Nursing Interventions Classification

   Nursing Interventions Classification (NIC) diperkenalkan untuk pertama kali pada tahun 1987 dan menyusul Nursing Outcomes Classification (NOC) pada tahun 1991. Nursing Intervention Classification digunakan disemua area keperawatan dan spesialis. Intervensi keperawatan merupakan tindakan yang berdasarkan kondisi klinik dan pengetahuan yang dilakukan perawat untuk membantu pasien mencapai hasil yang diharapkan. Perawat dapat memberikan alasan ilmiah yang terbaru mengapa tindakan itu yang diberikan. Alasan ilmiah dapat merupakan pengetahuan berdasarkan literature, hasil penelitian atau pengalaman praktik. Rencana tindakan berupa: tindakan konseling atau psikoterapiutik, pendidikan kesehatan, perawatan mandiri dan aktivitas hidup sehari-hari, terapi modalitas keperawatan, perawatan berkelanjutan (continuity care), tindakan kolaborasi (terapi somatic dan psikofarmaka).
   NIC (Nursing Intervention Classification ) adalah suatu daftar lis intervensi diagnosa keperawatan yang menyeluruh dan dikelompokkan berdasarkan label yang mengurai pada aktifitas yang dibagi menjadi 7 bagian dan 30 kelas. Sistim yang digunakan dalam berbagai diagnosa keperawatan dan mengatur pelayanan kesehatan. NIC digunakan perawat pada semua spesialis dan semua area keperawatan (McClokey and Bulecheck, 1996).
  
Bulecheck dan McClokey (1996) menyatakan bahwa keuntungan NIC adalah sebagai berikut :
1. Membantu menunjukkan aksi perawat dalam sistem pelayanan kesehatan.
2. Menstandarisasi dan mendefinisikan dasar pengetahuan untuk kurikulum dan praktik keperawatan.
3. Memudahkan memilih intervensi keperawatan yang tepat.
4. Memudahkan komunikasi tentang perawat kepada perawat lain dan penyedia layanan kesehatan lain.
5. Memperbolehkan peneliti untuk menguji keefektifan dan biaya perawatan.
6. Memudahkan pengajaran pengambilan keputusan klinis bagi perawat baru.
7. Membantu tenaga administrasi dalam perencanaan staf dan peralatan yang dibutuhkan lebih efektif.
8. Memudahkan perkembangan dan penggunaan sistem informasi perawat.
9. Mengkomunikasikan kealamiahan perawat kepada publik.

Adapun kelebihan NIC adalah :
1. Komprehensif.
2. Berdasarkan riset.
3. Dikembangkan lebih didasarkan pada praktek yang ada.
4. Mempunyai kemudahan untuk menggunakan struktur organisasi (Domain, kelas, intervensi, aktivitas).
5. Bahasa jelas dan penuh arti klinik.
6. Dikembangkan oleh tim riset yang besar dan bermacam-macam tim.
7. Menjadi dasar pengujian.
8. Dapat diakses melalui beberapa publikasi
9. Dapat dihubungkan Diagnosa Keperawatan NANDA
10. Dapat dikembangkan bersama NOC.
11. Dapat diakui dan diterima secara nasional. (Bulecheck dan McClokey, 1996)

Nursing Outcome Classification

   Nursing Outcome Classification (NOC) adalah proses memberitahukan status klien setelah dilakukan intervensi keperawatan. Standar kriteria hasil dikembangkan untuk mengukur hasil dari tindakan keperawatan yang digunakan pada semua area keperawatan dan semua klien (individu, keluarga, kelompok dan masyarakat). Nursing Outcome Classification mempunyai tujuh domain yaitu fungsi kesehatan, fisiologi kesehatan, kesehatan psikososial, pengetahuan dan perilaku kesehatan, persepsi kesehatan, kesehatan keluarga dan kesehatan masyarakat.
   Nursing outcome classification (NOC) menggambarkan respon pasien terhadap tindakan keperawatan. NOC mengevaluasi hasil pelayanan keperawatan sebagai bagian dari pelayanan kesehatan. Standar kriteria hasil pasien sebagai dasar untuk menjamin keperawatan sebagai partisipan penuh dalam evaluasi klinik bersama dengan disiplin ilmu kesehatan lain. Klasifikasi berisi 190 kriteria hasil yang diberi label, definisi dan indikator atau ukuran untuk menentukan kriteria hasil yang diterima (Johnson dan Mass, 1997).
   Manfaat NOC dalam keperawatan adalah sebagai berikut :

