同伴支持对糖尿病足患者健康教育效果的影响

目的 探讨同伴支持对糖尿病足患者健康教育效果的影响。方法80例糖尿病足患者,将患者随机分为同伴支持组与对照组,每组40例。对照组实施传统的健康教育方案,同伴支持组在对照组的基础上实施同伴支持,实施教育3个月后采用调查问卷的方式对糖尿病足患者的健康教育效果进行评价。依据自我护理能力测定表（ESCA）对糖尿病足患者的知识水平、自护能力及责任感进行评价,选择生活质量量表( QOL)对糖尿病足患者的生活质量评价。结果2组糖尿病足患者在实施教育前的4个维度的评分以及ESCA总分进行对比,差异无统计学意义（P>0.05）,在实施健康教育后的4个维度的评分以及ESCA总分进行对比,差异具有统计学意义（P<0.05）。2组糖尿病足患者在实施教育实施前的5个维度的评分以及QOL总分进行对比,差异无统计学意义（P>0.05）,在实施健康教育后的5个维度的评分以及QOL总分进行对比,差异具有统计学意义（P<0.05）,同伴支持组患者实施同伴支持后生活质量改善程度明显优于对照组。结论 同伴支持促进了糖尿病足患者健康知识水平和自我护理技能,提升了患者的生活质量。     

志愿者同伴教育在慢性阻塞性肺疾病病人健康教育中的应用

[目的]探讨志愿者同伴教育在慢性阻塞性肺疾病(COPD)病人健康教育中的应用。[方法]将70例COPD病人采用随机数字表法分为观察组和对照组各35例,对照组采用常规健康教育,观察组在常规健康教育基础上应用志愿者同伴教育,比较干预前后两组病人健康教育对病情的改善情况。[结果]观察组病人干预后戒烟、家庭氧疗、呼吸功能训练干预、心理干预等方面优于对照组,差异有统计学意义(P0.05)。[结论]志愿者同伴教育可帮助COPD病人提高自护行为能力,是COPD病人健康教育的有益方式。     

同伴教育在非医学专业女大学生乳腺癌预防中的应用

[目的]探讨同伴教育在非医学专业女大学生乳腺癌预防中的应用。[方法]将60名非医学专业女大学生随机分为观察组和对照组,每组30名,对照组学生进行常规健康教育,观察组学生实施同伴教育。干预前后发放《乳腺癌预防相关知识-态度-行为问卷》调查。[结果]观察组学生干预后乳腺癌预防知识、态度得分提高且高于对照组（P〈0.05）,观察组学生干预后乳腺癌预防行为优于对照组。[结论]同伴教育可提高非医学专业女大学生乳腺癌预防相关知识、态度、行为水平。     

重庆库区中学校园结核防治同伴教育与传统教育干预效果评价与比较

目的通过探索同伴教育在库区中学校园结核病防治领域的应用并且与传统健康教育方式比较,为国家制定进一步干预策略提供理论依据。方法随机选定库区三所中学作为研究对象,分别为对照组、同伴教育组和传统教育组。于干预后1个月进行效果评价和比较。结果评价结果显示同伴教育组和传统教育组知识、态度、行为评分均明显高于自身干预前和对照组,差异有统计学意义(P<0.01)。同伴教育组与传统教育组结核病防治知识、态度得分比较差异无统计学意义;传统教育组行为得分高于同伴教育组,差异有统计学意义(P<0.01)。结论不同形式的健康教育均能达到有效提高和改善中学生群体结核病防治知识、态度、行为的效果,建议根据学校自身条件和受教育对象特点决定具体的教育方式。     

基于学生互评的翻转课堂构建——以南通大学文献检索课为例

翻转课堂掀起了国内外教育改革的新浪潮,为高校信息素养教育教学提供了崭新的发展思路。文章从翻转课堂理念的可行性与突破性着手,将翻转课堂教学模式与包括学生互评在内的多元评价理论进行深度融合,构建出一个适用于信息素养教学的翻转课堂结构模型,并以具体案例详细解析了该模型的组成、流程和实施要点。     

