规范游泳与抚触操作对婴儿体格与智能发育的影响

[目的]探讨规范婴儿抚触和游泳对其智能和体格发育的影响。[方法]在天使宝贝游泳馆选取正常出生的足月新生儿100例,按照随机、双盲的方法分为观察组和对照组各50例,对照组由没有参加培训的人员给予游泳和抚触,观察组则由参加培训的人员进行操作,比较两组婴儿6个月时智能和体格发育情况。[结果]观察组婴儿6个月时的精神发育指数、运动发育指数显著优于对照组(P0.01),身长、体重、头围发育情况均优于对照组(P0.05)。[结论]规范游泳和抚触能够促进婴儿智能和体格的发育。     

母亲妊娠期糖尿病的婴儿生长发育调查分析

目的探讨母亲妊娠期糖尿病的婴儿（IDM）生长发育情况,为制定更为科学合理的儿童保健措施提供科学依据。方法对68例IDM进行了系统管理（IDM1组）,与68例儿保科体检的正常婴儿（对照组）及60例非系统管理IDM（IDM2组）进行了比较,观察其体格、智能发育及气质类型进行了随访。结果 IDM出生体重与母亲孕期血糖控制水平有关;IDM1组围生期总的并发症明显低IDM2组（P〈0.05）,至1岁时体格发育达标率及智能发育均高于IDM2组（P〈0.01）及与对照组近似;儿童1岁时气质评估无明显差异。结论 IDM母亲孕期控制血糖、婴儿出生后进行系统管理,可减少围生期并发症的发生及至儿童1岁时体格和智能发育接近正常儿;远期发育影响有待于进一步研究。     

抚触对新生儿健康的影响

目的　研究抚触对新生儿健康的影响。方法　将 80 0例新生儿随机分为抚触组 4 2 0例和对照组 380例。抚触组新生儿自出生后第 1天至生后 4 2d接受抚触 ,3次 /d。对照组未给予抚触 ,洗澡 1次 /d。于出生后第 5天及第 4 2天对新生儿进行摄奶量、身长、体重、头围测量。结果　抚触组新生儿安静、易入睡 ,且睡眠时间长 ;出生后 4 2d ,抚触组摄奶量、身长、体重均大于对照组 (P <0 0 5 )。结论　抚触能使新生儿情绪稳定 ,增加食欲和体重 ,有益于新生儿健康     

抚触联合游泳对新生儿智能和体格发育的影响

目的:探讨新生儿抚触联合游泳对其智能和体格发育的影响。方法:将我院2011年8～10月正常出生的足月新生儿100例按照随机、双盲的方法分为观察组和对照组各50例,对照组给予常规保健,观察组在对照组的基础上早期进行抚触联合游泳保健,比较两组新生儿智能和体格发育状况。结果:观察组在大动作、精细动作、认知能力、语言、个人-社交方面的智力高于对照组(P<0.05)。观察组在6个月时的身长、体重、头围优于对照组(P<0.05)。结论:抚触联合游泳能够促进新生儿智能和体格的发育,有利于我国人口素质的提高。     

婴儿抚触在108例黄疸儿童智能发育中的促进作用

目的：探讨婴儿抚触在黄疸儿童智能发育中的作用。方法：将108例黄疽儿童随机分为两组，其中要儿抚触组54例，对照组54例。婴儿抚触组自新生儿期开始抚触至1岁，两组黄疽儿童均于1岁、2岁时进行智能发育检测。结果：婴儿抚触组1岁、2岁时智力发育指数（MDI）和心理运动发育指数（PDI）均高于对照组，差别有统计学意义。结论：婴儿抚触可以促进黄疽儿童的智力发育。有利于减少黄疸对儿童智能发育的影响。     

抚触干预对早产儿体格发育影响的研究

[目的]探讨抚触对早产儿体格发育的影响.[方法]选择我院出生的早产几60例,随机分为抚触组和对照组,在综合护理措施及育儿指导相同的情况下,抚触组增加抚触护理,出院后随访半年,观察记录两组体格发育及贫血情况.[结果]抚触组早产儿1个月、3个月、6个月身长、体重、头围增加值均比对照组大(P＜0.05),6个月时抚触组贫血发生率明显低于对照组(P＜0.05).[结论]对早产儿给予抚触干预可促进早产儿的体格发育.     

