高职外科护理教学思政元素设置调查与研究

目的高职护理专业外科护理教学思政元素挖掘及设置,推进外科护理学课程思政改革。方法选择浙江省衢州与丽水地区范围内14家综合性医院704名外科护理人员为调研对象,设计外科护理教学思政元素问卷,就思政元素3大模块12项内容支持情况进行问卷调查,每项内容采用Likert 5级评分,比较不同等级医院间、不同职称间支持情况。结果 3大模块12项思政元素内容总的支持分为54.49±7.88分,占满分值的90.8%;不同职称间、不同等级医院间支持分比较均无统计学差异(P>0.05);不同职称在"规范意识"项有统计学差异(P<0.05),主要是高级职称支持率明显高于初级人员(P<0.05)。在每个项目认为特别重要的选项中,支持率从高到低分别是责任心(72.56%)、团队意识(70.89%)、维护权利(70.89%)、法制意识(69.92%)、实践操守强化(68.94%)、关爱患者(68.38%)、规范意识(68.25%)、理论操守强化(68.11%)、尊重患者(65.32%)、创新意识(63.37%)、勤于思考(63.09%)、文化自信(58.36%)。结论在外科护理学教学过程中融入文...     

Focus on nursing point-of-care tools: application of a new evaluation rubric

Objective:Point-of-care tools (PoCTs) provide evidence-based information on patient care and procedures at the time of need. Registered nurses have unique practice needs, and many PoCTs are marketed to support their practice. However, there is little reported evidence in the literature about evaluating nursing-focused PoCTsCase Presentation:The investigators developed a rubric containing evaluation criteria based on content, coverage of nursing topics, transparency of the evidence, user perception, and customization of PoCTs for supporting nursing practice. The investigators selected five PoCTs cited in the literature and of interest to local nursing leadership: ClinicalKey for Nursing, DynaMed, Lippincott''s Advisor and Procedures, Nursing Reference Center Plus, and UpToDate. Application of the rubric found Lippincott had the highest coverage of diagnoses, while ClinicalKey for Nursing had strong content focused on interventions and outcomes. Nursing Reference Center Plus provided the most well-rounded coverage of nursing terminology and topics. DynaMed and UpToDate were more transparent with indicating conflict of interest, but both had lower coverage of nursing terminology, content, and care processes.Conclusion:None of the five PoCTs strongly met all of the evaluated criteria. The rubric developed for this study highlights each PoCT''s strengths and weaknesses that can then be used to inform the decision-making process based on priorities and budget. The investigators recommend licensing a nursing PoCT and a PoCT like DynaMed or UpToDate to provide comprehensive, evidence-based, patient care coverage and to meet the diverse information needs of nurses.     

基于多源数据的中国UNESCO名录遗产地可持续发展目标监测

SDG11.4.1将保护世界遗产的“保护支出”作为评价遗产可持续发展目标的指标,其处于有方法无数据的状态,亟需具体数据和测算案例支持。利用48处中国UNESCO名录遗产的统计数据对SDG11.4.1指标进行测度和分析,基于Landsat遥感数据对4处自然遗产人为干预度进行变化监测分析。结果表明：1)单位面积支出可作为测度自然保护地(世界自然遗产、混合遗产、地质公园和生物圈保护区)可持续发展状态的指标,但不适用于文化遗产的测度。2)从资金投入角度看：自然保护地年均投入400万元/km²可作为优质发展目标阈值,年均投入80万～400万元/km²可作为发展状态良好的阈值。3)人为干预度作为扩展指标可以反映自然遗产地的可持续保护状态和趋势,可进一步在中国及其他国家类似保护地进行推广应用。     

对腰部肌肉急性损伤治疗的初步探讨

通过调查、追踪法,对运动员腰部肌肉急性损伤的发病原因进行了分析,并根据不同的治疗方法和治疗效果提出建议,从而为做好预防、保护及治疗提供依据。     

共性技术的特性和失灵现象分析

针对共性技术区别于其他技术的特性,通过对资料的总结及类比的方法,分析了共性技术的市场失灵、组织失灵和政府干预失灵现象,指出了我国共性技术发展中存在的主要问题。分析了应该如何克服共性技术的三重失灵现象。     

“互联网+教研”形态研究：内涵、特征与趋势

“互联网+”推动教研发展,引发教研形态转型。文章在梳理网络技术支持教研形态演化发展的基础上,提出“互联网+教研”是信息化教研发展的高端形态,其内涵表现为:以多维空间的开放互通,优化教研生态环境;以智能技术的创新应用,拓展教研活动场域;以教师学习方式变革,促进教研形式创新;以促进教师高水平专业成长为核心,推动教师质量和教育质量的内涵式发展。同时,从教研主体、环境、内容、过程及评价五个方面分析了“互联网+教研”的关键特征。最后,文章提出以下研究发展趋势:以研究范式转型来构建“互联网+教研”理论体系;重视人工智能技术与教研应用的创新融合;开展大数据驱动的“互联网+教研”服务的综合效能评估。     

Assessment of semi-empirical mass transfer correlations for pervaporation treatment of wastewater contaminated with chlorinated hydrocarbons

INTRODUCTION Chlorinated hydrocarbons, a class of widely used dry-cleaning liquids, industrial organic solvents, and degreasers, increasingly find their way into drinking water sources, thus posing a very serious health and environmental problem (Love and Eliers, 1982). These organic solvents are known for their stability in the environment and cancer-causing po- tency and cannot be effectively and economically eliminated by current conventional treatment tech- nologies. One of the few av…     

耦动理论指导下的以培养护理本科生临床综合能力为目标的专业实践教学方法探讨——以糖尿病健康教育为例

本文将耦动理论作为教学指导思想,在实践中探索应用型本科护理专业学生的培养方式和培养法。在耦动论即耦合互动理论的指引下,开展糖尿病健康教育课程的实践教学,实现了应用型本科教学教与学的结合、师与生的互动,同时以学生知识迁移能力培养作为教学目标,对应用型本科学生培养具有启示作用和借鉴意义。     

智障儿童情绪识别特征的理论解释与具身干预

智障儿童的情绪识别能力存在基本情绪识别困难、各类识别任务表现不同、情绪加工方式偏好和特定性综合征差异四个主要特征.在解释智障儿童情绪识别主要特征时,传统认知理论的认知-智力局限假说和情绪特异性假说均孤立地看待身体与大脑,属于身心二元论.具身认知理论则强调身体及所处环境在情绪识别中的重要作用,从情绪体验、情绪刺激和加工方...