1. Memberikan label dan ukuran-ukuran untuk kriteria hasil yang komprehensif.
2. Sebagai hasil dari intervensi keperawatan.
3. Mendefinisikan kriteria hasil yang berfokus pada pasien dan dapat digunakan perawat-perawat dan disiplin ilmu lain.
4. Memberikan informasi kriteria hasil yang lebih spesifik dari status kesehatan yang umum.
5. Menggunakan skala untuk mengukur kriteria hasil dan memberikan informasi kuantitatif (Bulecheck dan McClokey, 1996)

NANDA

   The North American Nursing Diagnosis Association (NANDA) didirikan sebagai badan formal untuk meningkatkan, mengkaji kembali dengan mengesahkan daftar terbaru dari diagnosis keperawatan yang digunakan oleh perawat praktisi. Ketika daftar diagnosis keperawatan diperluas, NANDA mengembangkan sebuah sistem klasifikasi atau taksonomi untuk mengatur label diagnostik.
   Berdasarkan hasil konferensi NANDA ke 9 tahun 1990 cit Doenges 2000, istilah diagnosa keperawatan digunakan sebagai verba dan nomina. Istilah Nomina dalam kaitan dengan karya NANDA, yaitu sebuah label yang disetujui oleh NANDA yang mengidentifikasi masalah atau kebutuhan pasien yang spesifik, merupakan masalah yang menggambarkan masalah kesehatan yang dapat ditangani oleh perawat dapat berupa masalah fisik, sosiologis dan psikologis. Untuk memfasilitasi penggunaan bahasa keperawatan dan rekam medik pasien terkomputerisasi yang seragam, masing-masing diagnosis keperawatan terdiri dari hasil yang disarankan yang berdasarkan pada riset yang dilakukan oleh IOWA Outcomes Project (Nursing Outcomes Classification 1997). Hasil yang disarankan ini sensitif terhadap kebutuhan perawat yaitu dapat mempengaruhi asuhan keperawatan yang diberikan untuk suatu diagnosis keperawatan yang diakui oleh NANDA. (Wilkinson, 2006)

Lihat juga
NANDA International Leg
Taxonomy II : Domain dan Kelas
Taxonomy II : Domains, Kelas dan Diagnosis
Nursing Outcome Classification
Nursing Interventions Classification

How to Make a Scientific Poster

Be Wise When Choosing Wisely-MedScape

Introduction

   A scientific poster is an illustrated abstract of research that is displayed at meetings and conferences. A poster is a good way of presenting your information because it can reach a large audience, including people who might not be in your field. It is also a useful step towards publishing your research. Some conferences publish poster abstracts, which then count as publications in their own right.
   A successful poster captures the viewer’s attention and communicates the key points clearly and succinctly. One author reviewed 142 posters at a national meeting and found that 33% were cluttered or sloppy, 22% had fonts that were too small to be easily read, and 38% had research objectives that could not be located in a one minute review. Avoiding these mistakes is important to ensure your poster has a positive impact.

Where Do I Start?
   If you have completed a project, you will need to research the right meeting or conference to submit your abstract to, if you have not done so already. You might need to ask your supervisor or consultants in the field of your topic for information about relevant conferences at which you can present your work.
   You will usually be asked to submit an abstract online. The submission guidelines on the website should guide you on how to do this, as well as provide other valuable information such as formatting instructions and deadlines. Your abstract should state why your work is important, the specific objective or objectives, a brief but clear explanation of the methods, a summary of the main results, and the conclusions. I would not recommend adding the abstract to your poster unless this was stated in the conference guidelines because a poster is already a succinct description of your work; use it as an outline for your poster.
   Follow submission guidelines carefully because they differ among meetings. Start putting your poster together early to avoid the stress of last minute printing queues.

