Biomarker evaluation and toxicological study of essential oils of Foeniculum vulgare and Calamintha nepeta

The aim of this study was to evaluate the toxicological properties of EOs of F. vulgare and C. nepeta, widespread in Mediterranean agrosilvopastoral systems and often used as food condiments in Alentejo. EOs were obtained from aerial part of plants by hydrodistillation and chemical composition was evaluated by GC-FID. Toxicity of essential oils was evaluated by the estimation of LC50 in brine shrimp and LD50 in mice. Oral toxicity assays were performed in mice. Histological analyses and quantification of biomarkers aspartate aminotransferase (AST), alanine aminotransferase (ALT), alkaline phosphatase (ALP), gamma glutamyltransferase (γ-GT), bilirubin, creatinine and urea were performed for monitoring liver and kidney functions. the EOs of C. nepeta and F. vulgare showed very low toxicity suggesting their potential use as food supplement. Additionally, our studies point out the importance of the integration of C. nepeta and F. vugare in silvopastoral agroforestry systems, contributing to the animal health and profitability of livestock.

the health and well-being of nursing students in clinical practice . what prevents it? what promotes it?

Introduction: The training of nursing students in the context of clinical practice, is characterized by educational experiences, subject to various emotional stress (stress, ambivalence, frustration, conflict), sometimes making it very vulnerable student.However not all students use the same strategies minimizing their meanings and negative effects on the level of your health and well-being Objetiv:To analyze the perception that nursing students have about the determinants of their health status and well-being in clinical practice Methods: Exploratory research Results:The results reveal the complexity of the teaching / learning process in clinical practice, identified determinants that limit and / or promote health and well-being of students, or not contributing to their motivation, self-confidence and learning. All students value the presence of the following dimensions: affective-emotional (humanization in learning experiences); relational dynamics (interactions developed with all stakeholders); methods used (professional competence of the clinical supervisor and teacher); school curriculum (adaptation of learning in theory); socialization to the profession (become nurse).Conclusions: The results indicate, that although all students evidencing the dimensions described as fundamental to learning in clinical practice, the study results are dichotomous and ambivalent. Students 2nd and 3ºanos refer a low perception in clinical practice, the indicated dimensions, and for these source of concern and uncertainty in learning, such as limiting their health condition and well-being. For students of the 4th year, these dimensions are percecionadas as gifts, and sources of motivation, learning and catalysts such as promoting their health and well-being.