眼科病床的合理安排

针对医院眼科病床的安排问题,制定出一套综合评价体系,通过该评价体系分析现有FCFS（First come,First serve）模型的缺陷,在此基础上建立了以设定最佳入院时间为特征的新的病床安排模型,并给出了预测门诊病人入院时间的两种方法;对医院提出的新的手术时间及病床分配要求,经过方案的计算比较和完整的周期分析,得到相关结果。     

眼科病床的合理安排

根据患者的等待时间,准备手术时间,住院时间,病床利用率,等待入院病人数五个指标,建立了眼科病床的安排模型,利用模型对具体问题进行了分析.     

眼科病床的合理安排模型

针对医院眼科病床的安排问题,根据排队论原理制定了一系列的评价指标。通过对530例病人数据的分析,建立了改进的病床安排模型,并用概率统计方法和计算机仿真模拟,对改进前后的模型进行比较和评价,给出了估计病人等待入院时间的方法。对于医院提出的新的手术时间约束和病床分配约束,通过方案的计算比较和非线性整数规划,得到了最优化的结果。     

医院病床合理安排的随机模拟与分析

采用运筹学排队论原理对医院门诊病人的排队系统进行研究,提出医院病床设置的最佳值,并与医院现在的住院安排做对比,为医院的管理模式提供改进建议和科学的理论依据.同时,应用核密度估计初步判断病人的术后恢复时间,以及规定时间段内出院的病人人数.该方法可以应用于医院各类疾病的病床安排和时间估计,是一种科学、有效的方法.     

基于排队论的眼科病床合理安排的数学模型

以排队论理论为基础,建立了医院眼科病人排队系统的数学模型．首先,建立了对医院病床安排系统进行综合评价的指标体系,并对现有FCFS规则扣改进规则进行了评价;然后,建立了区间估计模型,使得病人在门诊时就被告知大致入住时间．最后,建立了多指标床位分配模型,得出了床位的最佳设置值．     

眼科病床的合理安排——2009年全国大学生数学建模竞赛B题

从对具体类型病人的手术时间限制情况出发,制定合理的入院和手术时间,通过具体的计算程序量化说明了我们模型的实用价值,并运用置信区间给出大致入住时间区间,由排队论和随机遍历计算方法给出床位比例的合理分配.     

眼科病床的合理安排与有效利用——基于数学建模分析

本文为解决医院眼科部门合理安排病床问题建立多服务台有优先权的排队模型.以统计学方法为基础,将各种不同用途的指标组成病床安排评价指标集合,最终构建评价指标体系.实践结果表明,医院能够更好地合理安排床位,而且病人对医院服务的满意度都有所增加.     

基于优先级排队模型的医院病床安排

本文选取了一个眼科医院病床安排的具体案例来进行分析研究,通过建立一个由成本指标,病床使用率和病床周转次数组成的评价体系来对现在医院普遍采用的先来先服务(FCFS)模式进行评价分析,提出该服务模式的不足,并且根据不同病症治疗周期的不同,结合案例中所收集出的数据,基于优先级排队论建立了病床安排的最优模型,并检验了模型的实用性,使医院更加合理有效地配置其自身的资源。     

基于LabVIEW和Multism的病床呼叫器的设计与实现

利用LabVIEW和Multism虚拟仿真软件实现10路病床的优先呼叫功能。通过设计流程图模型和程序框图,在前面板上动态显示电路的工作过程。该系统测试结果稳定。对比单纯采用LabVIEW仿真软件实现设计要求,本设计解决了电路子VI设计复杂问题,提高了仿真效率。     

电气控制翻身移动病床的设计

本文介绍了一种结构紧凑,功能全面,操作方便的翻身移动病床的传动原理及设计方案,并分析了该翻身移动病床的经济性和推广展望。方案简便易行,工作稳定可靠,对开发其它翻身移动护理装置具有参考和借鉴作用。     

Humanizing paediatric care

This paper deals with the development of a paediatric team approach to the care of children in the 70 bed paediatric unit in the Royal Hobart Hospital in Tasmania, Australia, and describes the measures used to help children and their parents adapt to life in hospital with a limited budget. The staff includes paediatricians and pediatric surgeon, resident staff, nurses, teachers, social worker, physiotherapist and pharmacist. There are no visiting hours but the wards are open to parents and relatives at any time. Parents are encouraged to stay in hospital and their accommodation is either in flats at the end of wards or in single or double bed wards using foldup beds. Each young child has a personal details form completed and placed on the end of the cot allowing a nurse to discover likes, dislikes, methods of feeding and sleeping, etc. Parents are asked to complete questionnaires at the time of the child's discharge, asking for their assessment of the standards of care their child received. Playleaders are rostered for evenings and weekends and they work with, and direct Red Cross volunteer ladies. Two full-time teachers cooperate with the child's school in maintaining the child's educational progress. Volunteer visitors entertain children whose relatives are unable to visit or stay in hospital. The methods used to raise the standards of paediatric nursing are also described. Community groups, particularly kindergarten and primary school children, are encouraged to visit the paediatric unit and each group is usually given a brief health education talk by a member of staff.     