Designing the Poster
   According to the 10-10 rule, attendees spend only 10 seconds scanning posters as they stroll by from a distance of 10 feet.[2] Your poster should be well laid out, with a visual representation preferable to large chunks of text. Diagrams, tables, and photographs aid readability and attract people. Guide the viewers’s eyes from one frame to another in a logical fashion from beginning to end. Set up this pattern via a columnar format, so the viewer reads vertically first, from top to bottom, moving across the columns from left to right.

Text and Font
   It’s important to make the writing in your poster clear and easily understandable—remember that readers won’t give it much time. Use plain language and write in the active voice (“We did this,” rather than, “This was done.”) Avoid jargon and acronyms. Use simple language and short sentences. Edit ruthlessly. If it’s not relevant to your message, remove it.
   Avoid using uppercase text for more than one sentence because it becomes difficult to read. Keep text to a minimum. Whenever possible, use bulleted text rather than blocks of sentences and leave blank space around the text and throughout the poster.
   Use sans serif fonts such as Arial or Helvetica, or fonts such as Times or Times New Roman, which are generally considered to help legibility for posters. If you want a different look, consider Baskerville, Century Schoolbook, or Palatino. The font should be consistent throughout the poster and text should be legible 5 to 6 feet away. Use at least 85 point for the title, 56 point for the authors’ names, 36-44 point for subheadings, 24-34 point for text in the main body, and 18 point for captions.

Colour
   Use colour to attract attention, organise, and emphasise, but don’t overdo it. Use a maximum of two or three colours and consider people who have problems differentiating colours. One of the most common forms of colour blindness is an inability to tell green from red. Black type on a white background is standard practice, and patterned backgrounds should be used with caution.

Software
   Microsoft Powerpoint is easy to use and most people have access to it. Lay your poster out on a single slide. There are several other programs that can be used to design a poster, such as QuarkXPress, InDesign LaTeX and Scribus (a free download).These programs allow control of text wrapping around images and text flow among associated text blocks. One piece of software specifically targets the scientific poster market: PosterGenius.

Layout
   The title is most effective when it refers to its overall “take home message.” It should include the scope of the investigation, the study design, and the goal. In general the title should highlight your subject matter, but need not state all your conclusions. It should be about 10-12 words long and the font size should be large, 85 point. If things don’t fit, shorten the title; don’t reduce the typesize. And remember, titles that are in uppercase lettering are hard to read.
   The author who was involved most is listed first and the most senior author is listed last. Some posters will have the addresses of the institution to which the authors are affiliated.
   Break up your poster into sections, much like a scientific article. Label all the sections with titles: introduction, methods, results, conclusion, references, and acknowledgements.

Some detail
   Introduction: Write a few brief sentences to identify what is known about the topic, why you did the research, and the aim or aims of your work. This section can also include your hypotheses, which usually go at the end of the introduction.
   Methods: Explain what you did. For a study involving people, you should explicitly state whether the study was retrospective or prospective, and whether there was randomisation. Your data analysis and statistics used should also be described, including what P value you chose to indicate significant differences.
   Results: Select the most important results that support your message. Images and graphs say more than words. Tables and figures should be used to illustrate your study’s results, and they should be clear, self explanatory, and uncomplicated. They should be numbered, and referred to by number in the text—for example, “see figure 1”). Make sure figures have a title and a legend. Keep text to a minimum. Graphs and charts should have an appropriate scale and labelled axes. Orient text for graphs horizontally, including labels for vertical axes.
   Conclusion: Write short, clear statements explaining the main outcomes of the study and why your results are interesting or important. You can also suggest future directions for research that build on your current study.
   References: References should be limited to five, and the font size should be smaller than the poster text. Check on the organisation’s website for formatting instructions.
   Acknowledgements: Write up a short acknowledgement section to thank those who helped you to complete your research, such as your research group or funding source. You should disclose any conflicts of interests that might exist.

Practicalities
   Find out if the library based at your hospital site has the facilities to print your poster. Alternatively, you could upload your poster onto an internet site that will print and deliver the poster to you. Some conferences print posters on site so that you can collect them when you arrive.
   If you do upload your poster online, make sure you set the dimensions on the file to match those in the conference guidelines. If you are travelling with your poster, make sure it is packaged in a plastic tube to protect the paper from getting damaged. If you are travelling by air, you should inform the staff at the check-in desk that you have extra hand luggage so that you do not have any problems taking your poster onto the aircraft.

