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Biomedical subjects

M Day

Publications and source records attributed to M Day.

At least 91 records · Page 5Linked to original sources

The uptake of amines by human erythrocytes in vitro.

1. Human erythrocytes incubated at 37 degrees C in Krebs bicarbonate solution at pH 7.5 took up 5-hydroxytryptamine, histamine and (-)-noradrenaline at slow rates which were proportional to the concentration of the amines in the medium at least up to 16 mug/ml., in accordance with a simple diffusion process.2. The initial velocity of uptake was greatest for 5-hydroxytryptamine, about 4 times less for histamine and about 20 times less for (-)-noradrenaline; (+)-noradrenaline was not taken up.3. Comparison of uptake measurements by bio-assay and by radioactivity indicated that, after 1 hr, about 10% of each amine taken up had been inactivated.4. At 2 degrees C the uptake of all three amines was greatly diminished. The presence of the antagonists cocaine, chlorpromazine, lysergic acid diethylamide, mepyramine and pronethalol (at 10(-6) or 10(-5) g/ml.) did not affect uptake of the amines.5. In the steady state the ratios of concentration of the amines between cells and medium were greater than could be accounted for by a Donnan distribution.6. Cells which had taken up amines lost most but not all of them into amine-free medium, at rates which were slower than the corresponding rates of uptake. It was concluded that the amines are partially bound in the cells, noradrenaline most and histamine least.7. The slow diffusion of amines into, and the small amounts retained by, erythrocytes indicate that they do not contribute significantly to the rapid termination of the pharmacological actions of these amines in vivo.

Carbon Isotopes↗

Occupational standards and professional development.

Last week, Edwards (1998) examined the use of occupational standards in developing the surgical assistant's role. In this article the author describes the preliminary findings from a separate study to assess competency in professional development programmes.

Guidelines as Topic↗

Focus on Trent: education. Quality training for health care assistants.

The implementation of national vocational qualifications (NVQs) in health and social care is a major initiative in the achievement of quality training for unqualified careers. Managers responsible for human resource development in the health service and in local authorities will be considering ways of developing training and assessment systems that meet the requirements of the joint awarding body. This article outlines the approach of the Sheffield and North Trent College and Employers Consortium towards training and assessing candidates for NVQs in health and social care. A need for flexible and responsive approaches to assessment, recognition of prior learning and the use of open learning strategies is highlighted.

Accreditation↗

NVQ assessment for care assistants.

This article discusses the findings of a preliminary investigation into the needs of care assistants undertaking a national vocational qualification (NVQ) in health or social care within a nursing and midwifery college. It is part of a longitudinal study which attempts to determine quality indicators for the structure, process and outcomes of NVQ assessment. Preliminary findings indicate that participants are generally satisfied with the structure and process of their NVQ programme, but some concerns regarding pre-access information, programme documentation, access to tutors and work-place assessors and personal study requirements are raised. These issues are discussed within the general arena of adult education and recommendations for appropriate programme development are made.

Allied Health Personnel↗

Vocational training: its role in nursing.

The use of occupational standards in professional health care curricula is currently of great importance following support for their use from the NHS Executive and the employment department. In the first of two articles reviewing the role of National Vocational Qualifications (NVQs) in nursing education, the author explains the background and development of NVQs, and the introduction and function of the Care Sector Consortium, identifying the links that now exist with nursing education.

Humans↗

Developing benchmarks for prior learning assessment. Part 1: Research.

AIM: The aim of the study was to develop and promote national benchmarks for those engaged in accreditation of prior learning (APL) termed 'prior learning assessment and recognition' (PLAR) assessment in Canada, in all sectors and communities. The study objectives were to gain practitioner consensus on the development of benchmarks for APL (PLAR) across Canada; produce a guide to support the implementation of national benchmarks; make recommendations for the promotion of the national benchmarks; and distribute the guide. The study also investigated the feasibility of developing a system to confirm the competence of APL (PLAR) practitioners, based on nationally agreed benchmarks for practice. METHOD: A qualitative research strategy was developed, which used a benchmarking survey and focus groups as the primary research tools. These were applied to a purposive sample of APL practitioners (n = 91). The participants were identified through the use of an initial screening survey. RESULTS: Respondents indicated that in Canada, PLAR is used in a variety of ways to assist with individual and personal growth for human resource development, the preparation of professionals and the achievement of academic credit. The findings of the focus groups are summarised using a SWOT analysis CONCLUSION: The study identified that the main functions of the PLAR practitioners are to prepare individuals for assessment and conduct assessments. Although practitioners should be made aware of the potential conflicts in undertaking combined roles, they should be encouraged to develop confidence in both functions.

Accreditation↗

Developing benchmarks for prior learning assessment. Part 2: Practitioners.

Part 1 of this article examined a study into the use of benchmarking for prior learning assessment (PLA). This article outlines the benchmarks and practitioner guidelines that emerged from the study. The guidance is based on the benchmarks for practice and is intended to encourage PLA practitioners and adult learners to purposefully apply proven assessment theory to a variety of personal and professional goals and needs, by developing a portfolio. The basic principles and processes necessary for effective, systematic assessment of prior learning are identified and discussed.

Benchmarking↗

Effective solutions.

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Health Care Rationing↗

Lights, camera, action.

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Emergency Service, Hospital↗

Painful ignorance.

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Analgesics, Opioid↗

Agony and ecstasy.

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Clinical Competence↗

Poor show.

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Adult↗

Big deal.

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Humans↗