酰胺质子转移成像和扩散加权成像鉴别诊断乳腺良恶性病变

目的 观察MR酰胺质子转移成像（APTWI）和扩散加权成像（DWI）鉴别诊断乳腺良恶性病变的价值，并分析不同参数间的相关性。方法 对65例乳腺病变患者行APTWI及DWI，测量并比较乳腺良恶性病变间平均ADC（ADC_mean）、最小ADC（ADC_min）及非对称磁化转移率[MTRasym（3.5 ppm）]值的差异；采用ROC曲线评估各参数鉴别乳腺良恶性病变的诊断效能，并分析良恶性病变中各参数间的相关性。结果 共70个病灶纳入研究，包括32个良性（良性组）和38个恶性病灶（恶性组）。良性组ADC_mean、ADC_min及MTRasym（3.5 ppm）值均高于恶性组（t=－5.63、－5.94、－0.24，P均<0.05）；ADC_min、ADC_mean及MTRasym（3.5 ppm）鉴别乳腺良恶性病变的AUC分别为0.850、0.827及0.729（P均<0.01）；ADC_min的AUC大于MTRasym（3.5 ppm）值（Z=1.990，P=0.046），其余各参数AUC差异均无统计学意义（P均>0.05）。恶性组MTRasym（3.5 ppm）值与ADC_mean（r=－0.325，P=0.046）和ADC_min值（r=－0.384，P=0.017）均呈负相关；良性组MTRasym（3.5 ppm）值与ADC_min值呈负相关（r=－0.357，P=0.045）。结论 APTWI及DWI均可用于鉴别诊断乳腺良恶性病变；相比DWI，APTWI的诊断效能有待进一步提高。     

CEUS评估类风湿关节炎活动期腕关节病变常规治疗后短期疗效

目的 探讨CEUS在评估类风湿关节炎（RA）活动期腕关节滑膜病变短期疗效中的应用价值。方法 对21例以腕关节病变为主的RA活动期患者,于常规治疗前、治疗2周后和治疗6个月后行腕关节CEUS检查和28个关节疾病活动性评分（DAS）,记录CEUS定量参数,包括AUC、峰值强度（PI）、达峰时间（TTP）和平均通过时间（MTT）,测量造影后滑膜厚度,并对滑膜进行CEUS分级,比较治疗前后差异,并分析上述指标与DAS评分的相关性。结果 治疗前、治疗2周后与治疗6个月后患者腕关节滑膜厚度、AUC和PI总体差异均有统计学意义（P均<0.05）,且组间两两比较差异均有统计学意义（P均<0.05）。3个时间点之间滑膜CEUS血流信号分级总体差异有统计学意义（P=0.007）,且治疗前与治疗2周后（Z=-2.426,P=0.015）及治疗2周后与治疗6个月后（Z=-2.467,P=0.014）差异均有统计学意义。腕关节滑膜厚度（r=0.711,P=0.003）、AUC （r=0.632,P=0.007）、PI （r=0.563,P=0.019）与DAS均呈正相关。结论 CEUS可为评估活动期RA常规治疗后的短期疗效提供客观的影像学依据。     

不同方法测量扩散峰度成像和体素内不相干运动模型DWI参数诊断乳腺肿块性病变

目的 探讨不同方法测量扩散峰度成像（DKI）及体素内不相干运动（IVIM）模型DWI参数鉴别诊断乳腺良恶性肿块性病变的价值。方法 收集经病理或随访证实的59例乳腺肿块性病变患者（62个病变）。MR检查包括动态增强MRI、IVIM DWI和DKI。分别于动态增强MRI强化最明显处设置ROI,测量其标准扩散系数（ADC_stand）、慢速扩散系数（ADC_slow）、平均峰度值（mean kurtosis,MK）和平均扩散系数（mean diffusion,MD）;于病灶实性部分最大层面沿病变边缘勾画ROI,测量病灶整体的ADC_stand-max、ADC_slow-max、ADC_fast-max、MK-max、MD-max,比较乳腺良恶性病变间各参数的差异,并绘制ROC曲线,比较AUC。结果 62个病变中,良性36个,恶性26个。良恶性病变间ADC_stand、ADC_stand-max、ADC_slow、ADC_slow-max、MK、MK-max、MD、MD-max差异均有统计学意义（P均<0.001）。ROC曲线结果显示ADC_slow联合MK的AUC最大（0.915）,诊断乳腺良恶性病变的敏感度和特异度分别为88.9%和84.6%。ADC_stand与ADC_stand-max（Z=1.465,P=0.143）、ADC_slow与ADC_slow-max（Z=1.013,P=0.311）、MK与MK-max（Z=1.021,P=0.307）、MD与MD-max（Z=1.428,P=0.153）间AUC差异均无统计学意义。结论 各DKI和IVIM DWI参数对鉴别乳腺良恶性肿块具有较高诊断价值,不同测量方法之间鉴别诊断效能无明显差异。     