Presenting the Poster
   When someone stops to look, you should be able to introduce your poster in 10 seconds and that person should be able to assimilate all of the information and discuss it with you in 10 minutes. Some conferences will allocate time for you to present your poster to a small group of colleagues who also have posters in the same category as you. Check the conference website for details.
   Place a note on your poster board listing the times you will be available by the board for those who would like to discuss the poster outside the formal presentation time. Prepare mini sized poster handouts or handouts of the key points for participants to take away. Make it easy for a conference attendee to contact you afterwards. Have your contact details clearly displayed on your poster and handouts. Posters are a great way to gain feedback from your colleagues and for networking and collaborating, and this should support you in writing up your research for publication.

Pola Nafas tidak Efektif

Domain 4: Aktivitas dan Istirahat
Kelas 4: Respon Kardiovaskuler/Pulmoner (Cardiovascular/Pulmonary Responses)

Definisi:
Inspirasi dan/ atau ekspirasi yang tidak member ventilasi yang adekuat

Batasan Karakteristik
Subyektf:
Dipsneqa
Nafas Pendek

Obyektif:
- Penurunan tekanan inspirasi/ekspirasi
- Penurunan pertukaran udara per menit
- Menggunakan otot pernafasan tambahan
- Orthopnea
- Pernafasan pursed-lip
- Tahap ekspirasi berlangsung sangat lama
- Penurunan kapasitas vital
- Respirasi: < 11 – 24 x /mnt


Faktor yang berhubungan
- Hiperventilasi
- Penurunan energi/kelelahan
- Perusakan/pelemahan muskulo-skeletal
- Kelelahan otot pernafasan
- Hipoventilasi sindrom
- Nyeri
- Kecemasan
- Disfungsi Neuromuskuler
- Obesitas
- Injuri tulang belakang

Gangguan Pertukaran Gas

Domain 3: ELIMINATION/EXCHANGE
Kelas 4 : Fungsi Pernafasan

Definisi:
Kelebihan atau kekurangan dalam eliminasi oksigen dan atau karbondioksida di membrane kapiler alveolar

Batasan Karakteristik
Subyektf:
- sakit kepala ketika bangun
- Dyspnoe
- Gangguan penglihatan

Obyektif:
- Penurunan CO2
- Takikardi
- Hiperkapnia
- Keletihan
- Iritabilitas
- Hypoxia
- kebingungan
- sianosis
- warna kulit abnormal (pucat, kehitaman)
- Hipoksemia
- hiperkarbia
- AGD abnormal
- pH arteri abnormal
- frekuensi dan kedalaman nafas abnormal



Faktor yang berhubungan
- ketidakseimbangan perfusi ventilasi
- perubahan membran kapiler-alveolar

Defisiensi Pengetahuan

Domain 5: PERCEPTION/COGNITION
Kelas 4 : Kognisi (Cognition)

Definisi:
Kurang informasi kognitif berhubungan dengan topik yang spesifik

Batasan Karakteristik
Subyektf:
Menyatakan secara verbal adanya masalah

Obyektif:
ketidakakuratan mengikuti instruksi, perilaku tidak sesuai



Faktor yang berhubungan
keterbatasan kognitif, interpretasi terhadap informasi yang salah, kurangnya keinginan untuk mencari informasi, tidak mengetahui sumber-sumber informasi.

Annoying Hospital Politics

Brian Fishman, DO, General Practice, 06:45PM Dec 21, 2012 (Medscape)

