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Biomedical subjects

J Herman

Publications and source records attributed to J Herman.

At least 235 records · Page 13Linked to original sources
PubMed1969

Antigen recognition: in vitro studies on the specificity of the cellular immune response.

Studies of the immunochemical specificity of antigen-induced thymidine-2-(14)C incorporation in lymph node cells obtained from animals immunized to a series of closely related alpha-DNP-oligolysines, epsilon-DNP-oligolysines, and oligolysines have shown that the sensitized cell exhibits an extraordinary degree of specificity for antigen. The sensitized cell is maximally stimulated by the homologous immunizing antigen and can discriminate among compounds which differ from one another only in the position of a dinitrophenyl group or D-lysine residue on an identical oligolysine backbone. These studies support the view that the immunogen is not degraded prior to the induction of the immune response, and that the majority of cells produced as a consequence of immunization have stereospecific antigen receptors for the DNP-oligolysine used to induce the response; a smaller and more variably sized population of cells is produced with receptors specific for the oligolysine portion of the immunizing antigen. When specifically sensitized lymph node cell cultures are stimulated in vitro by heterologous DNP-oligolysines, the oligolysine- and not the DNP-oligolysine-sensitive population of cells appears to play a crucial role in the specificity of such cross-reactions. It is concluded from these studies that the antigen receptor on the sensitized lymph node cell differs in both kind and degree from conventional antibody. The chemical nature of the receptor and the means by which this receptor reacts with antigen to initiate the biosynthetic or proliferative cellular immune response still remain undefined.

Animals↗
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A debt to society.

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Anecdotes as Topic↗
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OPT: transformation of nursing process for contemporary practice.

Over time, clinical, educational, and social forces have influenced the development of three generations of traditional nursing process. The first generation was concerned with problems and process. Analysis of second-generation models revealed interest in understanding the nature of diagnosis and diagnostic reasoning. We have proposed a third generation model that underscores the importance of critical, metacognitive, and thinking skills that support outcome specification and testing in clinical reasoning. Clinicians, educators, managers, and administrators are invited to consider the OPT model as an alternative to traditional nursing process. The OPT model may be one of many transitional reasoning models needed for contemporary nursing practice.

Decision Making↗
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A family showing inheritance of the Inab phenotype.

An 86-year-old white American woman was found to have a very rare red cell phenotype, the Inab phenotype. Her cells were Cr(a-), Tc(a-b-c-), Dr(a-), Es(a-), WES(a-b-), and IFC-. Unlike the two other Inab phenotype patients, she has no history of protein-losing enteropathy or any similar intestinal disorder. One of her four siblings also has the Inab phenotype, providing the first evidence that this phenotype may be inherited. Serum inhibitions showed that anit-Cra, -TCa, -Dra, -WESb, and -IFC are partially inhibited by sera from three siblings with the common red cell phenotype but not by serum from the Inab phenotype sibling. The serum of the proposita contained an antibody to a high-frequency antigen that showed characteristics of being a Cromer-related antibody.

Aged↗
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Metacognitive skills in diagnostic reasoning: making the implicit explicit.

The metacognitive skills of monitoring, analyzing, predicting, planning, evaluating, regulating, and revising frame the nursing process and support clinical reasoning. Nurse educators who encourage metacognitive skill acquisition are likely to accelerate student comprehension, understanding, and mastery of nursing diagnosis, nursing process, and clinical reasoning. The models presented in this article have implications for teaching and learning clinical/diagnostic reasoning.

Cognition↗
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Nursing diagnosis: the central theme in nursing knowledge.

The author's purpose is to argue that theory development involving nursing diagnoses is a central element in the development of nursing knowledge. Nursing diagnosis is viewed as a way of conceptualizing the domain of nursing when human responses are viewed as a nursing focus. Differing views from the literature on what should be the central focus of nursing are presented. These authors conclude that nursing's growth as a science can be facilitated by taxonomy development as nursing diagnoses delineate nursing's unique domain. The importance of theory development surrounding nursing diagnoses is explored and ideas on how theory development might proceed are presented. Ultimately, theory supporting nursing diagnoses must account for description, explanation, prediction, and control of phenomena that nurses autonomously treat. Theory development associated with nursing diagnoses will help develop the unique knowledge base of the discipline of nursing.

Models, Nursing↗
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Using metacognitive skills: the quality audit tool.

The authors describe a strategy used to teach clinical reasoning skills to novice diagnosticians. The strategy proposed is the Quality Audit Tool, an instrument designed to help novices use metacognitive skills to critique diagnostic statements and care plans. The Quality Audit Tool has eight frames (Diagnostic Statement, Diagnostic Cues, Functional Relationship, Outcome, Etiology, Nursing Orders, Evaluation, and Clinical Judgment); each frame has a content and process focus. Conducting a Quality Audit enables the novice diagnostician to understand relationships among the parts of a nursing diagnosis, recognize the metacognitive skills used in clinical reasoning, and evaluate knowledge and clinical reasoning against a set of standards.

Clinical Competence↗
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A validation study using the case-control method of the nursing diagnosis high risk for aspiration.

PURPOSE: To develop further the nursing diagnosis risk for aspiration by determining risk factors present in patients who aspirated. METHODS: The case-control design was used to compare cases (n = 131) and controls (n = 206) on past and present exposures thought to be risk factors for aspiration. Data were analyzed using univariate and multiple logistic regression. FINDINGS: The following risk factors were statistically significant and comprise the final model: altered level of consciousness, metoclopramide (known to accelerate gastric emptying), vomiting, seizures, and unable to change own position. CONCLUSIONS: The risk factors of altered level of consciousness and delayed gastric emptying are currently included in the NANDA taxonomy for the nursing diagnosis risk for aspiration. These risk factors are not included in the taxonomy: vomiting, seizures, and unable to change own position. Results of the study have been submitted to the Diagnosis Review Committee for consideration to further develop this diagnosis.

Analysis of Variance↗