Intestinal ischemia and reperfusion (intestinal I/R) causes acute lung inflammation that is characterized by leukocyte migration, increased lung microvascular permeability, and, in severe forms, noncardiogenic pulmonary edema and acute respiratory distress syndrome. Female sex hormones interfere with immune response, and experimental and clinical evidence shows that females are more resistant than males to organ injury caused by gut trauma. To reduce the lung inflammation caused by intestinal I/R, we have acutely treated male rats with estradiol. Intestinal I/R was performed by the clamping (45 min) of the superior mesenteric artery (SMA), followed by 2 h of intestinal reperfusion (unclamping SMA). Groups of rats received 17β estradiol (E2, 280 µg/kg, i.v., single dose) 30 min after the SMA occlusion (ischemia period) or 1 h after the unclamping of SMA (reperfusion period). Leukocytes influx into the lung and microvascular leakage were assessed by lung myeloperoxidase activity and Evans blue dye extravasation, respectively. The lung expression of adhesion molecules (intercellular adhesion molecule 1, platelet endothelial cell adhesion molecule 1, and vascular cell adhesion molecule [VCAM]) was evaluated by immunohistochemistry. Interleukin 1β (IL-1β), IL-10, and NOx concentrations were quantified in supernatants of cultured lung tissue. We have found that intestinal I/R increased the lung myeloperoxidase activity and Evans blue dye extravasation, which were reduced by treatment of rats with E2. Intestinal I/R increased ICAM-1 expression only, and it was decreased by E2 treatment. However, E2 treatment reduced the basal expression of platelet endothelial cell adhesion molecule 1. E2 treatment during intestinal ischemia was effective to reduce the levels of IL-10 and IL-1β in explant supernatant, but only IL-10 levels were reduced by E2 at reperfusion phase. The treatment with E2 did not affect NOx concentration. Taken together, our data suggest that estradiol modulates the lung inflammatory response induced by lung injury, likely by acute effects. Thus, acute estradiol treatment could be considered as a potential therapeutic agent in ischemic events.

We demonstrated that intestinal IR interferes with lung homeostasis, priming the tissue to generate proinflammatory mediators for at least 24 h postischemia. Furthermore, our data confirm that the inflammatory responses caused by intestinal IR are estradiol mediated.

The knowledge about diagnostic reasoning of baccalaureate nurses and undergraduate students is important to the development of educational strategies. This study's objectives included to culturally adapt the Diagnostic Thinking Inventory (DTI) for the Brazilian culture, analyze its psychometric properties, and describe the diagnostic rationale nurses and nursing students with selected variables. The DTI is a Canadian inventory based on the theory of hypothesis generation, created to measure the diagnostic ability. The inventory has two subsections (flexibility in thinking and evidence structure knowledge in memory). The DTI's translation process resulted in a Brazilian version applied to a sample of 83 nurses (28,9%); average age of 29,7 ± 6,6 years, and 205 students (71,1%); average age of 24,7 ± 5,61years. The results of the confirmatory factor analysis concerning a moderate fit for the DTI model ( 2 = 1369; GFI= 0,793; AGFI= 0,771; RMSEA= 0,053; NFI= 0,458; NNFI= 0,635; CFI= 0,654 e SRMR= 0,068) and the internal consistence (Cronbach's alpha) showed a good internal consistency to total score (0,801), flexibility (0,635) and evidence (0,742). Person's coefficient of correlation showed that the DTI has good reproducibility over time (0.806; p=0,001). No have difference between nurses' flexibility scores (4,1±0,48; IC 95% 3,98-4,18) and students' scores (4,2±0,51; IC 95% 4,1-4,3) (p=0215). No have too difference between nurses' evidence structure scores (4,3±0,59; IC 95%, 4,1-4,4) and students' scores (4,3±0,53 IC 95% 4,2-4,4) (p=0,742).The variables applied together with the DTI presented significant differences: nursing diagnosis in graduate course (flexibility p=0,001; evidence structure p=0,009); clinical reasoning in graduate course (flexibility p=0,031; evidence structure p>0,001); nursing diagnosis with read and research (evidence structure p=0,001); nursing diagnosis with clinical practice (evidence structure p<0,001); self-evaluation of clinical reasoning ability (flexibility p= 0,003; evidence structure p< 0,001) and for only nurses, the diary clinical practice with use of nursing diagnosis (evidence structure p<0,001).The analysis' results lead to the conclusion that to use and to teach about nursing diagnosis is very important to diagnostic reasoning in nursing, although other studies are needed to confirm or adjust the Brazilian version of the DTI.