基于CNKI的中医药治疗癫痫的知识图谱分析＊

目的 运用科学知识图谱的手段，分析中医药治疗癫痫的研究进程并提炼重点。方法 设置检索时间为1990年至2020年，检索对象为中国知网（CNKI）该领域的相关文献，运用CiteSpace软件科学、准确地分析这些文献的作者信息、研究（发文）机构、关键词情况。结果 共计纳入文献793篇，马融-张喜莲、刘金民、谢炜、王洪图-张丽萍等领导核心作者团队，北京、广州以及广西中医药大学、天津中医药大学第一附属医院、南方医科大学等单位为主要进行相关研究的机构，高频关键词包括大鼠、难治性癫痫、小儿癫痫、海马、脑电图等，作用机制、网络药理学、肠道菌群、氧化应激、分子生物学等为近年来的热点与前沿。结论 通过借用知识图谱的分析能帮助提炼国内中医药治疗癫痫研究领域的重点，全面分析并科学判断近年来该领域的热点及前沿，为未来的研究夯实基础并把握方向。     

基于CiteSpace国内婴儿哭声研究领域的知识图谱分析

目的 分析国内婴儿哭声研究领域的现状,探索该领域国内研究热点,旨在为婴儿哭声领域科研工作提供一定思路和依据。方法 检索CNKI建库至2021年12月期间所收录的婴儿哭声相关研究文献,运用CiteSpace软件对纳入文献从发文量、作者、机构、关键词、突现5个方面进行可视化分析。结果 共纳入190篇文献,1980—2021年间该领域发文量整体呈上升趋势;研究作者较少,作者间合作网络尚未形成;研究机构之间交互性差,发文量最多的是杭州医学院及其附属医院;“护理干预”、“哭声信息识别”、“深度学习”为该领域研究热点;“护理”、“新生儿”、“婴儿哭声”、“深度学习”为该领域研究前沿;研究趋势由新生儿病理性哭声研究转向婴儿哭声针对性干预、深度学习。结论 国内婴儿哭声领域受到更多重视,未来应强化作者和机构间的合作交流,融合多学科发展,扩大研究范围,可从婴儿情感需求分析、智能医学与监护、新型护理干预方法等方面着手,加速国内婴儿哭声研究进程。     

Effects of the frequency of ostomy management reinforcement education on self-care knowledge,self-efficacy,and ability of stoma appliance change among Korean hospitalised ostomates

Patients who undergo stoma surgery experience difficulties in adapting physically and psychologically. The priority is to support them in learning self-care for successful rehabilitation and psychosocial adaption to a new life. In order to do this, it is important to provide ostomates with repetitive reinforcement education on self-care in a continuous and individual manner, not just to increase knowledge or perform related skills. This study aims to evaluate the effects of ostomy management reinforcement education (OMRE) in ostomates and to identify the optimal frequency of reinforcement education using an equivalent control group post-test design. Participants were 60 ostomates admitted to a university hospital after ostomy formation surgery, and they were randomly assigned to a control and two experimental groups of this study. The OMRE was given to the control group (n = 20), experimental group 1 (n = 20), and experimental group 2 (n = 20) once, twice, and three times, respectively. Participants' self-care knowledge, self-efficacy, and ability of stoma appliance change were evaluated before and after the OMRE. Major results of this study were as follows: the self-care knowledge score of post-test was higher than the pretest in the control, experimental 1, and experimental two groups (P < 0.001). The self-efficacy score of post-test was higher than the pretest in the control, experimental 1, and experimental 2 groups (P < 0.001). The self-care knowledge score according to the frequency of OMRE did not differ among the control, experimental 1, and experimental 2 groups (F = 1.921, P = 0.156). The self-efficacy score according to the frequency of OMRE was significantly different between the control and experimental groups (F = 8.616, P = 0.001), but there was no difference between the experimental 1 and experimental 2 groups (Scheffe's post-hoc analysis: a < b, c). The ability of stoma appliance change score according to the frequency of OMRE was significantly different between the control and experimental groups (F = 49.546, P < 0.001), but there was no difference between the experimental 1 and experimental 2 groups (Scheffe's post-hoc analysis: a < b, c). Results of this study suggested that the OMRE was effective for promoting hospitalised ostomates' self-care knowledge, self-efficacy, and ability of stoma appliance change, and two sessions of the OMRE was the most effective. Findings of this study may be useful in planning education programmes designed to improve self-care ability for hospitalised ostomates.     