比较超声与数字乳腺断层摄影在致密型乳腺中的应用价值

目的 比较超声与数字乳腺断层摄影（DBT）在女性致密型乳腺中的应用价值。方法 收集同时接受超声和DBT检查的148例致密型乳腺病变患者（148个病灶）,按照乳腺成分、年龄、病灶大小及有无钙化进行分组;以病理结果为金标准,绘制ROC曲线,获得并比较超声和DBT诊断致密型乳腺良恶性病变的AUC和敏感度、特异度。结果 超声与DBT诊断致密型乳腺良恶性病变的AUC分别为0.956和0.815（Z=3.866,P<0.001）。在不均匀致密型乳腺（0.967 vs 0.821,P<0.001）、病灶最大径 ≤ 1 cm （0.935 vs 0.680,P=0.022）及年龄 ≤ 40岁（0.973 vs 0.817,P=0.030）和>40~55岁患者（0.946 vs 0.801,P=0.013）中,超声与DBT诊断良恶性病变的AUC均有统计学意义。根据临床诊断标准,超声和DBT诊断致密型乳腺良恶性病变的敏感度为94.32%（83/88）和93.18%（82/88,χ²=0.096,P=1.000）;特异度为83.33%（50/60）和61.67%（37/60,χ²=7.060,P=0.007）。结论 超声对致密型乳腺病灶的整体诊断效能优于DBT。对于病灶较小、不均匀致密型乳腺及年龄 ≤ 55岁的患者,更适宜以超声作为首选检查方法。     

常规超声联合超声造影诊断脉络膜良恶性肿瘤

目的 观察常规超声联合超声造影（CEUS）诊断脉络膜良恶性肿瘤的价值。方法 回顾性分析60例脉络膜肿瘤患者，根据肿瘤性质分为良性组37例和恶性组23例。观察肿瘤常规超声、CEUS表现，定量分析相关参数。结果 常规超声联合CEUS诊断良恶性肿瘤的符合率为91.67%（55/60）。恶性组CEUS上升时间（RT）、达峰时间（TTP）、平均通过时间（MTT）及峰值强度（PI）均明显低于良性组（P<0.05）。结论 常规超声联合CEUS诊断脉络膜良恶性肿瘤准确率较高。     

ADC全容积直方图分析法鉴别乳腺良恶性肿块样病变

目的 探讨ADC全容积直方图分析法鉴别诊断乳腺良恶性肿块样病变的价值。方法 回顾性分析经手术及病理证实的88例乳腺肿块样病变患者,其中恶性57例、良性31例,均接受乳腺MR平扫+动态增强及DWI扫描,测量并记录ADC全容积直方图参数（包括多个百分位ADC值、ADC_min、ADC_max、ADC_mean、偏度、峰度及标准差）及常规平均ADC值。比较乳腺良恶性病变各ADC直方图参数及常规平均ADC值,采用ROC曲线分析评估各参数鉴别良恶性病变的效能。结果 良恶性病变ADC直方图参数（各ADC值、偏度、峰度、标准差）及常规平均ADC值差异均有统计学意义（P均<0.05）;其中第75、90百分位ADC值鉴别良恶性病变的AUC最高,为0.84。ADC直方图参数ADC_mean、第50百分位ADC值鉴别乳腺肿块样病变良恶性的AUC与常规平均ADC值的AUC比较差异均有统计学意义（P均<0.05）。结论 ADC全容积直方图可全面反映病灶整体信息,对鉴别乳腺良恶性病变具有一定价值。     