   A couple of weeks ago, I saw a young girl in the ER who came in with her husband to be evaluated for postpartum psychosis. We tend to get a lot of psychiatric patients coming through our emergency department because we have an entire floor (roughly half of our hospital) devoted to inpatient psychiatric care. This girl had a history of bipolar disorder and was 9 weeks postpartum. She was extremely depressed and hearing voices. She is normally very compliant with her medications and has a good support structure. Her husband was very attentive, and it was obvious they both cared a lot about each other. Unfortunately, that's more than I can say for a lot of the patients who come through the ER, psychiatric or otherwise. After she was evaluated, the psychiatric team adjusted her medications, and she went home.
   A couple of days ago, she came back to the ER. This time, her psychiatrist sent her in to be evaluated for neuroleptic malignant syndrome. We were a bit skeptical of the diagnosis, because it's so rare, but we did have a patient with NMS a few months back who used up our hospital's entire supply of dantrolene. Her psychiatric symptoms from her previous visit had resolved completely, but she was complaining of muscle rigidity and tremors (that were obvious on exam), skin burning, and tongue stiffness (that was obvious from a notable change in her speech from her last visit). Apparently, her CK level was elevated earlier that morning, but we didn't have the results from her doctor to confirm.
   We decided to consult with a neurologist about whether he thought she required admission to a medical floor. He was skeptical of the NMS diagnosis, but he recommended she come in for observation based on the severity of her symptoms. It's the policy of our hospital that any patient without a primary care physician be admitted under the care of one of the community physicians rather than to the hospitalist service. That way, they have a new doctor to follow up with on discharge. The hospitalist, however, just happened to be walking by to see another patient. I mentioned the case to him because I thought he might be interested. He took care of the patient with NMS a few months ago and helped me prepare the grand rounds presentation. He stopped in to see her, and he came back with a diagnosis of tardive dyskinesia. He recommended she go home with heavy hydration if her CK came back normal, but the community physican had already accepted the admission.
   A few minutes later, when he found out that she was being admitted, he got upset. He came back into the ER and had a few words with me and my attending. Since he didn't feel the patient needed to come in, he assumed that we'd gone over his head to find a different doctor to handle the admission. In reality, the admission was done before he was even aware of the patient, but there was obviously some miscommunication.
   The next morning, after some aggressive hydration and symptomatic treatment, our patient was doing much better and was eager to get home to her newborn. The attending who'd yelled at me the previous day approached me in the ER and apologized for yelling, saying that the way he reacted was unprofessional. I appreciated that he made a point of apologizing, and it was probably one of the first times I felt an attending was addressing me as a colleague rather than a student or intern.

Therapeutic Dialogue
(Medscape)


Introduction
   'You're a doctor. Can I ask you a medical question?' It isn't easy to refuse when someone asks, so I said yes and waited to hear what would follow. The questioner on this occasion was a Greek builder called Costas. We were standing in my back garden, where Costas and his team of eastern European labourers were doing some work. He said the question was a very simple one—at least in his view: 'What are the chances of dying after a stroke?' I took a deep breath and asked him to tell me more.
   The story, as it turned out, wasn't related to Costas himself. It concerned one of his labourers, whose father was in hospital in Rumania and being kept on strict bed rest following a stroke. The doctors had told his family he would almost certainly die—a 99% chance of doing so. However, when I asked how severe the stroke was, Costas said the patient could apparently walk and talk normally. The only problem seemed to be partial vision in one eye. Cautiously, I explained to Costas that this didn't sound such a grave picture. In this country the doctors would get him out of bed and mobilise him quickly. They would regard his general outlook as pretty good. Costas beamed at me when I said this and he summoned his Rumanian worker over to join us. 'I told you so!' he said triumphantly. 'This doctor says your father will live! Your family must ignore the doctors and get him out of bed!' I squirmed at his version of what I had said, but I couldn't do much about it. I tried to have a conversation with the Rumanianman himself, but his English was poor. He understood enough to confirm the story Costas had told, but not enough for me to add any notes of caution to his boss's reassurance.
   Later, I shared some concerns with Costas. Maybe we didn't know the full history, I explained. Perhaps there were other problems the doctors in Bucharest were worried about. Besides, I told Costas, traditions of treatment differ in other countries. So do medical outcomes. Costas would hear none of this. His own mother had died of a stroke, he told me, and she did so in exactly the same circumstances. 'They made her stay in bed', he explained. 'They kept feeding her. Day in and day out. She got bigger and bigger. I begged the doctors to give her an enema to get it all out. They refused. Then she exploded. I could kill them!'