Closing the evidence-practice gaps in aphasia management: are we there yet? Where has a decade of implementation research taken us? A review and guide for clinicians

Background: There are evidence-practice gaps in all areas of aphasia management across the continuum of care. Despite the recognition that effective implementation strategies are needed to improve the consistency of speech pathologists’ aphasia management practices, there have been few studies investigating this important issue. Therefore, little is known about the effectiveness of implementation strategies in the field of aphasiology. In light of the developing field of knowledge translation, it is important to review the aphasia implementation literature to highlight current trends, draw together findings, and determine future implementation research needs.

Aims: To critically review, summarise, and discuss the implementation literature in the field of aphasiology to date, in order to guide clinical aphasiologists to work towards closing the evidence-practice gaps in aphasia management.

Main contribution: A review of the literature in this developing area of expertise in the field of aphasiology, with examples of practical applications.

Conclusions: Only six implementation studies have been published in aphasia (related to conversation partner training, discourse analysis, information provision, and collaborative goal-setting practices), showing there is a need for capacity building in this area. Therefore, we are not yet able to state what interventions are effective in which context, nor fully understand how behaviour change occurs for clinicians providing aphasia management. Implications for speech-language pathologists are discussed. An overarching call to action is the need for clinicians and researchers to work together to drive future implementation efforts that can succeed in closing the aphasia management evidence-practice gaps.     

新型冠状病毒肺炎疫情下社区医院人员防控知识强化测评模式效果评价

目的 对社区医院人员防控知识强化测评模式的实施效果进行评价。方法 通过第三方数据收集平台,在规定时间内、实名制进行疫情防控知识问卷考核,以各岗位合格分数为标准,确认能否上岗,防控知识反复强化,题库动态更新,使各岗位人员保持高度认知的实战状态。结果 首次测试,医院全体人员新型冠状病毒肺炎防控知识平均分为78.37,100%的人知晓用过的一次性帽子和口罩的处理;只有23.27%的知晓医疗机构预检点或分诊台物品的消毒频次。强化测评模式实施1周后,医院全体人员新型冠状病毒肺炎防控知识平均分上升至93.84。上岗情况中,培训3 d上岗人数由48人上升至78人,培训第10天为149人,上岗率也由30.19%上升至第3天的49.05%,以及培训第10天的93.71%。结论 强制社区医院人员学习新型冠状病毒肺炎防控知识效果明显,整体水平短期内迅速提升,并保持高度认知,该强化测评模式对一线社区医院人员防控能力的提升有实际应用价值。     

基于德尔菲法构建我国临床药师知识体系标准

目的：建立临床药师知识体系标准，为临床药师的培养和评估提供依据。方法：通过文献查阅，梳理出若干一级指标和二级指标；依据按Likert5级评分法设计咨询问卷；运用德尔菲法对35名专家进行两轮问卷咨询。结果：建立了包含5个一级指标，33个二级指标的临床药师知识体系标准。两轮咨询中，专家咨询积极系数分别为100%和92.9%，专家权威系数分别为0.904 3和0.907 7，专家协调系数分别为0.268和0.565。结论：专业核心知识是临床药师最应具备的知识，是临床药师培养的重中之重；临床药师的知识结构要由"以化学知识为主"转变为"以医学知识为主"；临床药师自身需要注重知识的再生，并树立终身学习的理念。本研究专家积极性和权威程度高，意见协调程度好，建立的知识体系标准能够对临床药师的培养与评估提供依据。