护士对护理记录理解的偏差及对策

一般护理记录单是住院病历的一部分，根据卫生部、中医药管理局公布的《病历书写基本规范》（试行）的规定，一般护理记录的定义是：护士根据医嘱和病情对一般病人住院期间护理过程的客观记录，内容包括病人姓名、记录日期和时间、病情观察、护理措施和效果、护士签名。现将护士在一般护理书写中存在认识上的理解偏差分析如下。     

运用整体护理对外科患儿家属实施健康教育探讨

整体护理是真正体现了以患者为中心的临床护理新模式，对患者实施健康教育是整体护理重要组成部分。儿童是一个特殊群体，患儿家属是患儿主要看护者和社会支持来源，通过责任护士对患儿及其家属在整个住院过程中的一系列教育工作，使患儿家属了解有关自己孩子疾病的病理知识和康复保健知识，在临床中配合治疗和护理，有利于患儿康复。     

lgE有何生物学功能？

答：lgE在种系发生过程中出现最晚，含量最低。但在过敏性疾患病人血清中lgE含量可显著增高。lgE是亲细胞性抗体，能以其Fc段牢固地结合在肥大细胞、嗜碱性粒细胞和血管内皮细胞表面。从而使机体致敏。lgE与Ⅰ型变态反应的发生密切相关，它主要由位于鼻咽、扁桃体、支气管及胃肠道黏膜固有层中的浆细胞产生，这些部位通常正是变应原入侵和过敏反应好发的部位。     

单腔起搏复律除颤器反复放电1例分析

患者女性，46岁，既往有甲亢病史5年，阵发性房颤间歇服用胺碘酮一年。于2002年8月19日因精神悲伤，突然意识丧失，晕倒在地，口唇发绀小便失禁，5min后送入我院急救中心，心电图示：尖端扭转型室速室颤，前、后反复电除颤10次，恢复窦性心律，频发房早，间歇短阵房颤，T波倒置，Q—T间期440-480ms，为防止再次室颤，于2002年9月7日安置单腔起博复律除颤器(ICD)，     

非程序性冷冻仪冻存人胚胎干细胞的方法

在人胚胎干细胞（human embryonic stem，hES）的研究中，有效的冻存方法非常重要。目前，冷冻Es细胞主要有两种方法：慢速冷冻一快速复温和超快速玻璃化法。慢冻法需要昂贵的程序性冷冻仪，而玻璃化法步骤繁琐且只能冻存小量细胞．不能满足临床应用。因此，本研究旨在寻找非程序性冷冻仪冻存大量hES细胞的方法。     

介入临床护理中潜在医疗纠纷防范对策

随着社会的进步，人们法律意识的增强，患者对涉及自身利益的医疗过程尤为关注，2002年4月国务院颁布《医疗事故处理条例》的试行是社会迈向法制化的体现，我院通过组织全院人员认真学习，从强化服务意识、增强法制观念，严格落实诊疗护理操作常规，合理收费方面入手，科室不定期进行《条例》内     

兔肢体爆炸伤合并海水浸泡后在不同复温速率及维持浅低体温下机体炎症反应的特征

Objective To investigate effects of different rewarming rates and maintenance of light hypothermia on inflammatory response in rabbits after limb blast injury, coupled with seawater immersion. Methods First, the model of limb blast injury coupled with seawater immersion was reproduced [the animals were immersed to low body temperature of (31.0±0.5℃)]. Then, 24 adult rabbits were randomly divided into group Ⅰ [the rapid rewarming group, n=6, rewarmed to (38±0.5)℃ at a rate of (8.94±0.93)℃/h], group Ⅱ [the slow rewarming group, n=6, rewarmed to (38±0.5)℃ at a rate of (3.88±0.22)℃/h], group Ⅲ [another slow rewarming group, n=6, rewarmed to (38±0.5)℃ at a rate of (2.18±0.12)℃/h], and the H group [the hypothermia group, n =6, rewarmed to (34 - 35)℃ at a rate of (4.49±0.66)℃/h and kept at that temperature till termination of the experiment]. Regulation of ambient temperature and warm transfusion were used to restore body temperature to target levels and maintained there for 6 hours. Blood samples were taken at 5 different times, I.e. Pre-injury time(T0), post-immersion time (T1), the time when rewarming started (T2), 3 h after rewarming (T3), and 6 h after rewarming (T4). Tissue samples from heart, liver, intestinum, lung and kidney were also collected. Levels of TNF-α (tumor necrosis factor-α), IL-1β (interleukin-1β) and IL-6 (interleukin-6) in plasma and MPO (myeloperoxidase) in homogenate were detected. Results Following rewarming, TNF-α, IL-1β, IL-6 concentrations in the plasma of the animals in group Ⅰ and group H were significantly higher when compared with those of the animals in group Ⅱ and group Ⅲ (P<0.05, P<0.01), and MPO activity in homogenate was significantly higher when compared with that of the animals in group Ⅱ and group Ⅲ(P<0.01, P<0.05), and no statistical difference could be seen between group Ⅱ and Ⅲ (P>0.05). Conclusions Rapid rewarming and maintenance of light hypothermia could obviously elevate TNF-α, IL-1β, IL-6 concentrations in plasma and MPO activity in homogenate, following limb blast injury coupled with hypothermia induced by seawater immersion, while slow rewarming (with a rewarming rate of 2-4℃/h) could significantly inhibit TNF-α, IL-1β, IL-6 levels and PMN activity.     

试论护理学基础教学中的沟通

良好的沟通是建立良好护患关系的基础和前提,护理学基础是护生最早接触的一门专业课,现就如何在该门课程的教学过程中培养学生良好的沟通能力进行论述.     

严重创伤病人的观察

严重创伤患者的特点是病情重、变化快。因此，在抢救过程中，护士对患者必须进行严密细致的观察。在观察时，应注意以下几个方面：     

医学影像学有效教学策略初探

促进学生的学习和发展是有效教学的根本目的,也是衡量教学有效性的唯一标准;激发和调动学生学习的主动性、积极性和自觉性是有效教学的出发点和基础;提供和创设适宜的教学条件,促进学生形成有效的学习是有效教学的实质和核心[1]。有效教学是教学过程符合规律性、有效果、有效率