放射性^131碘治疗老年甲亢患者的护理干预效果观察

目的：探讨分析护理干预在放射性131碘治疗老年甲亢患者的疗效。方法对本院收治的84例老年甲亢患者采用放射性131碘治疗，并采取相应的护理干预，治疗结束后12个月内予以随访确定疗效。结果治疗后6个月55例患者痊愈，其余患者经过二次治疗，在距第一次治疗后12个月最终有71例患者痊愈，痊愈率为84.5%，13例患者病情得到控制，9例患者出现甲亢。结论放射性131碘治疗老年甲亢患者有一定的并发症风险，但总体上疗效良好，临床应用前景广阔。     

改良早期预警评分在心脏科门诊预检分诊中的应用

目的评估改良早期预警评分系统（MEWS评分）在心脏科门诊识别危重患者的应用效果。方法将2012年10～12月来我院就诊的心内科门诊19971例患者进行MEWS评分，据此安排就诊先后顺序，并根据病情危重程度实施必要的处置，将MEWS评分与病情转归进行比较和分析。结果MEWSO～4分患者18634例随诊，5～8分患者1063例，与专科病房及CCU／ICU做好无缝隙连接；≥9分患者274例，死亡危险性明显增加，立即进行紧急医疗干预，实施特别护理。结论简便的MEWS将心脏科患者病情分值化，使医护人员对就诊患者分诊依据更充分，具有识别潜在危重病的作用。     

基于IBP-KG的在线护理研究探索与分析

[目的]探索"最佳实践知识门户"(IBP-KG)中文版的可用性及其用于在线护理研究的可能性,促进在线护理科研的发展。[方法]在IBP-KG上开设"护士在灾害中的角色(roles of nursesin disaster)"社群,开展简化灾害护理能力条目的方法主题讨论,上传系统可用性量表(SUS)。采用立意取样法,45.7%(16/35)受邀对象登陆IBP-KG,参与主题讨论,完成并提交SUS,分别检验了开展在线质性、量性研究的可能性。[结果]IBP-KG中文版的SUS平均得分为65.20分,可用性尚可;研究对象均认为可通过IBP-KG简化灾害护理能力条目,可采用首席研究者主导下的调查研究或小组合作研究。[结论]IBP-KG中文版可用于开展在线护理研究。     

课前准备对实施PBL教学效果的作用分析

目的探讨课前准备对实施PBL试验教学的效果。方法选择2008级护理本科学生171名,在2011年第2学期实施《妇产科护理》试验教学前进行课前准备,课后通过学生试验报告、师生联系会、问卷调查等评价教学效果。结果学生参与教学过程的主动性、探讨问题的能力及团队协作能力等均得到显著提高。结论师生充分的试验课前准备,可帮助学生针对性探讨问题,利于学生更好地掌握及灵活运用所学知识,提高试验课教学质量。     

加强护患沟通 推进“优质护理服务示范工程”活动

我院在实施卫生部"优质护理服务示范工程"活动(以下简称"示范工程"活动)中,通过对两组不同年龄病人交流沟通的经验总结,进一步掌握了更好的护患沟通技巧,构建了良好的护患关系,减少了护患矛盾与纠纷,保障医疗安全,全面提高了医院临床护理工作水平,推进了"示范工程"活动的深入开展。     

46例产后尿潴留原因分析及护理对策

目的 探讨产后尿潴留发生的原因及护理对策.方法 对我院2011年1至12月46例产后尿潴留患者资料进行回顾性分析.结果 产后尿潴留的发生与产程延长、会阴情况、无痛分娩、精神因素等密切相关.结论 通过有效的宣教、指导、护理,可以降低产后尿潴留的发生.     

Commentary on Norcross and Karpiak's “Clinical Psychologists in the 2010s: 50 Years of the APA Division of Clinical Psychology”

This commentary offers a challenge to Norcross and Karpiak's (2012) claim that the psychodynamic orientation is on the decline in clinical psychology, based upon the data that they present. I urge clinical psychologists/scientists to recognize that there are psychodynamic researchers who have embraced evidence‐based philosophy and practices; I advocate a rapprochement between Division 12 (Society of Clinical Psychology) and 39 (Psychoanalysis), and I propose a defense of pluralism in which all clinical psychologists recognize the obligation to engage other orientations and points of view that differ from their own and to do so respectfully.     

15例重症新生儿单纯型大疱性表皮松解症的护理体会

对15例重症新生儿单纯型大疱型表皮松解症的患儿，通过正确的皮肤无菌护理，环境的消毒处置，适当的喂养，避免感染性休克。     

The experiences of using an anti-collision power wheelchair for three long-term care home residents with mild cognitive impairment

Purpose.?Presented are three case analyses of long-term care home residents with cognitive impairment who tested an anti-collision power wheelchair. We discuss technology design and research implications for this population.

Method.?Case studies involved 371?h of participant observation and 7?h of open-ended interview with residents (n?=?3), family members (n?=?3) and clinical staff (n?=?11). Thematic analysis generated themes related to technological, psychological and social aspects of residents' inclination and disinclination towards power mobility use.

Results.?Themes examined the discordance between others' and residents' reports of anti-collision power wheelchair use; a facet of response bias; unanticipated implications for independence and dependence; and implications of device design for self-presentation.

Conclusions.?Technology alone is insufficient to help residents to fully benefit from the autonomy that a wheelchair intervention can provide: close attention is required to the social and organisational factors of institutional life. For technology to be acceptable, the design must meet the functional and aesthetic needs of users. Considerations in the design of future power wheelchairs for residents with cognitive impairment include capabilities to drive on uneven surfaces, effort-reducing driving modes, improved user interface usability, and acceptable driving speed, size and appearance.     

Pilot for Learning Interprofessional Physical Assessment Skills

A 6-week pilot study of graduate nursing students and School of Medicine students integrated into the same learning laboratory with the same testing and passing standards in a physical assessment course showed no negative impact on learning outcomes when compared with a concurrently run traditional course. Focus group comments revealed a positive attitude toward continued interprofessional experiences and the development of mutual respect between students, despite some disruptive impact on their personal lives. Scoring on the Readiness for Interprofessional Learning survey had a ceiling effect. A full integration of both school cohorts is planned.