初三学生成就动机与学业成绩的关系研究

编制中学生成就动机量表 ,考察 2 86名初三学生的成就动机状况。运用逐步回归分析探讨成就目标、归因方式、自我效能与学业成绩的关系 ,并对成就目标进行自我效能和归因方式的回归分析。结果表明 :影响初三学生学业成绩的主要成就动机因素是自我效能、表现目标、能力归因和掌握目标 ,努力归因、运气归因和自我效能是影响初三学生成就目标的主要因素 ,客观因素归因也会影响表现目标。对研究结果进行本土化思考 ,建构中学生成就动机的理想模型     

Performance trends in 3000 m open-water age group swimmers from 25 to 89 years competing in the FINA World Championships from 1992 to 2014

We investigated trends in participation, performance and sex difference in performance in 3000 m freestyle in age groups swimmers (25–29 to 85–89 years) competing in the Fédération Internationale de Natation World Masters Championships between 1992 and 2014. During this period, participation increased in women and men. Women and men improved race times across years in all age groups. Women were slower in age groups 25–29 to 70–74 years. In age groups 75–79 and 85–89 years, however, race times were similar for both women and men. Sex difference in performance remained unchanged across years. In summary, performance improved across years in all age groups, men were faster than women up to the age group 70–74 years and women were not able to reduce the sex difference in performance to men across years. For athletes and coaches, an increase in participation and a continuous improvement in performance can be expected in these age group athletes.     

利用儿童主索引解决预防接种管理信息共享问题的研究 与应用

将患者主索引的概念应用到儿童预防接种信息管理系统（CIIMS）中，创建儿童主索引，详细阐述其设计思想、在CIIMS中的应用模式以及区域平台之间的数据交换流程与实际应用场景，使儿童接种信息在全国范围实现共享。     

三种仪器测量白内障术前角膜生物学参数的比较

目的：比较Pentacam、IOL Master和iTrace三种仪器测量白内障患者术前角膜曲率和散光的测量值的差异。

方法：前瞻性临床研究。收集白内障患者68例82眼，术前均接受IOL Master、Pentacam及 iTrace检查，测量患眼平坦轴角膜曲率(K1)、陡峭轴角膜曲率(K2)、角膜散光及轴向，计算平均角膜曲率(Km)、散光矢量 J0和J45，分析三种仪器测量结果的差异性、相关性和一致性。

结果：三种仪器测量的K1、K2、Km值均无差异(P>0.05)； 三种仪器测量的K1、K2、Km值均呈高度相关(|r|>0.5，P<0.01)，IOL Master与Pentacam、IOL Master与iTrace测量的J0、J45值均呈中度相关(0.3<|r|<0.5，P<0.01)，Pentacam与iTrace测量的J0、J45值均呈低度相关(0.1<|r|<0.3，P<0.05)； Bland-Altman分析法显示三种仪器测得K1、K2、Km、J0、J45一致性差。

结论：Pentacam、IOL Master和iTrace测量角膜曲率及散光之间具有相关性，但一致性差，不可任意替代使用，需根据患者眼部具体情况谨慎选择。     

比较白内障患者散瞳前后使用光学生物测量仪计算人工晶状体屈光度的差异

目的比较白内障患者散瞳前后使用光学生物测量仪(IOL Master)测量眼轴长度(AL)、平均角膜曲率(Km)及前房深度(ACD)的差异,探讨散瞳对人工晶状体(IOL)屈光度计算结果的影响。方法随机选择门诊预行白内障手术患者44例(85只眼),用IOL Master测量患者散瞳前后AL、Km及ACD数值,并计算IOL屈光度,比较散瞳前后SRKⅡ、SRK/T、Hoffer Q、Holladay四种公式计算结果的变化。结果散瞳前后AL值分别为:(23.840±1.739)mm、(23.849±1.737)mm,有显著性差异(P=0.001);Km值分别为:(44.849±1.647)D、(44.842±1.671)D,无显著性差异(P=0.797);ACD值分别为:(3.128±0.366)mm、(3.224±0.369)mm,有显著性差异(P=0.000)。设定目标屈光度为0 D,散瞳前后SRKⅡ公式计算结果分别为:(18.061±4.286)D、(18.043±4.225)D,无显著性差异(P=0.406);SRK/T公式计算结果分别为:(17.895±4.941)D、(17.885±4.821)D,无显著性差异(P=0.735);Hoffer Q公式计算结果分别为:(17.607±5.164)D、(17.588±5.054)D,无显著性差异(P=0.575);Holladay公式计算结果分别为:(17.779±5.062)D、(17.761±4.954)D,无显著性差异(P=0.581)。四种公式计算结果散瞳前后均无显著性差异,但是16只眼(18.82%)存在IOL屈光度变化大于0.28 D的现象。结论散瞳前后四种公式计算IOL屈光度均无显著性差异,但是仍然推荐在正常瞳孔下进行IOL Master测量,有利于提高IOL屈光度计算的准确性。     

