ObjectiveVideo electroencephalography (VEEG) monitoring for health education of elderly patients based on a process-based communication model, and explore the impact of this model on the success rate, negative emotions, nursing satisfaction, and active cooperation rate of such patients.MethodsFrom September 2017 to September 2019, 118 patients with suspected epilepsy, encephalitis and other diseases who required VEEG monitoring in Suining Central Hospital were selected for this study (patients aged 61 to 73 years; 54 males and 64 females). Patients were divided into 2 groups using a random number table method, 59 patients in each group.A group received routine nursing, and B group received health education based on the process communication model. The monitoring success rate, negative emotion, active cooperation rate, and nursing satisfaction were compared between the two groups.ResultsThe total effective rate in the B group was 86.44%, which was significantly higher than 76.27% in the A group (P<0.05). After nursing intervention, the scores of anxiety and depression in the two groups were significantly decreased, but the decline was greater in the B group (P<0.05). The active cooperation rate and nursing satisfaction of the B group were significantly higher than those of the A group (P<0.05).ConclusionCompared with conventional nursing, health education based on process communication mode can significantly improve the success rate of VEEG monitoring in elderly patients, alleviate the negative emotions of patients, improve the active cooperation rate and nursing satisfaction.
提高医疗服务质量、确保病人安全是当前医学教育及培训面临的巨大挑战。今天的医生及医务工作者 应具备良好的沟通能力,掌握如何在临床实践中鉴别、预防和处理不良事件及接近过失事件(near misses),如何使 用当前获得的证据及相关信息,如何安全有效地在团队中工作,如何在实践中教授和学习病人安全知识,如何根据 认可的伦理原则服务公众。
Objective To investigate the application effect of remote Teach-back method on the precise management of elderly patients with osteoporosis (OP). Methods From June to September 2016, the elderly outpatients with OP were selected and randomly divided into the conventional treatment group and the remote Teach-back comprehensive treatment group. The remote Teach-back comprehensive treatment group was given the mobile Internet (WeChat) on the basis of conventional treatment to guide patients with remote OP treatment. The OP knowledge, OP self-efficacy, activities of daily living (ADL), bone mineral density (BMD) and other indicators were compared between the two groups after 12 months of treatment. Results A total of 80 elderly patients with OP were included, with 40 patients in each group. The comparison of the improvement values of the two groups showed that the remote Teach-back comprehensive treatment group was superior to the conventional treatment group in terms of exercise knowledge, calcium knowledge, exercise performance, ADL and BMD (P<0.05). Among them, the improvement in exercise knowledge intervention in the remote Teach-back group and the conventional treatment group were 1.870 (1.098, 2.870) and 0.670 (0.043, 1.283); the improvement values of calcium knowledge intervention in the two groups were 2.495 (1.860, 3.455) and 0.250 (–0.810, 0.705); the improvement values after exercise intervention in the two groups were 15.015 (10.490, 26.175) and 6.045 (1.405, 13.545); the improvement of ADL in the two groups were 13.565 (4.053, 23.768) and 2.245 (–4.953, 7.872); the improvement of lumbar 1-waist 4 BMD in the two groups were 0.155 (0.010, 0.313) g/cm2 and 0.045 (–0.095, 0.160) g/cm2; the hip BMD improvement values of the two groups were 0.130 (–0.023, 0.245) g/cm2 and 0.035 (–0.043, 0.165) g/cm2. There was no significant difference in OP knowledge between the two groups (P>0.05). Conclusions Remote Teach-back online education makes OP management more effective. Relying on the characteristics of rehabilitation education and rehabilitation training, we will establish an advantageous management model to prevent the occurrence of OP and fragility fractures and improve the quality of life.
Objective To evaluate the effectiveness of diabetic patient education on glycemic control for diabeties. Methods Fifty cases of type 2 diabetic patients with educational interventions from the Diabetic Educational Center of West China Hospital and 50 type 2 diabetic patients without educational intervention were selected randomly. All the patients completed the same questionnaire. The data were analyzed by SPSS 10.0. Results The age of patients in educational group was older and the duration of sickness was longer than those in the control group, but their blood glucoses were better controlled. Conclusions Diabetic patient education is important to improve their glycemic control and decrease the risks and deterioration of diabetic chronic complications.
The ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
Objectives To train postgraduate medical students the ability of effectively using network resources and independently studying, and to explore new model of clinical liver cancer teaching. Methods The teaching model of problembased learning (PBL) to clinical liver cancer teaching was applied. Results The teaching model of PBL changed graduate student the status of passive acceptance to active participation. The teaching process was full of livingness, and the teaching quality was improved.Conclusion The teaching model of PBL can break through the limitations of passive acceptance of book knowledge in traditional teaching model and improve the ability to handle the comprehensive clinical knowledge of liver cancer, which provides a new model to the teaching of liver cancer to graduate medical students in clinic.
Knowledge translation (KT) provides a paradigm to bridge the gap between knowledge and practice, which has critical instructive significance for health promotion. This article expounds on the connotation of KT by comparing it with similar terms. Next, it introduces three kinds of common KT theoretical models, including process models, determinant frameworks, and evaluation frameworks. Finally, its application and experiences in health promotion are summarized to provide references for the ongoing health promotion in China.
ObjectiveTo investigate the situation of further medical education in students in our hospital from 2010 to 2014, and provide insights into how to elevate the teaching and management quality of continuing medical education (CME). MethodWe collected and statistically analyzed the electronic information of students in our hospital between January 2010 and 2014 December, including gender, ethnicity, age, education, and job title. ResultsThere were totally 7 478 students who received further education in the five years, and most of them were between 26 and 35 years old with junior titles and bachelor's degree. The number of students from minorities, county hospitals, medical school affiliated hospitals, provincial hospitals and hospitals from other provinces increased year by year. But there were still some problems in the present situation of further medical education in our hospital, including: lacking detailed publicity work, complicated student sources, different working capabilities of the students, and difficult regulation of uniform education planning. ConclusionsTo solve the problems, we need to properly balance the number of students and the quality of the training, make scientific enrollment plan, strengthen the CME publicity work, improve the quality of students, draw up differentiation cultivation plan, strictly implement examination and evaluation, and constantly improve the information feedback system.