , Lymphoma/diagnosis , Lymphoma/mortality , Lymphoma/pathology , Male , Prognosis , Retrospective Studies , Survival AnalysisABSTRACT
According to the literature, self-learning plans represent an helpful and very flexible method in order to individualize the nursing students' learning activities, to develop the students' autonomy and responsibility together with the skills required for continuing nursing education. The educational experience of the implementation of the self learning plans in the practical training of the nursing students of the Pediatric Nursing School of Trieste, during 1996-97, is described. The 9 third year students produced 27 learning plans. According to the mentors and the students, the overall experience had a positive impact. The presentation and evaluation of the learning plans spurred the students' initiative, the adoption of innovative learning and research strategies and allowed to replace the traditional classroom teaching lectures. The main problems related to the implementation of this method lay in the increase of mentors' workload and in the difficulties in matching the high flexibility of the method with the inflexibility and constraints of both the organization and teaching programs and paces.