Perceived Benefits of Online Support Groups for Women with Metastatic Breast Cancer

Women with metastatic breast cancer (MBC), a life-threatening illness, stand to benefit a great deal from online support groups, but none have been studied specifically within this population. The present mixed-method study was carried out to determine which therapeutic factors occurred in online MBC support groups, and to see how such factors might have acted to benefit participants. Participants were 20 women with MBC who participated in online peer support groups. Most reported benefiting in some way from their groups. Six therapeutic factors theorized to be helpful in online support groups and cancer support groups were present in the groups studied: group cohesiveness, information exchange, universality, instillation of hope, catharsis, and altruism. However, although participants reported being able to discuss many other concerns freely, they had difficulty discussing death and dying, which are critical issues for this category of women with BC.     

预印本自组织同行评议的通证激励机制研究

【目的】 将通证激励机制应用于预印本自组织同行评议的框架之中,解决该同行评议模式缺乏激励机制的问题。【方法】 将“通证经济”的理念与激励机制相结合,解决预印本系统中自组织同行评议的激励问题,并通过案例分析方法,以Steemit为参考模式,研究其通证激励机制的原理与特点。【结果】 通证激励模式下的预印本系统是一种建立在区块链技术上,以学术共同体为核心的自组织内容发表系统,利用通证激励,充分调动系统的所有成员参与到论文发表的过程中。【结论】 将通证激励应用于预印本的自组织同行评议中,能够对作者和评议专家的角色行为进行正向引导和激励,从而保证预印本系统良性自运转,形成良好的学术生态。     

Associations between alcohol-related concerns,normative perceptions of peer alcohol use,and veterans’ drinking behavior over six months

Abstract

The Veterans Health Administration (VHA) has implemented initiatives to increase rates of brief alcohol counseling (BAC). Half of eligible veterans do not receive such care. Understanding patient characteristics associated with drinking behavior may identify patients for whom BAC may be acceptable. Data collected from veterans between January 2010 and September 2011 (N?=?167) were examined. Results find that alcohol-related concerns and perceptions of peer alcohol consumption are associated with reduced drinking behavior. These findings suggests that assessing drinking concerns and perceptions of peer alcohol use may help to identify patients interested in changing drinking behavior, receiving care, and assist providers in delivering appropriate counseling.     

Process evaluation of school-based peer education for HIV prevention among Yemeni adolescents

In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education intervention for HIV prevention in the 27 schools of Aden. In 2008, and after 3 years of implementation, a quasi-experimental evaluation was conducted, which revealed that the peer education intervention has succeeded in improving HIV knowledge and skills; and in decreasing stigmatization of PLWH. This process evaluation aims to give a deeper understanding of the quasi-experimental evaluation which was conducted in the 27 high schools of Aden, and to highlight the factors that facilitated or inhibited school peer education in such a conservative Muslim setting. Qualitative methodologies were pursued, where 12 focus group discussions and 12 in-depth interviews were conducted with peer educators, targeted students, school principals, social workers, and parents of peer educators. Results revealed that school-peer education was well received. There was an apparent positive effect on the life skills of peer educators, but the intervention had a lesser effect on targeted students. Key enabling factors have been the high quality of training for peer educators, supportive school principals, and acceptance of the intervention by parents. These findings are important for improving the life skills and peer education intervention at the school level, and in better planning and implementation of life skills and peer programmes at a national scale.     

Difficult temperament and children’s peer relations: the moderating role of quality of parent–child relationships

ABSTRACT

The current study is an examination of contributions of difficult temperament and qualities of parent–child relationship to Turkish children’s peer relations, with a specific focus on the moderating role of parent–child relationships (closeness and conflict) on difficult temperament when predicting children’s peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD?=?.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent–child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent–child conflict was negatively associated with children’s peer relations. Parent–child conflict moderated the association between children’s difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed.