基于虚拟教研室的公共卫生安全素养培育课程构建及实践

目的:探讨基于虚拟教研室的公共卫生安全素养培育课程构建及实践。方法:选取某医学院校专科护理专业学生(护生)为研究对象,将护理1班45人作为试验组,将护理2班43人作为对照组,对照组对公共卫生安全知识实施线上与线下的常规教学,试验组实施基于虚拟教研室的公共卫生安全素养培育课程。比较两组护生内容掌握情况及学习满意度。结果:试验组护生的学习成绩明显高于对照组(P<0.01),试验组护生对教学的满意度为95.6%(43/45),明显高于对照组(P<0.05)。结论:基于虚拟教研室的公共卫生安全素养培育课程构建既可以广泛促进不同专业教师进行教学研究交流,全面提高教师教书育人能力,又可以使护生在学习过程中接触不同专业、不同领域的知识与技能,注重护生主体作用,提高学习效果和学习满意度。     

智力和发展性残疾儿童青少年身体活动效益：基于ICF的系统综述

目的 基于《国际功能、残疾和健康分类》(ICF)构建智力和发展性残疾儿童青少年身体活动效益系统综述的范畴和PICO架构，探讨智力和发展性残疾儿童和青少年参加身体活动的健康效益。     

中文科技期刊术语规范化现状:调查与分析

【目的】 对术语使用情况进行调研,找出术语使用不规范的问题,为提升我国科技期刊术语规范化水平、推进科技期刊高质量发展提供依据。【方法】 采用回顾性调查方法,选择18种科技期刊2020年全年刊出的所有文章,调查其中术语使用差错情况。【结果】 术语相关差错主要涉及术语使用规范问题、术语编校规范问题及专有名词术语规范问题,具体差错类型比较多样化,不利于期刊质量及影响力的提升,应引起论文作者及期刊工作者的高度重视。术语相关差错中,术语使用规范问题最为突出;术语使用规范问题的各种类型中,术语形音义相近而误的现象最为突出。【结论】 我国科技期刊术语规范化水平有待提升,需要引起重视。     

Motivational interviewing for maternal Immunizations: Intervention development

Background and ObjectiveVaccine uptake during pregnancy remains low. Our objectives were to describe 1) development and adaptation of a clinician communication training intervention for maternal immunizations and 2) obstetrics and gynecology (ob-gyn) clinician and staff perspectives on the intervention and fit for the prenatal care context.MethodsDesign of the Motivational Interviewing for Maternal Immunizations (MI4MI) intervention was based on similar communication training interventions for pediatric settings and included presumptive initiation of vaccine recommendations (“You’re due for two vaccines today”) combined with motivational interviewing (MI) for hesitant patients. Interviews and focus group discussions were conducted with ob-gyn clinicians and staff in five Colorado clinics including settings with obstetric physicians, certified nurse midwives (CNMs), and clinician-trainees. Participants were asked about adapting training to the ob-gyn setting and their implementation experiences. Feedback was incorporated through iterative changes to training components.ResultsInterview and focus group discussion results from participants before (n = 3), during (n = 11) and after (n = 25) implementation guided intervention development and adaptation. Three virtual, asynchronous training components were created: a video and two interactive modules. This virtual format was favored due to challenges attending group meetings; however, participants noted opportunities to practice skills through role-play were lacking. Training modules were adapted to include common challenging vaccine conversations and live-action videos. Participants liked interactive training components and use of adult learning strategies. Some participants initially resisted the presumptive approach but later found it useful after applying it in their practices. Overall, participants reported that MI4MI training fit well with the prenatal context and recommended more inclusion of non-clinician staff.ConclusionsMI4MI training was viewed as relevant and useful for ob-gyn clinicians and staff. Suggestions included making training more interactive, and including more complex scenarios and non-clinician staff.     

增进积极体验为目标的健康干预对抑郁症病人抑郁情绪及生活质量的影响

目的:探讨增进积极体验为目标的健康干预对抑郁症病人抑郁情绪及生活质量的影响。方法:选择2019年9月—2021年3月在医院就诊的68例抑郁症病人为研究对象,按照随机数字表法分为观察组与对照组,每组34例。对照组予以常规护理,观察组在常规护理基础上予以增进积极体验为目标的健康干预。干预前后分别采用汉密尔顿抑郁量表(HAMD)、世界卫生组织生存质量测定量表简表(WHOQOL-BREF)评估病人的抑郁情绪和生活质量,同时对两组病人的护理满意度进行比较。结果:干预后观察组病人抑郁评分低于对照组(P<0.05);两组病人的生理功能、心理功能、社会功能及环境功能指标均较干预前有明显改善,且观察组评分均高于对照组(P<0.05);观察组病人对护理干预的总满意度为97.06%,高于对照组的61.76%(P<0.05)。结论:增进积极体验为目标的健康干预可明显缓解抑郁症病人的抑郁情绪,提高病人的生活质量。     

多元化联合教学模式在超声引导下疼痛介入治疗中的应用

目的探讨多元化联合教学模式在超声引导下疼痛介入治疗教学中的应用效果。方法选择2018年1月至2020年12月在北京大学第三医院疼痛科进修的30名医师作为研究对象,将其分为对照组与观察组;对照组采用常规教学模式;观察组采用多元化联合教学模式,比较两组医师技能考核成绩、教学质量评分和满意度评分。结果观察组医师技能考核成绩优良率为93.3%,高于对照组的73.3%(P<0.05);观察组医师对基础理论知识掌握、临床思维能力的提高、学习兴趣的激发、疾病诊治能力的提高4个方面的评分均高于对照组(P<0.01)。结论多元化联合教学模式可促进超声引导下疼痛介入治疗技能的提高,有利于提高学员的综合临床能力。