Challenges of Interpretation
   On a superficial level, this encounter was just about as suboptimal as any consultation can get. It was unplanned, in a fairly public setting. It involved problems of translation and a passionately biased middleman, not to mention a patient and doctors 2000 km away. Yet I want to suggest this conversation wasn't a particularly aberrant one. In some ways, you could say it was entirely typical of what goes on in encounters between doctors and patients. The only difference in this instance was that the challenges of interpretation were obvious rather than concealed.
   The encounter reminded me of a wonderful book about medical ethics originally written in the 1980s by the Yale physician and law professor Jay Katz, and called The Silent World of Doctor and Patient.[1] Katz discusses the difficulties of communication in medicine and he writes as follows: 'Even in their most intimate relationships, human beings remain strangers to one another. One can only understand another to a limited extent. But the problem runs even deeper. One can only understand oneself to a limited extent. The latter impediment powerfully reinforces the former, making it even more difficult to know another. Physicians and patients are not exempt from this human tragedy. Its pervasive impact on all human encounters contradicts one of the most basic and revered professional dogmas: that doctors can be totally trusted because they act only 'in their patients' best interests'. This dogma only compounds the tragedy by assuming an identity of interests and brushing aside the need to clarify differences in expectations and objectives through conversation.'
   According to Katz, all encounters between doctors and patients involve immense difficulties of mutual interpretation. These aren't just the consequences of overt differences of culture and language such as the ones in my conversation with Costas. They are intrinsic to human psychology. As Katz says, we listen to each other selectively, if at all. We listen to ourselves selectively, if at all. When we interact, we forget both these facts. We are overtaken by the bland and totally wrong assumption that effective communication is easy. It isn't. It requires constant, focused effort


Overarching Idea
   The Silent World of Doctor and Patient sets out the predicament that all doctors and patients face, and it offers ethical principles for dealing with this. However, it doesn't give specific advice about the skills needed to bridge the gulf between doctors and patients. Fortunately, a great deal of work has been done on this since Katz wrote his book. In my view, the most helpful guidance falls under the heading of 'therapeutic dialogue'. Therapeutic dialogue isn't a particular school of thought or a method of training. It's an overarching idea held by a range of clinicians who share the view that good and ethical communication with patients is invariably hard work, but possible with the right skills.
   One of the most eloquent proponents of the approach is the Italian psychiatrist Paolo Bertrando.[2] He describes how he uses a wide range of conversational techniques in his work with families and individuals so that he can enter and share their worlds. These techniques include questions that are 'essential but seem silly or too naïve, like children's questions'. He talks about applying 'amiable impertinence', venturing outside the limits of usual politeness while still remaining within the boundaries of professionalism. He describes how he tries to be transparent in explaining his thinking processes to patients, how he judges when to offer some self-disclosure and how he allows metaphor to emerge in his conversations. Bertrando's writing isn't a do-it-yourself guide to therapeutic dialogue. Instead he lays out the kind of territory that everyone who wants to communicate with patients at more than a superficial level needs to explore.
   He gives a compelling account of how we create meaning during conversations with patients: 'I cannot fully choose any meaning, because my meanings—and, above all, the meaning my interlocutors give to what I am saying and doing—are shaped by the context we are embedded in. Of course, this is also true of the meanings I give to my interlocutor's words and actions. Treatment, in this view, is a continuous process of negotiation of meanings, where it is impossible to reach an end point but, rather, any negotiation opens new contexts that create new meanings, and so on. Both therapists and clients are extremely active in this process, as indeed are other persons and institutions not directly involved in the therapeutic dialogue but involved in generating contexts: all those who contribute to the significant system that surrounds—and shapes, and participates in—the therapeutic dialogue.' To put it another way, there were more people present in my back garden conversation about strokes than Costas, the Rumanian labourer and me. We were part of a vast conversational drama played out by uncountable Greek, eastern European and British speakers, all struggling to make sense of each others' stories, to the best of our ability.

Despite significant progress on development goals, many challenges remain – UN official

