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Biomedical subjects

J L Price

Publications and source records attributed to J L Price.

208 records · Page 12Linked to original sources
PubMedDate not supplied

Job satisfaction and organizational attachment of nurses holding doctoral degrees.

A model explaining job satisfaction and organizational attachment (commitment and intent to leave) was estimated for a national sample of nurses holding doctoral degrees and employed in academic and nonacademic setting. The purpose of the study was (a) to test a model from Price-Mueller that has been used primarily for nurses who do not have their doctorates and (b) to determine if the results of the test were consistent with expectations from the professions literature The results showed that although nursing is categorized as a semiprofession in the professions literature, the satisfaction and attachment of nurses holding doctorate degrees was explained by variables from arguments about numbers of the well-established professions, known as "true" professions.

Education, Nursing, Graduate↗
PubMedDate not supplied

Complement activation in very early Alzheimer disease.

The activation of the classical complement (C)-system in early-stage Alzheimer disease (AD) and nondemented aging was examined with immunohistochemistry in subjects assessed by the Clinical Dementia Rating (CDR). Activation (staining for C3 and C4 fragments) was found in all brains with amyloid deposits, including all nondemented (CDR 0) cases, with either small numbers of diffuse plaques or with sufficient plaques and tangles to indicate preclinical AD. Staining for C3 and C4 increased in parallel with plaque density in very mild to severe clinical AD. A subset of very mild AD (CDR 0.5) cases also showed C1q (on plaques) and C5b-9 (on neuritic plaques and tangles), whereas these C-fragments were consistently found in severe AD (CDR 3). Mirror section (split-face) analysis showed that C1q, C3, and apoJ (clusterin) occurred on the same plaques. However, C-system regulators CD59, CR1, DAF, and MCP were not detected on plaques or tangles at any stage, indicating that C-activation related to AD is incompletely controlled.

Aged↗
PubMedDate not supplied

Depression: adaptation to disruption and loss.

Assisting the depressed person to cope with disruption and loss and the experiences associated with each stage of his recovery is usually a long-term process involving concerted efforts to promote a restoration of self-worth, personal control, and organization. In this article the authors have attempted to elucidate the problem of depression as a clinical phenomenon, to explore its predisposition, and, through the use of a conceptual model, to discuss its psychodynamics. The processes involved in coping with disruption and loss -- processes which tend to be evoked repeatedly during recovery and resolution since each failure or delay encountered is experienced as another loss and disruption by the individual -- were described and illustrated schematically.

Adaptation, Psychological↗
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Helping depressed clients discover personal power.

TOPIC: Alleviating depression through cognitive therapy. SOURCE: The author's clinical work and review of the literature. GOAL: To describe the empowerment of depressed clients. CONCLUSION: Clients who are depressed can be helped by examining "who they are" as compared to "who they believe they are."

Cognitive Behavioral Therapy↗
PubMedDate not supplied

Cultural diversity and patient teaching.

Cultural diversity challenges health care providers to facilitate bridging cross-cultural gaps with clients. It is through providing culturally relevant care that health care practitioners truly serve the needs of all clients in our diverse society. A theory of Cultural Care Diversity and Universality offers a framework for building linkages of clinical knowledge to cultural care. A four-step approach to providing culturally sensitive patient teaching is described: (1) health care providers should assess their own cultural beliefs and be aware of general ethnic, regional, and religious beliefs and practices in their area; (2) develop a teaching plan; (3) implement the plan; (4) evaluate the success of the teaching-learning process and make alterations based on evaluation. When providers assess clients' beliefs and practices and incorporate them into the teaching plan design, teaching becomes more relevant and clients become more successful at learning.

Cultural Characteristics↗
PubMedDate not supplied

New year preparations.

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Education, Medical↗