Santé mentale et Santé bucco-dentaire : de l’intérêt de faire tomber le masque

The mouth is at the heart of our daily life. However, oral health is often overlooked, especially in people with mental illness. The objectives of this review were to identify the factors that can increase their vulnerability toward oral diseases, to describe the consequences in terms of health and quality of life, and to explore solutions for preventing and managing oral diseases in this population.Why are patients with mental illnesses more at risk of poor oral health?The mental illnesses themselves, which can alter one's self-image and perception of the body, may decrease motor skills or disorganize daily life, contribute to a decrease in the practice of daily oral hygiene or in seeking healthcare services. The presence of vomit or gastroesophageal reflux stimulates the demineralization of dental surfaces. Addictive substances, the consumption of which is frequent in this population, particularly tobacco, have a direct impact on the oral mucosa and contribute to poor oral health as well as to a reduction of the effects of pharmacological treatments used to treat psychiatric pathologies. By stimulating the appetite, they promote snacking. By inhibiting the production of saliva, they prevent it from playing its role as a natural oral lubricant. It has a negative effect on self-cleaning dental surfaces, the neutralization of oral acidity and defensive power but also on food pre-digestion, chewing, swallowing and speaking. Finally, by inducing abnormal movements of the lips, tongue or jaw, problems of lip incompetence, breathing through the mouth or bruxism may develop. Difficulties in accessing oral care can also contribute to patients’ poor oral health. They may be related to mental pathology: the failure to keep appointments, refusal of care, anxiety, to the lack of information and understanding of their rights for health insurance and transportation to a dental office. They can also be linked to a stigmatizing or critical attitude or a rush to provide care from some dentists that can discourage the patient from continuing his/her oral follow-up.What are the consequences?Xerostomia has several consequences: difficulty in chewing, swallowing, speaking, wearing removable dentures and altered taste, bad breath, cracked lips, and burning mouth. The patient will then modify his/her diet and increase their consumption of soft drinks and soft foods, which adhere more to dental surfaces. Patients have an increased risk of carious lesions, erosion of the teeth, and periodontal lesions accentuated by smoking. People with substance addiction are roughly three times more likely to have periodontal pockets than control groups. People with eating disorders are five times more likely to have dental erosion, responsible for sensitive teeth than control groups due to vomiting or gastroesophageal reflux. Finally, the problem of dental caries is more severe in people suffering from mental illness: People with schizophrenia seem to be the most affected with 7.7 more tooth decay, missing and filled teeth on average than do control participants. Oral afflictions are responsible for acute and chronic pain and infection. Patients with severe mental illness are 2.8 times more likely to lose all their teeth than those in control groups. Edentulism has many repercussions for the patient's health and quality of life, (eating disorders, speech impediments, and deformed smiles, all of which can lead to low self-esteem and social isolation).What are the solutions?A set of measures can be proposed against xerostomia: frequent intake of unsweetened, non-acidic drinks, chewing sugar-free chewing gum with xylitol, salivary substitutes or salivary stimulants. Support measures to encourage patients to quit smoking, when possible and compatible with the patient's clinical condition, should be offered during psychiatric follow-up. Patients could be encouraged, as soon as their mental pathology has stabilized, to select a dentist and to consult him/her at least once a year for dental care and preventative measures and to become accustomed to receiving dental care. The continuum between psychiatric care and oral care is important, as is the training of medical teams. The number of dental treatments and/or the mental pathology of some patients can cause them to be uncooperative and may necessitate the use of a general anaesthesia during oral care, but this procedure has many limitations. For long-term health improvement and to avoid the accumulation of comorbidities, therapeutic patient education seems to be an appropriate complementary approach. Integrating oral health with psychiatric care would make it possible to encourage patients to develop habits of healthy eating and good oral hygiene, to seek dental care, and to acquire improved social behaviours.     

Responding to responsive behaviours: A clinical placement workshop for nursing students

As our population ages, it is important for the next generation of nurses to feel prepared to care for people with dementia. Communicating with a person with dementia who is experiencing responsive behaviours can be challenging. Furthermore, new graduate nurses may experience a phenomenon called reality shock when they do not feel prepared for the reality of nursing. Reality shock can lead to nurse turnover and poor retention rates. This study evaluated a workshop for first-year practical nursing students focusing on applying a person-centered communication framework when caring for people with dementia experiencing responsive behaviours. The results suggested that training students during their clinical placements on dementia communication may be effective in helping prepare nurses to care for this patient population.     

Professional values development during a baccalaureate nursing degree completion program

Faculty recognized a need to further study professional values development in registered nurses during a baccalaureate degree completion program. Study participants were surveyed at the beginning and conclusion of their program using the Nurses Professional Values Scale – Revised (NPVS-R) with several additional open-ended questions. The results supported that associate degree–prepared nurses returning to school possess a level of professional values similar to nurses with a baccalaureate degree.     

