心内科临床教学中WPBL教学模式的应用研究

目的研究对心内科实习护士实施WPBL教学模式的效果。方法选取医院心内科实习护士45例展开研究,时间跨度为2018年5月—2018年9月,按模式差异分为对照(常规教学)和观察组(WPBL模式),对比分析两组实习护士学习效果、对心内科理论知识和护理技能掌握程度。结果观察组带教后心内科疾病认知和兴趣(8.11±1.01)分,自主学习能力(7.36±1.11)分,学习效率(7.24±1.21)分,独立思考能力(7.75±1.36)分,护患沟通能力(8.11±1.11)分,临床基础能力(8.44±1.03)分,自身批判性行为(7.25±1.44)分学习效果各项评分明显较对照组高,P<0.05。观察组理论知识掌握度95.5%,护理技能掌握度95.5%,对照组分别为73.9%和69.6%,P<0.05。结论对心内科实习护士实施WPBL教学效果显著,值得推广。     

Carboxylesterase catalyzed 18O-labeling of carboxylic acid and its potential application in LC-MS/MS based quantification of drug metabolites

LC-MS quantification of drug metabolites is sometimes impeded by the availability of internal standards that often requires customized synthesis and/or extensive purification. Although isotopically labeled internal standards are considered ideal for LC-MS/MS based quantification, de novo synthesis using costly isotope-enriched starting materials makes it impractical for early stage of drug discovery. Therefore, quick access to these isotope-enriched compounds without chemical derivatization and purification will greatly facilitate LC-MS/MS based quantification. Herein, we report a novel ¹⁸O-labeling technique using metabolizing enzyme carboxylesterase (CES) and its potential application in metabolites quantification study. Substrates of CES typically undergo a two-step oxygen exchange with H₂¹⁸O in the presence of the enzyme, generating singly- and doubly-¹⁸O-labeled carboxylic acids; however, unexpected hydrolytic behavior was observed for three of the test compounds – indomethacin, piperacillin and clopidogrel. These unusual observations led to the discovery of several novel hydrolytic mechanisms. Finally, when used as internal standard for LC-MS/MS based quantification, these in situ labeled compounds generated accurate quantitation comparable to the conventional standard curve method. The preliminary results suggest that this method has potential to eliminate laborious chemical synthesis of isotope-labeled internal standards for carboxylic acid-containing compounds, and can be developed to facilitate quantitative analysis in early-stage drug discovery.     

Adverse events due to unnecessary radiation exposure in medical imaging reported in Finland

IntroductionAdverse events in radiology are quite rare, but they do occur. Radiation safety regulations and the law obligate organizations to report certain adverse events, harm and near misses, especially events related to patients' health and safety. The aim of this study was to describe and analyse incidents related to radiation safety issues reported in Finland.MethodsThe data were collected from incident reports documented by radiology personnel concerning notifications of abnormal events in medical imaging made to the Radiation and Nuclear Safety Authority between 2010 and 2017. During these eight years, 312 reports were submitted. Only events reported from radiology departments were included; nuclear medicine, radiotherapy and animal radiology cases were excluded. The final number of reports was 293 (94%).ResultsThe majority of the 293 approved reports were related to computed tomography (CT, 68.3%) and to X-ray examinations (27.6%). Altogether 82.9% of those irradiated were adults, most of whom were exposed to unnecessary radiation through CT (86.5%), 5.5% were children, and 4.4% pregnant women. The most common effective dose of unnecessary radiation was 1 mSv or less (89.7% of all examinations). The highest effective doses were reported in CT (from under 1 mSv–20 mSv and above). The reasons for the adverse events were incorrect identification (32%), incorrect procedure, site or side (30%); and human errors or errors of knowledge (20%).ConclusionAdverse events occurred especially in CT examinations. It is important to collect and analyse incident data, assess the harmful events, learn from them and aim to reduce adverse events.Implications for practiceThis study emphasizes the need for radiological personnel to obtain evidence-based information on adverse events and focus on training to improve patient safety.     

评教评学模式在肿瘤外科护理带教中的应用评价

目的探讨评教评学模式在肿瘤外科护理带教中的应用效果。方法选择2017年6月—2019年2月于该院肿瘤外科实习的88名护生作为该次研究对象,随机将护生分为对照组与观察组,两组分别有护生44名,对照组给予传统带教方法,观察组给予评教评学模式带教,比较两组护生的护理带教结果。结果观察组护生对带教老师综合能力评价优良率是92.0%,对照组评价优良率是76.0%,组间对比差异有统计学意义(χ^2=4.192,P=0.041<0.05)。观察组带教老师对护生综合能力评价优良率是90.9%,对照组评价优良率是72.7%,组间对比差异有统计学意义(χ^2=4.889,P=0.027<0.05)。观察组护生的理论知识与实操技能考核成绩均要显著比对照组高,差异有统计学意义(P<0.05)。结论评教评学模式在肿瘤外科护理带教中具有显著应用价值,可充分激发师生的教学积极性,改善护理教学质量。     

新型管理模式在护理实习教学管理中的应用探讨

目的探讨在进行护理实习教学管理期间新型管理模式应用可行性。方法选择我院2018年1月-2019年2月102例实习护生作为试验对象;数字奇偶法分组后探究每组教学管理模式;对照组(51名):选择传统护理教学管理模式展开;试验组(51名):选择新型护理教学管理模式展开;比较两组护实习护生行为规范合格率、平均业务学习出勤率以及教学满意度评分结果。结果试验组实习护生规范合格率(98.04%)高于对照组(64.71%)(P<0.05);试验组实习护生平均业务学习出勤率(98.04%)高于对照组(62.75%)(P<0.05);试验组实习护生各项教学满意度评分均高于对照组(P<0.05)。结论医院实习护生在接受新型护理实习教学管理后,对于规范合格率的提升,平均业务学习出勤率的提升以及教学满意度评分的提升,均获得显著效果,最终为医院实习护生的学习效率以及护理安全提升奠定了基础。     

PBL与思维导图相结合教学模式在临床教学中的应用

目的探讨PBL与思维导图相结合教学模式在临床教学中的应用。方法本文研究对象为在我院见习的临床本科生,为大理大学2015级一个班级,共55名学生,数据收集时间为2019年1月;按照授课方式的差异将学生分为实验班与对照班,实验班27名学生,对照班28名学生;对照班实施常规教学法,实验班实施PBL与思维导图相结合教学法。结果实验班教学结束测试得分为(85.60±3.46)分,对照班教学结束测试得分为(77.48±3.12)分,差异具有统计学意义(P<0.05);实验班教学方式满意度评分为(90.35±4.12)分,对照班教学方式满意度评分为(80.25±4.05)分,差异具有统计学意义(P<0.05)。结论在临床教学中采用PBL与思维导图相结合教学模式,能够提高学生的专业知识掌握水平与对教学模式的认可度。