抚触对婴儿社会适应能力影响的研究

[目的 ]观察抚触对正常婴儿社会适应能力的影响。 [方法 ]将 83例足月正常新生儿随机分为抚触组与对照组。从出生2 4h开始对实验组新生儿进行抚触 ,每天2次 ,每次 15min～ 2 0min ,坚持抚触 3个月 ,对照组常规护理不进行抚触。在 1岁时应用《婴儿社会生活能力量表》对两组婴儿社会适应能力进行评估。 [结果 ]抚触组婴儿社会适应能力 5个项目得分均高于对照组。 [结论 ]抚触可促进婴儿的生长发育 ,对提高婴儿的社会适应能力有良好的促进作用。     

早期抚触对婴儿生长发育的影响

目的观察早期抚触对正常婴儿智能、行为和躯体发育的影响.方法观察组42例婴儿从出生后24 h开始接受抚触,每天1次,每次15～20 min,持续至12月;对照组52例婴儿为同期出生,按常规抚养方法.12月龄时采用贝利婴幼儿发展量表进行智能、行为监测,同时测量身高、体重.两组资料应用SPSS 11.0软件分析.结果观察组婴儿智能、行为的发展及躯体发育与对照组相比,差异有统计学意义（P＜0.01）.结论早期抚触对婴儿智能、行为和躯体发育有促进作用.     

水育训练联合抚触对婴儿智能发育影响的研究

目的:观察水育训练同时联合抚触对婴儿智能发育的影响。方法:80例足月正常新生儿被随机分为实验组(N=42)和对照组(N=38),从出生24h后开始对实验组新生儿进行水育训练和抚触。对照组进行常规护理。在实验开始和3个月后进行智力测查(采用NBNA和CDCC量表)。结果:实验组与对照组相比,智能发育指数(MDI)及心理运动发育指数(PDI)均高于后者(P<0.05)。结论:水育训练联合抚触可促进婴儿智能发育和体格生长发育。     

抚触干预对早产儿体格发育影响的研究

[目的]探讨抚触对早产儿体格发育的影响。[方法]选择我院出生的早产儿60例，随机分为抚触组和对照组，在综合护理措施及育儿指导相同的情况下，抚触组增加抚触护理，出院后随访半年，观察记录两组体格发育及贫血情况。[结果]抚触组早产儿1个月、3个月、6个月身长、体重、头围增加值均比对照组大（P〈0.05），6个月时抚触组贫血发生率明显低于对照组（P〈0.05）。[结论]对早产儿给予抚触干预可促进早产儿的体格发育。     

28例学龄期先天性甲状腺功能减退症患儿的疗效分析

目的分析先天性甲状腺功能减退症(CH)患儿的长期疗效,为完善治疗方案提供依据。方法以佛山市妇幼保健院筛查、确诊并长期治疗的CH患儿为研究对象,根据纳入、排除标准纳入28例CH患儿。检测患儿血清促甲状腺激素(TSH)、游离三碘甲状腺原氨酸(FT3)、游离甲状腺素(FT4)水平,测量并评估患儿生长发育及智力发育水平,并与相应的正常水平进行对比分析。结果经治疗28例患儿首次复查TSH转至正常20例(71.4%),末次复查TSH正常22例(78.6%);除1例患儿末次复查体质量低于正常范围,其余患儿出生时及末次复查时身长(高)、体质量均处于正常范围;25例(89.3%)患儿智力发育达到或接近平常水平,3例(10.7%)患儿处于智力低下的边界或轻度智力低下。结论早期诊断、系统治疗对CH患儿的远期疗效及预后起着重要作用,应该加强CH患儿的系统管理,尽早控制TSH水平,提高患儿的就诊依从性。     

A pluralistic evaluation of nursing/practice development units

Nursing/practice development units (N/PDU) are perceived as centres for pioneering, evaluating and disseminating innovative practice development and facilitating the professional development of practitioners. This paper reports on a pluralistic evaluation research study of the nursing/ practice development unit accreditation programme provided by the University of Leeds, UK. Individual and focus group interviews were undertaken with key stakeholders involved in six nursing/practice development units. These included: clinical leaders, team members, executive nurses, trust board members, general medical practitioners, nursing/practice development unit steering group members, and accreditation panel members. Stakeholder perceptions of what constituted a successful nursing/practice development unit were elicited and then used to judge the success of the programme. Seven criteria for judging the success of nursing/practice development units were identified. These were: achieving optimum practice; providing a patient-orientated service; disseminating innovative practice; team working; enabling practitioners to develop their full potential; adopting a strategic approach to change and autonomous functioning. The findings highlighted differences between the rhetoric of a successful nursing/practice development unit and the reality in which they function. Whereas all the units were actively involved in innovative practice development, evaluation, dissemination and networking activities, several factors influenced the success of the units, in particular, the role of the clinical leader, the motivation and commitment of nursing/practice development unit members, financial resources, and the nature of support from managers, medical staff and education institutions. Although the nursing/practice development units had made significant progress in developing both healthcare practice and practitioners, there is still a need to consider how the claim that nursing/practice development units benefit patients can be substantiated.     