比较乳腺动态增强MRI定量和半定量血流动力学参数鉴别乳腺良恶性病变

目的 比较乳腺动态增强MRI定量和半定量血流动力学参数鉴别诊断乳腺病变良恶性的效能。方法 采用杂合动态增强MR序列对59例患者共66个乳腺病变进行扫描，获得半定量参数和定量参数。半定量参数为时间-信号强度曲线（TIC）、初始增强曲线下面积（IAUGC）、最大增强斜率（MaxSlope）、对比增强比率（CER）及正向增强积分（PEI）；定量参数为前向容积转移常数（K^trans）、反向容积转移常数（K_ep）和每单位体积组织的血管外细胞外间隙容积（V_e）。以非参数检验比较良恶性病变间各参数的差异，并绘制ROC曲线，分析其诊断效能。结果 66个乳腺病变中，恶性31个（恶性组），良性35个（良性组），2组间K^trans、K_ep、TIC、IAUGC、MaxSlope差异均有统计学意义（P均<0.05），V_e、PEI、CER差异无统计学意义（P均>0.05）；K^trans、K_ep、TIC、IAUGC、MaxSlope的AUC均>0.7。半定量参数联合诊断乳腺病变良恶性的AUC较单个参数均有显著提高（P均<0.05）；定量参数联合后的AUC较K^trans无显著提高（P=0.134），较K_ep和V_e有显著提高（P均<0.001）。半定量联合与定量参数联合诊断诊断乳腺病变良恶性的AUC差异无统计学意义（P=0.614）。结论 K^trans、K_ep、TIC、IAUGC及MaxSlope对鉴别诊断乳腺良恶性病变具有较高效能；多参数联合，乳腺动态增强MRI半定量和定量参数诊断效能相似。     

超微血管成像技术鉴别乳腺良恶性病变

目的 探讨超微血管成像（SMI）技术鉴别诊断乳腺良恶性病变的应用价值。方法 回顾性分析经病理证实的281例乳腺病变患者（300个病灶）的二维超声、CDFI及SMI图像,对所有病灶进行Adler血流分级,比较CDFI与SMI检出血流的能力,观察乳腺病灶在CDFI及SMI下血管形态分布特征,并对乳腺病灶血管分布模式进行分型,比较良恶性病变的差异。结果 CDFI对乳腺病灶血流检出率为78.33%（235/300）,SMI为90.33%（271/300）,差异有统计学意义（χ²=116.066,P<0.001）。CDFI及SMI对良性与恶性病变血流Adler分级差异有统计学意义（P均<0.001）。CDFI与SMI模式间乳腺病灶血流Adler分级差异有统计学意义（Z=-9.722,P<0.001）。CDFI及SMI检测良恶性乳腺病变间血管形态差异均有统计学意义（P均<0.001）,良性病灶多表现为乏血管型、线性或曲线型以及树枝状,恶性病灶多表现为血管粗大扭曲、蟹足状。结论 SMI可以提高乳腺病灶的血管检出率,以SMI观察病灶Adler血流分级和血管形态特征有助于鉴别乳腺良恶性病变。     

双指数扩散及扩散峰度成像鉴别诊断乳腺良恶性病变

目的 评价双指数体素内相位不相干运动成像（IVIM）及扩散峰度成像（DKI）在乳腺良恶性病变鉴别诊断中的价值。方法 回顾性分析经穿刺或手术病理证实的44例乳腺病变患者,术前均接受常规DWI、IVIM扩散成像及DKI,获得ADC、扩散系数（D）、灌注相关扩散系数（D^*）、灌注分数（f）、平均峰度（MK）、轴向扩散峰度（AK）及径向扩散峰度（RK）值。比较乳腺良恶性病变间IVIM及DKI参数的统计学差异,并利用ROC曲线评价其鉴别诊断效能。结果 44例病例共52个病灶,其中恶性30个,良性22个。良恶性病灶间ADC值差异无统计学意义（P=0.080）。IVIM参数中,恶性病变D值显著下降（P<0.001）,而D^*值和f值差异无统计学意义（P均>0.05）。DKI参数中,恶性病变MK值和AK值显著升高（P均<0.001）,而RK值差异无统计学意义（P=0.060）。D值、MK值及AK值诊断乳腺良恶性病变的ROC曲线的AUC分别为0.942,0.957和0.975,其敏感度、特异度分别为88.89%、81.82%,90.90%、88.89%和95.50%、88.78%。结论 IVIM和DKI参数中的D、MK及AK值有助于鉴别乳腺良恶性病变。     

