目的界定化疗脱发困扰的概念,为深入开展相关研究及构建癌症患者化疗脱发困扰干预策略提供参考。方法系统检索中英文数据库中与化疗脱发困扰相关的文献,采用Walker and Avant概念分析法进行分析。结果最终纳入文献67篇,化疗脱发困扰的...目的界定化疗脱发困扰的概念,为深入开展相关研究及构建癌症患者化疗脱发困扰干预策略提供参考。方法系统检索中英文数据库中与化疗脱发困扰相关的文献,采用Walker and Avant概念分析法进行分析。结果最终纳入文献67篇,化疗脱发困扰的定义属性为脱发部位不适、负性情绪、日常活动受限、逃避社交;前因包括性别、宗教信仰、疾病及治疗因素、身体意象、应对方式;后果包括自尊水平降低、治疗依从性下降、生活质量下降。常用评估工具为化疗脱发困扰量表,针对性的评估工具较少且尚未有国内本土化的评估工具。结论目前国内外大多数癌症化疗患者经历脱发困扰且困扰水平较高,未来研究应立足于临床实践,着重于本土化评估工具的开发,并针对不同年龄、性别和癌症类型构建有效的干预策略,以缓解癌症患者化疗脱发困扰。展开更多
In 2006 anew biology curriculum called “Human Biology: Emphasizing the Role of Homeostasis” was introduced into the Israeli high school system. Complex systems like those that make up the human body have become incr...In 2006 anew biology curriculum called “Human Biology: Emphasizing the Role of Homeostasis” was introduced into the Israeli high school system. Complex systems like those that make up the human body have become increasingly important as a focus of high school education. This study examines the effectiveness of the concept map as a assessment tool for students’ systems thinking, a tool that provides researchers with a detailed picture of the systems thinking development taking place within individual students. The content of the students’ concept maps was translated into information about students’ system thinking using the Systems Thinking Hierarchy (STH) model, a model in which system thinking is categorized according to eight hierarchical characteristics or abilities. The goal was to use the maps to characterize Israeli high school students’ understanding of the body’s systemic nature. To do this, we identified the extent to which the students understand three central elements of systems, namely hierarchy, homeostasis, and dynamism, and then analyzed this understanding according to its place within the hierarchical stages of the STH model. The extensive qualitative data analysis of 48 concept maps made by 11th grade biology majors suggest that the strength of the concept map is in its ability to describe the first two levels of system thinking (analysis and synthesis). However, it proved less successful in eliciting evidence of the third and highest level, particularly of students’ understanding of patterns, of homeostasis and their capacity for temporal thinking.展开更多
文摘目的界定化疗脱发困扰的概念,为深入开展相关研究及构建癌症患者化疗脱发困扰干预策略提供参考。方法系统检索中英文数据库中与化疗脱发困扰相关的文献,采用Walker and Avant概念分析法进行分析。结果最终纳入文献67篇,化疗脱发困扰的定义属性为脱发部位不适、负性情绪、日常活动受限、逃避社交;前因包括性别、宗教信仰、疾病及治疗因素、身体意象、应对方式;后果包括自尊水平降低、治疗依从性下降、生活质量下降。常用评估工具为化疗脱发困扰量表,针对性的评估工具较少且尚未有国内本土化的评估工具。结论目前国内外大多数癌症化疗患者经历脱发困扰且困扰水平较高,未来研究应立足于临床实践,着重于本土化评估工具的开发,并针对不同年龄、性别和癌症类型构建有效的干预策略,以缓解癌症患者化疗脱发困扰。
文摘In 2006 anew biology curriculum called “Human Biology: Emphasizing the Role of Homeostasis” was introduced into the Israeli high school system. Complex systems like those that make up the human body have become increasingly important as a focus of high school education. This study examines the effectiveness of the concept map as a assessment tool for students’ systems thinking, a tool that provides researchers with a detailed picture of the systems thinking development taking place within individual students. The content of the students’ concept maps was translated into information about students’ system thinking using the Systems Thinking Hierarchy (STH) model, a model in which system thinking is categorized according to eight hierarchical characteristics or abilities. The goal was to use the maps to characterize Israeli high school students’ understanding of the body’s systemic nature. To do this, we identified the extent to which the students understand three central elements of systems, namely hierarchy, homeostasis, and dynamism, and then analyzed this understanding according to its place within the hierarchical stages of the STH model. The extensive qualitative data analysis of 48 concept maps made by 11th grade biology majors suggest that the strength of the concept map is in its ability to describe the first two levels of system thinking (analysis and synthesis). However, it proved less successful in eliciting evidence of the third and highest level, particularly of students’ understanding of patterns, of homeostasis and their capacity for temporal thinking.
