New opportunities in the treatment of cutaneous lymphoid hyperplasia

Here, we present the results of our research regarding the efficacy of photodynamic therapy (PDT) in cutaneous lymphoid hyperplasia (CLH). We observed five patients with CLH. The diagnoses were confirmed both clinically and through laboratory testing. The response to treatment was defined by the index of the modified assessment of the severity of the skin lesions scale (mSWAT). PDT (665 10 nm) with topical photosensitizer application was performed once a week. The PDT course consisted of 4 2 sessions. After the therapy, complete remission was achieved in four patients (80%; mSWAT 95100%) and partial remission in one patient (20%; mSWAT 63%). Thus, PDT proved to be an effective and safe method for treating CLH.

Assessment of nursing students in clinical practice - An intervention study of a modified process

Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors.Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data.Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced.Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers’ involvement can be seen as a form of professional development of the supervisors’ group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.