目的:调查引导式教育训练对视力障碍学生生活质量的影响。方法:前瞻性随机对照临床研究。选取2020年在泉州特殊教育学校就读视力障碍学生,按照入组条件随机分为引导式教育训练组和对照组,引导式教育训练组进行引导式教育训练,对照组进...目的:调查引导式教育训练对视力障碍学生生活质量的影响。方法:前瞻性随机对照临床研究。选取2020年在泉州特殊教育学校就读视力障碍学生,按照入组条件随机分为引导式教育训练组和对照组,引导式教育训练组进行引导式教育训练,对照组进行常规康复训练。采用中文版低视力者生活质量量表(Chinese-version low vision quality of life questionnaire,CLVQOL)评估视力障碍学生的基线和训练3个月的生活质量,并进行比较分析。结果:72例视力障碍学生全部完成了基线和随访时的生活质量问卷调查。进行基线检查时,各组CLVQOL评分总分差异无统计学意义(P>0.05)。3个月后,各组CLVQOL评分总分均增加,引导式教育训练组从基线59(48.5,80.5)上升到105(97.5,119.5),差异有统计学意义(Z=−4.781,P<0.001);对照组从基线69(56,85)上升到106(80,112),差异有统计学意义(Z=−4.438,P<0.001);引导式教育训练组在CLVQOL评分总分(P=0.021)及阅读和精细工作维度(P=0.004)、日常生活能力维度(P=0.003)的评分差值均高于对照组。结论:引导式教育训练是一种重要的低视力康复训练方法,可以明显提高患者的生活质量。展开更多
目的探讨研究马斯洛需要层次理论下全面护理对白内障超声乳化手术患者的影响。方法前瞻性随机选取2021年1月—2023年1月北京航天总医院收治的400例行白内障超声乳化手术患者为研究对象,依据不同护理方法分为对照组(n=200)和观察组(n=200...目的探讨研究马斯洛需要层次理论下全面护理对白内障超声乳化手术患者的影响。方法前瞻性随机选取2021年1月—2023年1月北京航天总医院收治的400例行白内障超声乳化手术患者为研究对象,依据不同护理方法分为对照组(n=200)和观察组(n=200)。对照组给予常规围术期护理,观察组予以马斯洛需要层次理论下全面护理。对比两组心理状态[采用抑郁自评量表(Self-rating Depression Scale,SDS)、焦虑自评量表(Self-rating Anxiety Scale,SAS)评估]、低视力生活质量(Low Vision Quality of Life Questionnaire,LVQOL)、认知情况评分、并发症发生率。结果干预后,观察组SAS、SDS评分均低于对照组,差异有统计学意义(P均<0.05)。干预后,观察组远视力、移动、光感、调节功能、读与精细工作、日常生活评分均优于对照组,差异有统计学意义(P均<0.05)。干预后,观察组疾病掌握、手术了解、预后认知评分均高于对照组,差异有统计学意义(P均<0.05)。观察组并发症发生率为5.50%(11/200)低于对照组的11.00%(22/200),差异有统计学意义(χ^(2)=3.996,P<0.05)。结论马斯洛需要层次理论下全面护理在白内障超声乳化手术中应用可改善患者的心理状态与疾病认知水平,对视力提升起到更好的预后效果,有利于降低术后并发症的发生,具有较好的临床研究价值。展开更多
The development of high order thinking has been considered as a national priority of learning. By using three iteration action research in six elementary schools in Guangzhou, China for about 1 year and a half, we fou...The development of high order thinking has been considered as a national priority of learning. By using three iteration action research in six elementary schools in Guangzhou, China for about 1 year and a half, we found that visual thinking tools can improve students＇ high order thinking ability and change the traditional teaching method. By using this activity frame work, the teachers can better understand what are the students thinking about and the students can use the thinking tools to help themselves solve complex problems and discuss with other people. The reason we do this research is to improve the high-order thinking ability of primary student. In this paper, we summarize an activity frame work of using visual thinking tools to improve students thinking ability. And the frame work can be divided into three stages： preparatory stage, implementation stage and assessment stage. And different stage has different activity. Though this activity frame work is not perfect enough, we will improve it in our future study.展开更多
文摘目的:调查引导式教育训练对视力障碍学生生活质量的影响。方法:前瞻性随机对照临床研究。选取2020年在泉州特殊教育学校就读视力障碍学生,按照入组条件随机分为引导式教育训练组和对照组,引导式教育训练组进行引导式教育训练,对照组进行常规康复训练。采用中文版低视力者生活质量量表(Chinese-version low vision quality of life questionnaire,CLVQOL)评估视力障碍学生的基线和训练3个月的生活质量,并进行比较分析。结果:72例视力障碍学生全部完成了基线和随访时的生活质量问卷调查。进行基线检查时,各组CLVQOL评分总分差异无统计学意义(P>0.05)。3个月后,各组CLVQOL评分总分均增加,引导式教育训练组从基线59(48.5,80.5)上升到105(97.5,119.5),差异有统计学意义(Z=−4.781,P<0.001);对照组从基线69(56,85)上升到106(80,112),差异有统计学意义(Z=−4.438,P<0.001);引导式教育训练组在CLVQOL评分总分(P=0.021)及阅读和精细工作维度(P=0.004)、日常生活能力维度(P=0.003)的评分差值均高于对照组。结论:引导式教育训练是一种重要的低视力康复训练方法,可以明显提高患者的生活质量。
文摘目的探讨研究马斯洛需要层次理论下全面护理对白内障超声乳化手术患者的影响。方法前瞻性随机选取2021年1月—2023年1月北京航天总医院收治的400例行白内障超声乳化手术患者为研究对象,依据不同护理方法分为对照组(n=200)和观察组(n=200)。对照组给予常规围术期护理,观察组予以马斯洛需要层次理论下全面护理。对比两组心理状态[采用抑郁自评量表(Self-rating Depression Scale,SDS)、焦虑自评量表(Self-rating Anxiety Scale,SAS)评估]、低视力生活质量(Low Vision Quality of Life Questionnaire,LVQOL)、认知情况评分、并发症发生率。结果干预后,观察组SAS、SDS评分均低于对照组,差异有统计学意义(P均<0.05)。干预后,观察组远视力、移动、光感、调节功能、读与精细工作、日常生活评分均优于对照组,差异有统计学意义(P均<0.05)。干预后,观察组疾病掌握、手术了解、预后认知评分均高于对照组,差异有统计学意义(P均<0.05)。观察组并发症发生率为5.50%(11/200)低于对照组的11.00%(22/200),差异有统计学意义(χ^(2)=3.996,P<0.05)。结论马斯洛需要层次理论下全面护理在白内障超声乳化手术中应用可改善患者的心理状态与疾病认知水平,对视力提升起到更好的预后效果,有利于降低术后并发症的发生,具有较好的临床研究价值。
文摘The development of high order thinking has been considered as a national priority of learning. By using three iteration action research in six elementary schools in Guangzhou, China for about 1 year and a half, we found that visual thinking tools can improve students＇ high order thinking ability and change the traditional teaching method. By using this activity frame work, the teachers can better understand what are the students thinking about and the students can use the thinking tools to help themselves solve complex problems and discuss with other people. The reason we do this research is to improve the high-order thinking ability of primary student. In this paper, we summarize an activity frame work of using visual thinking tools to improve students thinking ability. And the frame work can be divided into three stages： preparatory stage, implementation stage and assessment stage. And different stage has different activity. Though this activity frame work is not perfect enough, we will improve it in our future study.