CEUS评估不同大小BI-RADS 4类乳腺病灶恶性风险

目的 探讨CEUS对不同大小乳腺影像报告和数据系统（BI-RADS）4类乳腺病灶恶性风险的评估价值。方法 回顾性分析经获病理结果的直径≤ 2 cm（n=120）与直径>2 cm（n=63）的BI-RADS 4类乳腺良恶性病灶的CEUS特征,采用二元Logistic回归分析筛选能够预测恶性病灶的CEUS特征参数。结果 直径≤ 2 cm良恶性病灶的CEUS增强形态、增强程度、增强均匀性、灌注模式、滋养血管、增强范围扩大及初始增强速度、消退速度差异均有统计学意义（P均<0.05）,回归分析筛选出增强范围扩大、有滋养血管与BI-RADS 4类乳腺恶性病灶独立相关（P均<0.05）;直径>2 cm良恶性病灶的增强形态、灌注模式、滋养血管、增强范围扩大及初始增强速度差异均有统计学意义（P均<0.05）,回归分析筛出有滋养血管、灌注模式呈向心性、增强范围扩大与BI-RADS 4类乳腺恶性病灶独立相关（P均<0.05）。结论 CEUS能够用于评估BI-RADS 4类不同大小乳腺病灶的恶性风险。     

护理人员科研能力与需求的调查分析

目的调查护理人员科研能力现状及科研需求,为进一步开展护理科研培训提供依据。方法2019年2月,采用便利抽样法对1030名护理人员进行问卷调查。结果临床护理人员科研能力得分为(43.86±20.81)分;89.61%临床护士觉得护理科研重要;89.52%护士认为有必要开展护理科研工作;87.38%护士表示开展护理科研主要困难是缺乏时间,而82.62%护士表示缺乏护理科研知识;75.34%护士表示目前获得科研知识最主要的途径是网络;分别有85.63%和71.75%护士希望参加专题培训班和讲座获得科研知识,而科研需求主要为如何进行科研设计和如何选题。结论临床护士科研能力有待提高,科研培训需求较强,临床护理管理者应重视护士科研知识的培训,提高护士的科研能力和水平。     

AORN and University of Michigan School of nursing research alliance

Research related to perioperative care requires advanced training and is well suited to take place at a research-intensive university. A recent research alliance established between AORN and the University of Michigan School of Nursing, Ann Arbor, uses the strengths of both a robust perioperative professional organization and a research-intensive university to make progress toward improving patient safety and transforming the perioperative work environment. Research activities undertaken by this alliance include investigating nurse staffing characteristics and patient outcomes, as well as evaluating the congruence and definitions of data elements contained in AORN's SYNTEGRITY™ Standardized Perioperative Framework. Disseminating the findings of the alliance is expected to facilitate the communication and application of new knowledge to nursing practice and help advance the perioperative nursing profession.     

Setting a research agenda for interprofessional education and collaborative practice in the context of United States health system reform

Interprofessional education (IPE) and collaborative practice (CP) have been prolific areas of inquiry exploring research questions mostly concerned with local program and project assessment. The actual sphere of influence of this research has been limited. Often discussed separately, this article places IPE and CP in the same conceptual space. The interface of these form a nexus where new knowledge creation may be facilitated. Rigorous research on IPE in relation to CP that is relevant to and framed by health system reform in the U.S. is the ultimate research goal of the National Center for Interprofessional Practice and Education at the University of Minnesota. This paper describes the direction and scope for a focused and purposive IPECP research agenda linked to improvement in health outcomes, contextualized by health care reform in the U.S. that has provided a revitalizing energy for this area of inquiry. A research agenda articulates a focus, meaningful and robust questions, and a theory of change within which intervention outcomes are examined. Further, a research agenda identifies the practices the area of inquiry is interested in informing, and the types of study designs and analytic approaches amenable to carrying out the proposed work.     

