A cytoplasmatic estrogen receptor related protein (ER-D5 Ag) in breast cancer.

A monoclonal antibody against an Estrogen Receptor Related Protein (EG-D5 AG by Amersham) was analyzed in evaluating hormone dependence in 188 breast cancers, in addition to current index of steroid receptors. The Authors observed that the concentration of this new Antigen is not related with PgR but with ER concentration. In fact, increasing the ER values, increases the concentration of ER-D5 Ag, showing a good correlation between these two tumoral markers. In regard to Progesterone Receptor ranges, the ER-D5+ves were equally distributed between PgR-ves and PgR+ves Our experience suggests the application of ER-D5 Ag as R-ves tumor screening marker and emphasizes the importance of a second level in determining therapy and prognosis in breast cancer.

Receptor levels in breast cancer.

This report provides information regarding the relative importance of ER and PgR alone and both, as markers, in 352 breast cancers. We observed that the presence of ER not involves the presence of PgR, while the presence of PgR assumes an estrogenic action even if the lowest. In addition the presence of PgR+ depends also on ER negative-detectable (91.42% of the cases) such as we were able to observe that PgR+ was associated with ER negative-undetectable, only in 8.57% of cases. Moreover within the positivity of the couple of ER/PgR, the prognostic value is correlated at ER+ levels, while the predictive value is correlated at PgR+ levels.

Ward sister--teacher or facilitator? An investigation into the behavioural characteristics of effective ward teachers.

The ward sister role is increasingly coming under study. This paper summarizes research into learning in the ward environment. The study being one of several on a similar theme, to have been published in the past 2 years. The research concentrated in particular on the behavioural characteristics of trained nurses perceived as good teachers. Attitudes and perceptions of teaching and learning were investigated by interviewing trained and trainee nurses. The data concerning good teachers collected at interviews were developed into a questionnaire and the results factor analysed. In the third phase of the study trained nurse-trainee verbal communications were observed and analysed to determine any relationship between verbal behaviours and effective teaching. The findings of the study led to the conclusion that on the job teaching of nurses is a complex global act in which the role model presented to the learner has a powerful influence while it could not be said conclusively that a link between effective teaching and verbal behaviour was identified, a trend towards a more participative mode of communication was noted in two identified good teachers.