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Objective@#To explore the new ideas and methods for training nurses, and improve the training effect of specialist nurses through the Internet + micro-course platform training model.@*Methods@#Sixty-four nurses who participated in the training of specialist nurses in Department of Cardiology for 2017-2018 years were divided into two groups with 32 cases each according to the year. The control group received the traditional training mode, the experimental group applied the Internet + micro curriculum platform training mode, and after the training, two groups of students were investigated for nursing operation examination, theoretical examination, critical thinking scale, and feedback surveys were conducted to analyze the Internet + micro course platform training.@*Results@#Before training, the theoretical examination, the operation examination, critical thinking scale were (85.78 ± 2.59), (85.66 ± 2.60), (347.50 ± 6.61) points in the experimental group and (86.75 ± 2.63), (86.38 ± 2.59), (348.81 ± 5.28) points in the control group, the difference was not statistically significant (P > 0.05). After training, the theoretical examination, the operation examination, critical thinking scale were (94.25 ± 1.75), (95.68 ± 2.02), (407.81 ± 5.45) points in the experimental group and (90.34 ± 1.40), (94.25 ± 1.75), (380.40 ± 11.20) points in the control group, the difference was statistically significant (t=-9.572, -2.960, 12.445, all P <0.05).@*Conclusions@#The training mode of the Internet + micro course platform is superior to the traditional training mode, which can improve the critical thinking ability of the specialist nurses in Department of Cardiology, and is conductive to the training of clinical nurses′ ability of clinical strain.
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Objective To explore the effect of glial cells on cerebral neuron damage induced by amyloid beta protein (Aβ) in Alzheimer′s disease rat .Methods 20 male Wistar rats were randomly divided into the control group and the model group ,10 cases in each group The gel state Aβ(10μg) was injected into the rat′s bilateral hippocampus in the model group ,while the control group was injected with normal saline ;the Morris water maze test was performed to assess the rat′s learning and memory ability ;the thio‐nine stain was used for observing the morphology and quantity of cerebral cortex neurons ;the enzyme linked immunosorbent assay (ELISA) was adopted to detect the serum tumor necrosis factor alpha (TNF‐α) and interleukin 1 beta(IL‐1β) levels ;the immuno‐histochemical was used to detect the expression of glial cell and glial fibrillary acidic protein (GFAP) .Results The various indexes in the model group were significantly lower than those in the control group(P<0 .05);the quantity of cerebral cortex neurons in the model group was significantly decreased compared with that in the control group (P<0 .01);the ELISA results showed that the lev‐els of TNF‐αand IL‐1βin the model group were significantly higher than those in the control group(P<0 .05);the immunohisto‐chemistry showed that the number of GFAP positive cells in the hippocampus in the model group was significantly more than that in the control group(P<0 .05) .Conclusion Aβmight activate the glial cells and promote the release of inflammatory cytokines ,which causes the damage of rat cerebral neurons and leads to decrease the rat′s learning and memory ability .
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Objective To analyze the guidance demands of different levels of nursing students in initial stage of clinical practice,and implement student-development-centered and targeted teaching philosophy.Methods Scales and a home-made questionnaire were used to investigate 178 nursing students at different levels and the results underwent statistical analysis.Results In the early internships,guidance needs of psychology and basic knowledge were of consistency in undergraduate and college nursing students.There were some differences in guidance needs between secondary school students and undergraduate and college nursing students.The total average score of stress and all the subscale scores were at low and middle levels.The total average score of communication skills and all the subscale scores were above 2.5 points.The was statistically significant difference in joint participation dimension and verifying dimension.Conclusions Different levels of nursing students at the beginning of practice had different needs of guidance.Teachers should guide nursing students to face and deal with problems,relieve stress,improve communication skills,and handle interpersonal relationships well.Targeted guidance,management and meeting the specific needs of students can improve the effectiveness of teaching.