Correction to: Association between discordance of LDL-C and non-HDL-C and clinical outcomes in patients with stent implantation: from the FU-Registry.

Unfortunately, the Fig. 1 was published incorrectly in the original publication of the article. The correct figure is as below.

Association between discordance of LDL-C and non-HDL-C and clinical outcomes in patients with stent implantation: from the FU-Registry.

It is not yet clear whether the discordance of low-density lipoprotein cholesterol (LDL-C) and non-high-density lipoprotein cholesterol (non-HDL-C) predicts the follow-up clinical outcome (major adverse cardiovascular events: MACEs) in patients with coronary stent implantation. Among 2015 patients with coronary stent implantation (Fukuoka University [FU]-Registry), excluding those with acute coronary syndrome or hemodialysis, we selected 801 patients who had undergone successful stent implantation with a follow-up until 18 months, and classified them into 3 groups according to baseline LDL-C and non-HDL-C levels [percentile(P)non-HDL-C more than (P)LDL-C, (P)non-HDL-C equal to (P)LDL-C, and (P)non-HDL-C less than (P) LDL-C]. We found that the discordance of (P)LDL-C and (P)non-HDL-C was not a significant predictor of MACEs. Higher LDL-C level was consistently and independently associated with higher incidences of MACEs after controlling for conventional risk factors and the type of stent used by multivariate Cox regression analyses. In conclusion, LDL-C levels are more important than non-HDL-C levels and the discordance of LDL-C and non-HDL-C levels as predictors of MACEs in patients with stable angina after stent implantation.

[Health effects and psychological stress in pregnant women engaged in work outside the home].

Modern society demands working conditions in which pregnant women can successfully deliver children and maintain a professional position. The aim of this study is to investigate the effects of work on the health and psychological stress in working women and their newborns. We reviewed twenty-eight publications and found that health problems in working women occur at high rates. However, there is no report investigating the mechanism by which health problems occur, or describing the precise working conditions and symptoms in pregnant women who are engaged in work outside the home. In addition, the literature uses subjective evaluations, including psychological tests, to quantify stress and anxiety, but no biochemical analyses of stress-related substances were conducted. We suggest that a standard index to represent working conditions and job category, as well as an investigation of the workload of house-keeping, is needed to understand the total work effort by pregnant women in modern times. Finally, measurement of stress-related biological markers may be effective in the investigation from various perspectives of occupational stress in pregnant women.

[Factors influencing the collaboration between clinical instructors and teachers in nursing practicum].

Several ideas based on unification have been proposed for collaboration between clinical practice and education, but as they are difficult to adopt they have not become widespread. It is possible for practicum instructors and nursing school teachers to collaborate even when the practicum take place in institutions other than the nursing school, so an improvement in the quality of practicum can be expected. In this study, 384 practicum instructors in 34 institutions were surveyed to determine the criteria for collaboration between practicum instructors and nursing school teachers. We analyzed the "configuration factors", "characteristics", "influential factors" and "level of influence of the factors". We derived 3 major factors, "decision making", "cooperativeness", and "information sharing" and, 28 items as the configuration factors and found that although there was some collaboration it was insufficient. The factors that have a large influence on the level of collaboration have been suggested: the diverse number of curricula that one post accepts; the frequency of meetings; training that respects the students' understanding; participation and guidance in conferences; participation of practicum instructors and head of ward nurses in meetings; and educators' system of practicum guidance.