中国护理教育发展趋势分析

分析了 1996年举行的中港护理教育会议所得的来稿共 345篇。结果显示 :中国护理教育在不断发展 ,中国护理教育工作者所关注的课题与世界其他国家相类似 ,但中国护理教育工作者需要加速推展创新教育法 ,以培育能面对下一世纪健康服务需求的护士 ,并要加强专科护士的培训 ,在教育行政方面 ,监察及评估教育成效。 1999年在香港举行的第二届护理教育会议明显显示中国护理教育在不断前进     

An evaluation of CPD learning and impact upon positive practice change

This paper explores positive practice change in nursing and health care practice following continuing professional development (CPD). It is derived from a commissioned evaluation study within the United Kingdom (UK). Evaluation data was gathered using semi structured discussions with CPD participants, a convenience sample of line managers and University module leaders. Findings suggest that professional peer attitudes and support, when harnessed effectively in the practice setting, strongly enhance positive change. Conversely a lack of engagement with practice peers, a lack of strategic support and not knowing how to access support hinder change. The study found that learning need was often explored through personal development planning and appraisal, however there was little systematic follow up, review and support following learning. Interestingly the individual personal drive and enthusiasm of practitioners was perceived as the strongest factor helping practice change, while policy drivers and national health targets were secondary. Possible strategies to enhance positive practice change are explored.     

An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency Medicine

Objectives: Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self‐perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods: An educational “needs assessment” survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results: A total of 240 responses were received. Self‐perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions: Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. ACADEMIC EMERGENCY MEDICINE 2008; 15:1–5 © 2008 by the Society for Academic Emergency Medicine     

Self-assessment of nursing competencies – validation of the Finnish NCS instrument with Italian nurses

Aim: Research focusing on competence assessment of practicing nurses has recently increased. However, few generic instruments are available for this purpose. This study reports cultural validation of the Italian version of the Nurse Competence Scale (NCS, English version) by exploring nurses’ perceptions of the use of the NCS instrument. Methods: Content validity of the Italian version of the NCS was assessed during the translation and back‐translation process. Thereafter, cultural validity was further explored by conducting self‐assessments and semi‐structured interviews with 10 nurses, who practise medicine, cardiology and intensive care wards. First, the Italian version of the 73‐item NCS was used to assess nurses’ competence levels and the frequency of using competencies in practice settings. Second, semi‐structured interviews were conducted to evaluate nurses’ perceptions of the use of the instrument. Results: The advanced beginners obtained a high overall competence level and the experienced nurses a very high overall competence level. These results are similar with the earlier findings of nurse competence levels with the NCS. The overall frequency of using NCS competencies in clinical practice indicated good cultural validity of the instrument. The instrument was considered easy to understand and to complete, and the Italian version was considered to express the domain of nursing. However, a need to make semantic specifications for some items for the Italian version was pointed out. Conclusions: This explorative pilot study reports a first phase cultural validation process. Carefully performed translation alone does not ensure validity of translated instrument. Interview method is recommended to deepen the understanding of concept in question and the content validity of the instrument. The results support previous research findings of the use of the NCS instrument and show that it could be very useful in competence assessment for Italian nurses.     

捏脊疗法对6个月婴儿生长及智能发育的影响

目的 探讨捏脊疗法对6个月婴儿生长和智能发育的影响.方法 将160例1月龄足月正常婴儿分为捏脊组与对照组,每组各80例.对捏脊组婴儿每天进行捏脊疗法,观察2组婴儿6个月时体质量、身长、头围的增长情况,并对其智能发育进行测评.结果 捏脊组婴儿6个月时体质量、身长的增长均高于对照组,差异有统计学意义,同时捏脊组的智能发育水平也显著高于对照组.结论 捏脊疗法对6个月婴儿的体格发育及智能发育具有明显的促进作用,值得推广.