Dylan Lowthian

   27 February 2013 – While countries have made remarkable progress in the achievement of some of the eight anti-poverty targets known as the Millennium Development Goals (MDGs), there are still areas where too little has occurred since nations first committed to work on these issues in 2000, a United Nations official said today.
   “There has undoubtedly been progress on many of the indicators targeted by the MDGs,” the Administrator of the UN Development Programme (UNDP), Helen Clark, told participants at the 2013 global conference “Making the MDGs work” in Bogotá, Colombia.
   Miss Clark warned, however, that “there are also the goals and targets where too little progress has been made – for example on maternal mortality reduction, universal access to reproductive health, and improved sanitation. We must learn from these shortcomings too.”
   The eight MDGs set specific targets on poverty alleviation, education, gender equality, child and maternal health, environmental stability, HIV/AIDS reduction, and a ‘Global Partnership for Development.’
   Miss Clark said that the proportion of people living in extreme poverty – on less than $1.25 per day – is now half of what it was in 1990. Progress has also been registered in increasing access to improved water sources and meeting the goal of providing universal primary school access for all children.
   In addition, low-income countries have made great strides since countries began to focus on the MDGs, and in particular, considerable progress has been made on goal six, which seeks to stop the spread and reverse diseases such as HIV/AIDS, malaria and tuberculosis.
   In spite of these achievements, Miss Clark underlined that countries should focus on ways to address the remaining challenges, as well as the disparities within and across countries in the achievement of the MDGs.
   “Previous assessments of MDG progress have shown that national ownership and local champions are indispensable for MDG success,” Miss Clark said, adding that the post-2015 development agenda will need to incorporate the lessons from the MDGs.
   “Overall the next global development agenda needs to address the significant problem of inequality which has stood in the way of reaching the MDG targets,” she said.
   Miss Clark noted that to accelerate progress in the last 1,000 days before the 2015 deadline, 45 countries are now using the MDG Acceleration Framework (MAF) developed by UNDP. The framework identifies pragmatic solutions to speed up progress on lagging MDGs, and to reduce disparities in progress to date.
   The MAF works by bringing a wide range of stakeholders together to tackle the obstacles to progress. It draws on existing evidence, policies, and strategies to devise concrete and prioritized country action plans.

Praktikum Uji Protein

Tujuan :

1. Mengetahui adanya ikatan peptida dalam protein dengan tes biuret.
2. Mengetahui adanya inti benzena dengan uji Xanthoproteat.
3. Mengetahui adanya ikatan belerang (S) dengan uji Timbal asetat.

Alat dan Bahan :

Alat dan Bahan
Gelas kimia	Agar-agar
Pipet tetes	Gelatin
Tabung reaksi	Kapas
Penjepit tabung	Larutan Tembaga (II) asetat 1% (CuSO4)
Kaki 3 dan kasa	Larutan Natrium hidroksida 6 M (NaOH)
Spatula kaca	Larutan Natrium hidroksida 3 M (NaOH)
Gelas Ukur	Larutan Timbal (II) asetat {Pb (CH3COO)2}
Susu	Larutan CH3COOH 3 M

Cara Kerja :

1. Uji biuret

Jika positif (+) akan berwarna ungu.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan ± 2-3 tetes CuSO₄. Kemudian masukkan 1 ml NaOH 0,1 M. amati perubahan yang terjadi.
• Ulangi cara kerja tersebut menggunakan susu, gelatin, agar-agar, dan kapas. Bila ada yang tidak larut setelah ditambahkan NaOH, panaskan dahulu beberapa menit hingga semua larut, lalu dinginkan.

1. Tes Xanthoproteat

Untuk mendeteksi ada tidaknya inti benzena.

Jika positif (+) berwarna kuning jingga.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan 2 tetes HNO₃ pekat, panaskan selama ± 2 menit. Kemudian dinginkan, setelah dingin masukkan NaOH 6 M tetes demi tetes hingga berlebih. Amati perubahan yang terjadi.
• Ulangi cara kerja tersebut dengan menggunakan susu, gelatin, agar-agar, dan kapas.

1. Uji Timbal asetat

Untuk menguji ada tidaknya ikatan belerang (S).

Jika positif (+) akan berwarna kehitaman.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan 0,5 ml NaOH 6 M dan panaskan ± 2 menit. Kemudian dinginkan, setelah itu masukkan 2 ml CH₃COOH 3 M. tutup tabung reaksi dengan kertas saring yang sudah dibasahi dengan  Pb(CH₃COO)₂. Panaskan ± 2 menit. Amati perubahan yang terjadi.
• Ulangi langkah kerja tersebut menggunakan susu, gelatin, agar-agar, dan kapas.