三种不同方法测量年龄相关性白内障患者前房深度的比较

目的：：比较光学生物学测量仪( IOL Master )、接触式和浸润式A超对前房深度( anterior chamber depth,ACD)的测量结果,分析三种测量方法是否存在差异及其一致性。方法：选取2013-07/10于我院诊断为年龄相关性白内障患者58例98眼术前分别进行IOL Master、接触式A超和浸润式A超的ACD测量,应用方差分析对三种方法的测量结果差异进行比较,应用Blant-Altman分析法比较其一致性。结果：IOL Master 测量 ACD 为2.31~3.90(平均3.03±0.38) mm;接触式 A 超测量 ACD 为1.51~4.06(平均2.88±0.56)mm;浸润式A超测量ACD为1.99~4.17(平均3.17±0.38)mm。 IOL Master和接触式A超的ACD测量值差异有统计学意义( P=0.022<0.05)。 IOL Master和浸润式A超ACD测量值差异有统计学意义( P=0.031<0.05)。接触式A超与浸润式A超ACD测量值差异有统计学意义(P=0.000<0.05)。三种方法相互间一致性均较差。结论：三种方法测量白内障患者ACD时,浸润式A超测得结果最大,IOL Master次之,接触式A超测得结果最小,三者相互间一致性均较差,临床不建议相互替代。     

OSCE考核模式在护理硕士专业学位研究生临床实践能力考核中的应用

目的 评估客观结构化临床考试(OSCE)模式在护理硕士专业学位(Master of Nursing Specialist,MNS)研究生临床实践能力毕业考核中的应用效果。方法 便利抽样法选取牡丹江医学院2018、2019两届全体MNS毕业研究生12人为研究对象,结合OSCE考核模式制定临床实践能力毕业考核方案,设计病例,基于MNS研究生岗位核心胜任力指标体系制定考核评价标准,并实施毕业考核,考核结束后采用满意度问卷(自行设计)对所有考生及考官进行调查。结果 12名MNS研究生考核成绩合格率为100%,综合成绩平均为(78.91±6.73)分。考生及考官对OSCE考核模式及考核工作满意率均90.0%,对OSCE考核模式评价MNS研究生临床实践能力的总体满意率均80.0%。结论 该考核模式能够综合客观评价MNS研究生临床实践能力,值得推广。     

Establishing a Master׳s for Europe – A transnational model for higher education

Background and contextOver the last 50 years leading international organisations have been emphasising the key role that midwives play in the provision of quality care for women and babies throughout the pregnancy continuum. Midwifery education, however, generally remained at pre-university level until recently when Bachelors’ programmes were developed. In Europe this development was taken further with the awarding of a European Union Lifelong Learning Programme grant to a consortium of five universities in four countries to develop a joint Master’s degree in midwifery. The first students, drawn not only from the countries of the partner institutions but also from other European countries and from countries outside of Europe, commenced their studies in 2009.Does the programme meet its objectives and those set out in the Lancet series?The objectives of the programme were in line with the requirements for effective midwifery care and evidence based practice as discussed in the Lancet series.Threats and challenges to sustainabilityAs an EU funded project all the goals were met. However, in terms of its long-term sustainability problems arose due to the need for universities to rationalise programmes. The number of students has remained steady but low with the projected growth not taking place thus it has been impossible to perceive an impact on midwifery practice and the health of women and children where graduates are working.ConclusionDespite limitations, the programme serves as an exemplary model of how a Master’s programme in midwifery can be successfully built through a collaboration of interested parties from different countries, and can be applied at a global level in other regions of the world, with sufficient political and economic support.