• Asian Pacific Journal of Cancer Prevention
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• v.14 no.1
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• pp.139-143
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• 2013

Patients at the same pathological stage of esophageal cancer (EC) that received the same surgical therapy by the same surgeon may have distinct prognoses. The current study aimed to explore the possibility of differentially-expressed microRNAs (miRNAs) underlying this phenomenon. Samples were collected from EC patients at the same tumor node metastasis (TNM) stage but with different prognoses. Paracancerous normal tissues were taken as controls. The specimens were histopathologically analyzed. Differentially-expressed miRNAs were analyzed using real-time quantitative reverse transcription polymerase chain reaction. Compared with patients with poor prognosis, those with good prognosis exhibited 88 two-fold or more than two-fold increased miRNA fragments and 4 half-decreased miRNAs. The most noticeably up-regulated miRNAs included hsa-miR-31, hsa-miR-196b, hsa-miR-652, hsa-miR-125a-5p, hsa-miR-146b, hsa-miR-200c, hsa-miR-23b, hsa-miR-29a, hsa-miR-186, hsa-miR-205, hsa-miR-376a, hsa-miR-410, hsa-miR-532-3p, and hsa-miR-598, whereas the most significantly-downregulated miRNAs were hsa-let-7e, hsa-miR-130b, and hsa-miR-103. EC patients at same TNM stage but with different prognoses show differentially-expressed miRNAs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.376-383
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• 2019

This study was conducted to investigate academic self-efficacy, critical thinking disposition, and learning motivation, which influence problem solving ability in nursing students. Data were collected from June 4, 2018 to June 29, 2018, and the final 213 data points were used for analysis. The SPSS/WIN 22.0 program was used to conduct descriptive statics, Pearson's correlation coefficient, t-tests, ANOVA, Scheffe's test and multiple regression analysis. The problem solving ability according to the general characteristics differed among residential type (F=3.930, p=0.021) and satisfaction with major (F=4.618, p=0.011). In the correlation between academic self-efficacy, critical thinking disposition, learning motivation, and problem solving ability of the subject, academic self-efficacy (r=0.573, p<0.001), critical thinking disposition (r=0.620, p<0.001), and learning motivation (r=0.563, p<0.001). The factors affecting the problem solving ability of the study subjects were major satisfaction (${\beta}=.117$, p=0.036), academic self-efficacy (${\beta}=0.314$, p<0.001), critical thinking disposition (${\beta}=0.318$, p<0.001), and learning motivation (${\beta}=0.217$, p=0.004), with an explanatory power of 45.2%. In this study, it is necessary to confirm the effects of the development of the intervention program and the application of the program, which can improve the problem solving ability of nursing students.