Radiosensitization of human and rodent cell lines by INO-1001, a novel inhibitor of poly(ADP-ribose) polymerase.

Inhibition of poly(ADP-ribose) polymerase (PARP) by a novel, potent inhibitor, INO-1001, was examined in two rodent and one human fibroblast cell lines, after single and fractionated radiation treatments. Since PARP plays a role in the early events following DNA damage and influences the effectiveness of DNA repair, its inhibition has been proposed to constitute a drug target for the development of novel radiosensitizers. We found that INO-1001 effectively inhibited PARP activity at non-cytotoxic concentrations. Combination treatment of 10 microM INO-1001 and a single dose of radiation resulted in significant radiosensitization of all three cells lines (enhancement ratios 1.4-1.6). This radioenhancement was even greater when the drug and radiation were given as fractionated treatments (enhancement ratio 8.0). Apoptosis (as evaluated by TUNEL staining) was not enhanced by the treatments, suggesting that inhibiting PARP enzyme activity by INO-1001 enhanced radiation-induced cell killing by interfering with DNA repair mechanisms, resulting in necrotic cell death. INO-1001 therefore, appears to have potential as a potent enhancer of radiation sensitivity, without any intrinsic cytotoxicity from the drug alone.

The use of prayer in spiritual care.

Prayer is an integral component of the spiritual life of mankind. Prayer allows people to express themselves during crisis and emotional turmoil. It can serve as an important source of personal strength and as a foundation for self-resilience during times of adversity. Holistic nurses may use prayer with patients to positively influence how patients cope with anxiety relative to illness.

A longitudinal study of perceived level of stress, coping and self-esteem of undergraduate nursing students: an Australian case study.

AIM: The aim of this study was to investigate the perception and sources of stress, coping mechanisms used, and self-esteem in nursing students during 3 years of their undergraduate nursing programme. METHODS: The sample consisted of a cohort of nursing students going through 3 years of a nursing programme. The method was a descriptive correlational design. The questionnaire consisted of demographic data, the General Health Questionnaire (GHQ-12), Self-esteem Scale, and the modified Ways of Coping Scale. Data were analysed using frequency distributions, content analysis, and measures of correlation. RESULTS: Results indicated that students in year 1 experienced significantly less transient stress as compared with year 2; students in year 3 had more positive self-esteem than year 2 students. There were no significant differences with regard to chronic stress, avoidance and proactive coping, and negative self-esteem. Chronic and transient stress, as measured by GHQ, were significantly correlated (P < 0.01) with avoidance coping behaviours, and negative self-esteem. Positive self-esteem was significantly correlated (P < 0.01) with proactive coping behaviours. The four main stressors in the last three years for this cohort of students, in descending order are nursing studies, finance, family and health. They coped by using both problem-focused and emotion-focused coping skills. There is a need to review the nursing curriculum and evaluate what impacts on students' stress levels, and also introduce strategies to reduce the stress levels of nursing students.

Evaluation of a mentor-arranged clinical practice placement for student nurses.

Second year nursing students evaluated a new initiative, the Mentor-Arranged Clinical Practice (MACP), which supplemented their other clinical experiences. Seventy-eight students (95.6%) returned their completed questionnaires. Results indicated that the MACP program was beneficial to the students in the acquisition of knowledge, improvement of basic nursing skills, time management, prioritisation in patient care, and improvement in their confidence and self-esteem. Students identified six positive aspects of the MACP program: continuity and consolidation of nursing skills, improved communication and reporting skills, working in a variety of shifts, and working as a team member. Characteristics of a good mentor encompassed four areas: personality traits, teaching ability, nursing competence and interpersonal relationship. Findings suggest that there is a need for the development of mentorship models in the clinical experiences of undergraduate nursing courses, and the importance of effective clinical teachers in preparing nursing students for the workforce.