Hasil Pengamatanm :

Bahan	Uji Biuret	Uji Xanthoproteat	Uji Timbal asetat
Putih telur	Ungu (+)	Oranye (+)	Tidak hitam (-)
Susu	Ungu (+)	Oranye (+)	Hitam (+)
Gelatin	Ungu (+)	Kuning (+)	Hitam (+)
Agar-agar	Ungu (+)	Oranye (+)	Hitam (+)
Kapas	Biru (-)	Putih bening (-)	Hitam (+)

Kesimpulan :

1. Ikatan peptida bereaksi dengan larutan biuret akan berwarna ungu. Sedangkan yang tidak berwarna ungu berarti mengandung glikosida.
2. Inti benzena bereaksi dengan larutan Xanthoproteat akan berwarna kuning jingga.

Ikatan S bereaksi dengan larutan Timbal asetat akan berwarna hitam pada kertas saring.




lihat juga Praktikum lainnya

Praktikum Titik Beku Larutan

Tujuan :

1. Mengetahui adanya ikatan peptida dalam protein dengan tes biuret.
2. Mengetahui adanya inti benzena dengan uji Xanthoproteat.
3. Mengetahui adanya ikatan belerang (S) dengan uji Timbal asetat.

Alat dan Bahan :

Alat dan Bahan
Gelas kimia	Agar-agar
Pipet tetes	Gelatin
Tabung reaksi	Kapas
Penjepit tabung	Larutan Tembaga (II) asetat 1% (CuSO4)
Kaki 3 dan kasa	Larutan Natrium hidroksida 6 M (NaOH)
Spatula kaca	Larutan Natrium hidroksida 3 M (NaOH)
Gelas Ukur	Larutan Timbal (II) asetat {Pb (CH3COO)2}
Susu	Larutan CH3COOH 3 M

Cara Kerja :

1. Uji biuret

Jika positif (+) akan berwarna ungu.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan ± 2-3 tetes CuSO₄. Kemudian masukkan 1 ml NaOH 0,1 M. amati perubahan yang terjadi.
• Ulangi cara kerja tersebut menggunakan susu, gelatin, agar-agar, dan kapas. Bila ada yang tidak larut setelah ditambahkan NaOH, panaskan dahulu beberapa menit hingga semua larut, lalu dinginkan.

1. Tes Xanthoproteat

Untuk mendeteksi ada tidaknya inti benzena.

Jika positif (+) berwarna kuning jingga.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan 2 tetes HNO₃ pekat, panaskan selama ± 2 menit. Kemudian dinginkan, setelah dingin masukkan NaOH 6 M tetes demi tetes hingga berlebih. Amati perubahan yang terjadi.
• Ulangi cara kerja tersebut dengan menggunakan susu, gelatin, agar-agar, dan kapas.

1. Uji Timbal asetat

Untuk menguji ada tidaknya ikatan belerang (S).

Jika positif (+) akan berwarna kehitaman.

• Masukkan 1 ml putih telur ke dalam tabung reaksi. Tambahkan 0,5 ml NaOH 6 M dan panaskan ± 2 menit. Kemudian dinginkan, setelah itu masukkan 2 ml CH₃COOH 3 M. tutup tabung reaksi dengan kertas saring yang sudah dibasahi dengan  Pb(CH₃COO)₂. Panaskan ± 2 menit. Amati perubahan yang terjadi.
• Ulangi langkah kerja tersebut menggunakan susu, gelatin, agar-agar, dan kapas.

Hasil Pengamatanm :

Bahan	Uji Biuret	Uji Xanthoproteat	Uji Timbal asetat
Putih telur	Ungu (+)	Oranye (+)	Tidak hitam (-)
Susu	Ungu (+)	Oranye (+)	Hitam (+)
Gelatin	Ungu (+)	Kuning (+)	Hitam (+)
Agar-agar	Ungu (+)	Oranye (+)	Hitam (+)
Kapas	Biru (-)	Putih bening (-)	Hitam (+)

Kesimpulan :

1. Ikatan peptida bereaksi dengan larutan biuret akan berwarna ungu. Sedangkan yang tidak berwarna ungu berarti mengandung glikosida.
2. Inti benzena bereaksi dengan larutan Xanthoproteat akan berwarna kuning jingga.

Ikatan S bereaksi dengan larutan Timbal asetat akan berwarna hitam pada kertas saring.




lihat juga Praktikum lainnya