乳腺EIS检测评价年轻女性罹患乳腺癌危险度的前瞻性研究

目的评价乳腺电阻抗扫描成像(EIS)对年轻女性乳腺癌病人的敏感度、特异度,计算其相对危险度,决定是否采用更精确的影像学检查,以期指导年轻女性乳腺癌病人的早期检测。方法2005年6月至2007年6月6家医疗机构采用前瞻性、多中心的方法对年龄≤45岁的女性进行临床观察研究。对583例准备进行乳腺组织活检的年轻女性病人进行乳腺EIS检测,与其病理结果相对照,计算出其敏感度,特异度,准确度,阳性预测值,阴性预测值,同时计算乳腺EIS检测阳性病人患乳腺癌的发生率。结果583例中143例确诊为乳腺癌。EIS检测的敏感度、特异度、准确度、阳性预测值、阴性预测值分别为86.7%、72.9%、76.3%、51.2%和94.1%。EIS检测结果阳性的年轻女性患乳腺癌的相对危险度为8.67。结论乳腺EIS检测可能成为年轻女性早期筛查乳腺癌的重要方法。     

新型冠状病毒肺炎疫情期间我国孕产妇心理健康状况调查

目的 了解新型冠状病毒肺炎疫情期间我国孕产妇心理健康状况,并探讨其影响因素.方法 2020年2月22日至3月5日,采用患者健康问卷抑郁症状群量表、广泛性焦虑量表、一般健康问卷对全国12省市的1 261例孕产妇进行调查.结果 孕产妇抑郁发生率为27.7％,焦虑发生率14.3％,焦虑、抑郁与心理健康呈正相关(均P＜0.01...     

海南省2015年中晚期孕妇碘营养水平现状分析

目的 掌握海南省中晚期妊娠期孕妇尿碘水平,评价海南省孕妇碘营养状况,为适时采取针对性防治措施和科学调整干预策略提供依据.方法 (1)按“人口比例概率抽样方法(PPS)”在全省范围内确定30个调查点,采取单纯随机抽样方法从每个调查点中抽取1所小学,随机抽取50名8～10岁学生,学校所在乡20名孕妇,采集学生和孕妇24 h任意尿液,检测碘含量.(2)采用整群随机抽样每市县按东、西、南、北、中划分5个抽样片区,在每个片区各随机抽取1个乡,在每个乡随机抽取4个村,每个村随机抽检15户居民食用盐,检测碘含量.(3)根据碘盐覆盖和儿童尿碘水平情况,分析不同地区、不同妊娠期孕妇碘营养水平.结果 全省孕妇尿碘中位数是130.5 μg/L,妊娠中、晚期的尿碘分别是130.5 μg/L、132.1 μg/L;西部沿海、内陆山区、东部沿海地区孕妇尿碘分别是130.2 μg/L、132.7 μg/L、132.0 μg/L;儿童尿碘中位数在＜100 μg/L、100～200 μg/L、≥200 μg/L地区的孕妇尿碘中位数分别是120.8 μg/L、130.4 μg/L、132.0 μg/L;同一地区儿童尿碘水平与孕妇尿碘之间没有相关性.结论 海南省不同妊娠期孕妇碘营养不足,密切关注孕妇的碘营养水平,预防新生儿受到碘缺乏的危害.     

阜阳市912例产后妇女压力性尿失禁的影响因素分析

目的:了解阜阳市产后妇女压力性尿失禁（SUI）的发病情况并分析其影响因素。方法:选择于阜阳市第一人民医院进行产前检查并于分娩后6～8周复查的孕产妇作为调查对象,共912例。采用问卷调查了解产妇产后SUI发生情况,并分析孕产妇相关因素对产后SUI发生的影响。结果:阜阳市产后妇女SUI的患病率为39.5%。随产妇年龄增高,SUI患病率增高（P<0.01）;孕20周体质量指数越大,发生SUI风险越大（P<0.05）;剖宫产产妇SUI的患病率显著低于阴道顺产和产钳助产产妇（P<0.01）。控制混杂因素后,多因素logistic回归分析显示,产妇高龄是产后SUI的危险因素,相对于阴道顺产和产钳助产,剖宫产可降低SUI的发生风险（P<0.01）。结论:产后妇女SUI的发生受年龄和分娩方式的影响。     

分娩所致Valsalva视网膜病变治疗方法的探讨

目的:讨论孕妇Valsalva视网膜病变保守或手术治疗方法的选择.方法:一健康孕妇在自然阴道分娩时,右眼底发生黄斑前玻璃体后界膜下出血,本文报道其保守治疗的效果.结果:右眼发病3wk时积血收缩,视力为眼前手动,但病程6mo时,积血溶解,视力恢复至6/5.结论:大多数Valsalva视网膜病变能够自愈.对一些难治性病例,采用Nd:YAG激光行内界膜切开具有一定的效果.而早期玻璃体切除术的增殖膜切除,对预防眼底新生血管膜的发生也具有一定的效果.     

Central concepts in the midwife-woman relationship

The relationship between the midwife and the woman is essential for a positive experience for woman during childbearing period, i.e. pregnancy, childbirth and the first postpartum phase. Thereby, the aim of this study was to delineate central concepts in the midwife-woman relationship, in normal as well as high-risk situations. A secondary analysis was performed on original texts from eight Swedish qualitative studies, all with a phenomenological or phenomenological-hermeneutic approach. Six pairs of concepts were elucidated; each one describing one aspect from the woman's perspective and one responsive aspect from the midwife. The pairs of concepts are: surrender-availability, trust-mediation of trust, participation-mutuality, loneliness-confirmation, differenceness-support uniqueness and creation of meaning-support meaningfulness. Disciplinary concepts about the midwife-woman relationship have evolved that are essential for care in both normal and high-risk contexts, and we suggest that they should be implemented as a guide for midwifery care.     

Are we still woman-centred? Changing ideologies,a history of antenatal education in Australia

BackgroundThe medicalisation of childbirth that began in the early 20th century continues to this day. As birth moved from home to the medical environment, antenatal education that prepared families for childbirth and parenting has also changed with little evidence of its effectiveness.AimTo document historical influences underpinning contemporary antenatal education practice to inform future directions.FindingsPersistent medicalisation and commercialisation of antenatal education raises professional and quality related issues with regards to educational content and delivery. In Australia, as in other countries, there are no requirements for antenatal educators to have any formal training or qualifications; this poses questions about the need for professional regulation.DiscussionAntenatal education remains a significant component of antenatal care, despite evaluations of antenatal education demonstrating variable efficacy to date. Changing ideologies have led to the need for professional specialisation for antenatal educators. It is recommended that the Competency Standards for Childbirth and Early Parenting should be implemented to enable evaluation of and compliance with antenatal education programs. Antenatal educators have changed their strategies in providing education within some of the newer models of care; however, without recognition, regulation or a research agenda that could confirm or change these models, evidence-based practices remain elusive.ConclusionThe history of antenatal education is important to the care of women and their families. Knowing what has preceded the current situation can help health practitioners develop appropriate classes in the future, ensuring that antenatal education continues to be woman centred.