Instruction in the Responsible Conduct of Research: An Inventory of Programs and Materials within CTSAs

The National Institutes of Health (NIH) require instruction in the responsible conduct of research (RCR) as a component of any Clinical and Translational Science Award (CTSA). The Educational Materials Group of the NIH CTSA Consortium''s Clinical Research Ethics Key Function Committee (CRE‐KFC) conducted a survey of the 38 institutions that held CTSA funding as of January 2009 to determine how they satisfy RCR training requirements. An 8‐item questionnaire was sent by email to directors of the Clinical Research Ethics, the Educational and Career Development, and the Regulatory Knowledge cores. We received 78 completed surveys from 38 CTSAs (100%). We found that there is no unified approach to RCR training across CTSAs, many programs lack a coherent plan for RCR instruction, and most CTSAs have not developed unique instructional materials tailored to the needs of clinical and translational scientists. We recommend collaboration among CTSAs and across CTSA key function committees to address these weaknesses. We also requested that institutions send electronic copies of original RCR training materials to share among CTSAs via the CTSpedia website. Twenty institutions submitted at least one educational product. The CTSpedia now contains more than 90 RCR resources.     

Barriers to and facilitators of research utilization, as perceived by a group of registered nurses in Sweden

A survey was conducted to describe registered nurses' ( n =237), perceptions of the barriers to and the facilitators of research utilization at two hospitals in Sweden. A questionnaire, Barriers and Facilitators to Using Research in Practice developed by Funk et al. , was used to collect the data. The major barriers to research utilization were that the research is not readily available along with inadequate facilities for implementation of research findings, lack of competent colleagues with whom to discuss research, lack of time for reading and implementing research findings and the nurses lack of authority in the organization. The nurses who had studied research methods in their basic nursing education, seemed to perceive fewer barriers than those who had not. The facilitating factors most frequently suggested by the nurses were diverse models of education to increase their knowledge of research methods and to develop skills in evaluating research findings. The allocation of resources for education and implementation of research findings in clinical practice, in addition to special positions in clinical practice for nurses with scientific qualifications, were also suggested.     

Bridging the divide: a survey of nurses' opinions regarding barriers to, and facilitators of, research utilization in the practice setting

Background. Many researchers have explored the barriers to research uptake in order to overcome them and identify strategies to facilitate research utilization. However, the research–practice gap remains a persistent issue for the nursing profession. Aims and objectives. The aim of this study was to gain an understanding of perceived influences on nurses’ utilization of research, and explore what differences or commonalities exist between the findings of this research and those of studies that have been conducted in various countries during the past 10 years. Design. Nurses were surveyed to elicit their opinions regarding barriers to, and facilitators of, research utilization. The instrument comprised a 29‐item validated questionnaire, titled Barriers to Research Utilisation Scale (BARRIERS Scale), an eight‐item scale of facilitators, provision for respondents to record additional barriers and/or facilitators and a series of demographic questions. Method. The questionnaire was administered in 2001 to all nurses (n = 761) working at a major teaching hospital in Melbourne, Australia. A 45% response rate was achieved. Results. Greatest barriers to research utilization reported included time constraints, lack of awareness of available research literature, insufficient authority to change practice, inadequate skills in critical appraisal and lack of support for implementation of research findings. Greatest facilitators to research utilization reported included availability of more time to review and implement research findings, availability of more relevant research and colleague support. Conclusion. One of the most striking features of the findings of the present study is that perceptions of Australian nurses are remarkably consistent with reported perceptions of nurses in the US, UK and Northern Ireland during the past decade. Relevance to clinical practice. If the use of research evidence in practice results in better outcomes for our patients, this behoves us, as a profession, to address issues surrounding support for implementation of research findings, authority to change practice, time constraints and ability to critically appraise research with conviction and a sense of urgency.     

护理科研型团队建设现状及设想

对国内一些医院成功开展护理科研小组的工作概况、科研团队的概念、高效团队的特征、领导模式等进行了综述,并提出在医院内建设理科研型团队的设想,即建设护理科研型团队的必要性、具体形式、工作方法及管理。     

Building Leadership among Laboratory‐Based and Clinical and Translational Researchers: The University of California,San Francisco Experience

In 2005 the University of California, San Francisco (UCSF) implemented the Scientific Leadership and Management (SLM) course, a 2‐day leadership training program to assist laboratory‐based postdoctoral scholars in their transition to independent researchers managing their own research programs. In 2011, the course was expanded to clinical and translational junior faculty and fellows. The course enrollment was increased from approximate 100 to 123 participants at the same time. Based on course evaluations, the number and percent of women participants appears to have increased over time from 40% (n = 33) in 2007 to 53% (n = 58) in 2011. Course evaluations also indicated that participants found the course to be relevant and valuable in their transition to academic leadership. This paper describes the background, structure, and content of the SLM and reports on participant evaluations of the course offerings from 2007 through 2011.