The impact of a management protocol on the outcomes of child abuse in hospitalized children in Hong Kong

OBJECTIVE: To study the outcomes of children hospitalized for suspected child abuse before and after the implementation of a management protocol in a hospital in Hong Kong. STUDY PERIOD: Two 2-year periods before (1994-1995) and after (2002-2003) the implementation of the protocol in 1998. METHODS: This is a retrospective hospital chart review in which the patients' characteristics, the use of laboratory and radiological examination, abuse substantiation and official registrations are compared between the two study periods. RESULTS: There were 109 and 320 patients admitted for evaluation of child abuse for the periods 1994-1995 and 2002-2003, respectively. Children in both periods were similar in sex ratio, proportion of severe forms of child abuse, rates of abuse substantiation and inclusion in the Child Protection Registry. After the implementation of a management protocol, there has been a significant drop in the proportion of children subjected to investigations such as blood counts (86% vs. 16%, p<.001), clotting study (75% vs. 9%, p<.001), and skeletal survey (78% vs. 6%, p<.001). The average length of hospital stay also dropped from 15.3 days to 6.1 days (p<.001). CONCLUSIONS: There has been an almost threefold rise in the number of child abuse cases handled at the hospital during the 10-year interval. With the implementation of a management protocol, only a small proportion of children need laboratory investigations or skeletal survey without any drop in abuse substantiation and official registration. The length of hospital stay has also been significantly reduced.     

基于随机森林的血糖变异预测ICU监护时长研究

为预测ICU患者重症监护时长并研究血糖变异对时长的影响,分别构建K最近邻、决策树、支持向量机以及随机森林4种模型,使用重症患者的血糖变异情况和基本病例信息构成实验数据集进行训练,预测患者能否在72h内转出ICU病房。训练后的4种模型在判断患者重症监护时长的准确率分别为63.94%、78.77%、81.07%和84.14%。实验结果表明,血糖变异情况对患者重症监护时长有重要影响,且随机森林模型相比其它机器学习算法能较好地预测ICU患者的重症监护时长,能帮助医生合理安排治疗计划,在提高医疗资源利用效率上具有参考意义。     

末节断指再植术后甲床放血治疗15例体会

目的研究末节断指再植术后甲床放血治疗的意义。方法对我院15例末节断指再植术病例,术中行吻合指动脉,术后行甲床放血治疗。结果 14例存活,1例坏死。结论末节断指再植术后甲床放血治疗效果满意。     

"普罗克拉斯提斯铁床"效应--"样板戏"和"样板戏现象"剖析(之二)

“样板戏”自从被封成“样板”那天起，便不仅仅作为普通剧目而存在，它被抽象为僵化的原则与教条，在文革文艺中发挥着酷似魔鬼“普罗克拉斯提斯铁床”效应。样板戏由普通剧目变为“铁床”，经历了树样板、宣传推广、学习普及、改编移植等过程，形成“三突出”、“三结合”、“三陪衬”等创作模式，这是一个将一批普通剧目抽象化、偶像化、神圣化而成为样板的过程，这种现象我们称之为“样板戏现象”。“样板戏现象”极大地戕害了文革时期的文艺创作，把那个时期的文艺活动逼进了一个狭小的死胡同，这是当代文艺活动中的一个惨痛教训。     

浅谈医院管理学课程的教学实践与体会

丈章通过对医院管理学课程教学实践的分析,探讨了医院管理学课程在教学内容、教学方法、教学手段等方面的经验与体会.针对教学效果评价结果.进一步分析存在的问题,并提出了持续改进医院管理学课程教学实践的建议.     

＂柯氏模式＂在教学评价中的运用

教学评价是教育与培训领域的一个重要环节。在借鉴以往教学评价模式的基础上,“柯氏模式”从“体验一所获一运用一产出”的思路出发,由外到内,渐渐深入,综合多方面的意见,是一种更为系统的评价模式。该模式认为要树立高级到低级的评估理念、建立信息资料库,加强各方合作、重视行为评价、形成“一体化”的评价流程,能够对当今的教学评价起到一定的启示作用。     

Responsive evaluation: A personal reaction

In examining the Responsive Model, a design for program evaluation, I have approached it, not from the point of view of the evaluation theorist, which I am not, but from the point of view of a faculty member in a health sciences institution who has some responsibility for the evaluation of school programs.My comments and reactions are based not only on Dr. Stake's presentation here, but upon other published and unpublished materials of his. My summary of responsive and pre-ordinate evaluation designs which follow are drawn freely from his work.