Treatment of murine lupus with monoclonal antibodies to lymphocyte function-associated antigen-1: dose-dependent inhibition of autoantibody production and blockade of the immune response to therapy.

Monoclonal antibodies (mAb) to lymphocyte function-associated antigen-1 (LFA-1) have been used successfully in vivo to inhibit immune responses and to block inflammatory reactions. To determine whether these effects of anti-LFA-1 could retard autoimmune disease, we treated lupus-prone NZB/NZW F1 (B/W) mice with a rat mAb to LFA-1 (anti-CD11a). Mice received high-dose therapy (500 micrograms twice weekly), low-dose therapy (40 micrograms thrice weekly), or phosphate-buffered saline from age 5 months to age 10 months. Treatment with high doses of anti-CD11a suppressed both the immune response to the rat mAb and the production of autoantibodies to double-stranded DNA. In contrast, treatment with low doses of anti-CD11a elicited an immune response to the rat mAb and did not suppress autoantibody production. The immunosuppressive effects of high doses of anti-CD11a were not due to target cell depletion. In fact, treatment induced a marked lymphocytosis which involved all lymphocyte subsets equally. Despite inhibiting autoantibody production, high-dose therapy had only modest effects on longevity.

Competencies of novice nurse educators.

Appropriate preparation for the nurse faculty role has been debated for many years. Currently, the master of science in nursing (MSN) is considered to be the minimal acceptable preparation. The focus of most MSN programs, however, is advanced knowledge and skill in clinical nursing. The purpose of this study is to identify the perceptions of novice nurse faculty concerning nurse faculty competencies, to ascertain the extent to which novice nurse faculty demonstrate the competencies, and to determine mechanisms through which competencies are obtained. The findings indicate that many novice nurse faculty are not educationally prepared for the faculty role.

Health beliefs and practices of rural elders.

Understanding the rural elderly is essential to developing effective programs to prevent disease and promote health.

Assessment of learning needs of nurse educators: continuing education implications.

Because of current structure, content, and outcomes of master's nursing curricula, administrators responsible for hiring nurse educators often have no choice but to employ clinical experts as teachers. This article reports on the results of an investigation designed to ascertain the self-reported learning needs of nurse educators in a southern state. This investigation confirmed that nurse educators have numerous learning needs specific to fulfillment of the nurse educator role. Findings suggest that learning needs differed according to the educator's level of academic preparation and type of employment setting. The results provide useful insights for individuals planning continuing educational offerings for nurse educators with varied backgrounds.

An interactive perspective on the health beliefs & practices of rural elders.

1. In this study, major themes involving health were closely tied to an affective response of "feeling good" and cognitive appraisal of health status as "being able to function." 2. Rural elderly who participated in the study reported engaging in at least one activity to maintain their health and tended to rely on their own appraisal and resources to manage health problems. 3. Half of the participants indicated a need for services such as blood pressure and diabetic screening, health education classes on diet, cholesterol reduction, hypertension and diabetes management, new therapies in health care, and life management counseling.

Implementing the research facilitator role.

What are the factors that enhance or impede successful implementation of the research facilitator role in a school of nursing? The authors review the literature related to research facilitation and describe their experiences in planning, implementing and evaluating research facilitator roles in two different schools of nursing. Implications for others initiating similar roles are identified.

Specialization in adult health/medical surgical nursing: what does it mean?

In this descriptive study, all NLN-accredited master's programs in the United States were surveyed to describe the content and form of the Adult Health/Medical Surgical (AH/MS) Nursing component of the curricula. An 82% response rate was achieved. The study confirmed a high degree of diversity in the AH/MS Nursing component of master's degree programs. It revealed a lack of consensus on the amount and kind of content necessary for specialization in AH/MS Nursing. Few curricula were based on an identified nursing model/theoretical framework, although students in most programs were required to utilize a nursing model as a framework for advanced or specialty practice. The structure of class and clinical learning activities varied markedly. Ideas about graduate faculty's role in clinical instruction were dissimilar. Findings from the study could guide decision making for the AH/MS Nursing component of master's-level curricula. Curriculum revision seems to be inherent in the nurse-faculty role, yet curriculum decision making can be an onerous task. This is especially true in today's master's nursing programs where clinical specialty areas are not well defined and diversity and ambiguity abound. As faculty members in a master's nursing program where numerous specialty areas had been developed, we became increasingly frustrated in our attempts to identify specific knowledge and skills that should be acquired by students specializing in adult health nursing. Traditionally, this rather broad specialty area has been a "catch-all" for the study of a wide variety of age groups and health alterations.(ABSTRACT TRUNCATED AT 250 WORDS)

Verbal impairment in alcoholics.

Research utilizing psychometric and neuropsychological measures has shown that alcoholics are impaired on visual-spatial tasks. Recent studies have also shown alcoholics are impaired on novel verbal tasks as well. The present study was undertaken to determine the degree of impairment among alcoholics in visual-spatial versus verbal tasks. Limited support for the hypothesis that alcoholics are impaired in verbal abilities was obtained in that the WAIS Vocabulary subtest discriminated between alcoholics and nonalcoholics. These findings are discussed in light of both the tendency to interpret neuropsychological tests in a rather simple fashion and the need for further research into the verbal functioning of alcoholics.