个体化糖尿病教育对初次使用胰岛素的2型糖尿病患者的疗效评价

目的探讨针对初次应用胰岛素治疗的2型糖尿病患者开展个体化糖尿病教育的临床价值。方法对照组患者开展常规的糖尿病健康教育,观察组则在该基础上开展个体化糖尿病教育。结果两组健康教育前SDSCA-6依从性量表各维度评分较低;健康教育后观察组SDSCA-6依从性量表各维度评分均高于对照组(P<0.05);两组健康教育FPG、2 hPG、HbAlc前较高(P>0.05);健康教育后观察组FPG、2 hPG、HbAlc低于对照组(P<0.05)。结论对于首次应用胰岛素治疗的2型糖尿病患者进行个体化的糖尿病教育可以有效提升其依从性,并更好的控制血糖水平。     

思政教育融入针灸学教学的实践

目的探讨思政教育融入针灸学教学的方法与策略。方法在开学第一讲《针灸学》绪论章节,进行主题为"厉害了,我的针!--针灸极具中国特色的世界名片"的报告,从针灸历史发展、国内外应用、世界影响等不同角度介绍针灸疗法。结果通过调研发现,开学第一讲树立了学生专业自信,增强了学生国家荣誉感、历史责任、以及艰苦奋斗的事业心。结论《针灸学》"开学第一讲"是思政融入针灸学教育的有效方式。     

成果导向的教育理念在医学本科脑血管病教学中的实践

成果导向的教育(outcomes-based education,OBE)以学生的学习成果作为教育目标,教学过程围绕学习成果进行设计。本文主要探讨了OBE理念在医学本科脑血管病教学中的应用。以OBE理念为指导,将基于团队的学习、基于问题的学习、基于案例的学习等多种教学方法有机结合,由学生主动完成学习任务,教师起到引导和辅助的作用。教师根据学生的学习成果对教学设计进行持续改进,以保障其始终与毕业要求相符合。     

SEE-diabetes,a patient-centered diabetes self-management education and support for older adults: Findings and information needs from providers’ perspectives

Background and aimsDiabetes self-management education and support (DSMES) can improve clinical and health outcomes of people with diabetes. However, DSMES has been underutilized because of many barriers. We aimed to develop a patient-centered educational aid, SEE-Diabetes (Support-Engage-Empower-Diabetes), that facilitates shared decision-making about DSMES between patient and provider during the follow-up visit. We investigated the information needs to inform the design of the SEE-Diabetes from the providers’ perspective.MethodsWe conducted an online survey (N = 42) and three focus groups (N = 13) involving providers who have experience managing diabetes in older patients. Survey collected demographics and assessed knowledge of DSMES. During the subsequent focus groups, participants evaluated the Assessment and Plan section of three clinic notes of older people with diabetes. We also demonstrated the potential workflow of DSMES documentation using SEE-Diabetes during clinical practice.ResultsThe survey showed 60% of providers were familiar with DSMES. Focus group findings showed clinic notes should convey concise information at an appropriate reading level, numbered problems, and less medical jargon to improve the readability of clinic notes. Application of SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goals was suggested to deliver effective diabetes self-care information.ConclusionsProviders should consider adopting validated DSMES guidelines along with goal-setting strategies to provide patient-centered care. The research team will integrate the provider recommendations when we develop SEE-Diabetes.     

伤寒论PBL教学法提高中医八年制学生中医临床思维构建的应用

中医临床思维是中医专业学生临床能力的关键。《伤寒论》是培养中医学生建立中医临床思维的核心课程。中医八年制较传统的中医博士研究生培养模式而言,培养时间大大缩短、教学要求高。为进一步提高中医八年制学员的临床思维能力,我们在《伤寒论》的教学过程中,分别在理论授课、临床实践中采用了PBL教学方法,教学效果良好。现介绍自己教学方法以及教学体会,以供同行参考交流。     

翻转课堂教学法在消化内科临床带教的应用评价

目的 探讨翻转课堂教学法在消化内科临床带教的教学效果.方法 选取2018年10月—2019年10月在消化内科进行临床见习的护生48人(全部为女生),按照实习先后顺序,前24人作为试验组,给予翻转课堂教学法教学;后24人作为对照组,采用传统的带教模式.讨论两组护生在理论和操作成绩和对带教满意度方面有无差异.两组学生在试验开始之前的成绩相比较,差异无统计学意义(P>0.05).结果 试验组在理论、操作、教学满意度等方面的成绩均高于对照组,P<0.05.结论 翻转课堂教学法在消化内科的临床带教中有较好的教学效果,可以提高学生的学习成绩和教学满意度.