In this paper, we conduct research on the novel English education mode based on feedback learning and interactive teaching method. Business English, which is based on general English, from the angle of English languag...In this paper, we conduct research on the novel English education mode based on feedback learning and interactive teaching method. Business English, which is based on general English, from the angle of English language features of text represents connotation of business English vocabulary expressed more, word ambiguity phenomenon is relatively common, meaning and pragmatic choice depends on the context. Our research starts from the analysis of the novel education pattern with the feedback learning and interactive teaching integration. Our education mode will let the students and the teachers interact with others and encourage the better participation passion that is meaningful.展开更多
目的:探讨情绪ABC理论下的Teach-back健康教育模式对烧伤整形植皮术患者简明烧伤健康量表(Abbreriated burn specific health scale,BSHS-A)评分及负性情绪的影响。方法:回顾性选取2022年2月-2023年2月笔者医院收治的74例烧伤整形植皮...目的:探讨情绪ABC理论下的Teach-back健康教育模式对烧伤整形植皮术患者简明烧伤健康量表(Abbreriated burn specific health scale,BSHS-A)评分及负性情绪的影响。方法:回顾性选取2022年2月-2023年2月笔者医院收治的74例烧伤整形植皮术患者的临床资料,随机分为对照组(37例)和干预组(37例)。对照组采用常规护理干预,干预组在对照组的基础上采用情绪ABC理论下的Teach-back健康教育模式干预。比较两组患者干预前后焦虑自评量表(Self-rating anxiety scale,SAS)和抑郁自评量表(Self-rating depression scale,SDS)评分,自护能力量表(Exercise of self-care agency,ESCA)评分、疼痛视觉模拟量表(Visual analogue scale,VAS)评分,干预后美学效果及干预前后BSHS-A评分。结果:干预后,两组SAS和SDS评分均降低,且干预组低于对照组(P<0.05);干预后,两组ESCA评分均升高,且干预组高于对照组(P<0.05);干预后,两组干预前后3、7、30 d VAS评分在时间、组间及交互效应上均有统计学意义(P<0.05),且干预组第3、7、30 d VAS评分均低于对照组(P<0.05);干预后,干预组美学效果优良率高于对照组(P<0.05);干预后,两组BSHS-A评分均高于干预前,且与对照组比较,干预组更高(P<0.05)。结论:情绪ABC理论下的Teach-back健康教育模式应用于烧伤整形植皮术患者,可以减轻负性情绪,提高自护能力,降低疼痛程度,改善美学效果和生活质量。展开更多
文摘In this paper, we conduct research on the novel English education mode based on feedback learning and interactive teaching method. Business English, which is based on general English, from the angle of English language features of text represents connotation of business English vocabulary expressed more, word ambiguity phenomenon is relatively common, meaning and pragmatic choice depends on the context. Our research starts from the analysis of the novel education pattern with the feedback learning and interactive teaching integration. Our education mode will let the students and the teachers interact with others and encourage the better participation passion that is meaningful.
文摘目的:探讨情绪ABC理论下的Teach-back健康教育模式对烧伤整形植皮术患者简明烧伤健康量表(Abbreriated burn specific health scale,BSHS-A)评分及负性情绪的影响。方法:回顾性选取2022年2月-2023年2月笔者医院收治的74例烧伤整形植皮术患者的临床资料,随机分为对照组(37例)和干预组(37例)。对照组采用常规护理干预,干预组在对照组的基础上采用情绪ABC理论下的Teach-back健康教育模式干预。比较两组患者干预前后焦虑自评量表(Self-rating anxiety scale,SAS)和抑郁自评量表(Self-rating depression scale,SDS)评分,自护能力量表(Exercise of self-care agency,ESCA)评分、疼痛视觉模拟量表(Visual analogue scale,VAS)评分,干预后美学效果及干预前后BSHS-A评分。结果:干预后,两组SAS和SDS评分均降低,且干预组低于对照组(P<0.05);干预后,两组ESCA评分均升高,且干预组高于对照组(P<0.05);干预后,两组干预前后3、7、30 d VAS评分在时间、组间及交互效应上均有统计学意义(P<0.05),且干预组第3、7、30 d VAS评分均低于对照组(P<0.05);干预后,干预组美学效果优良率高于对照组(P<0.05);干预后,两组BSHS-A评分均高于干预前,且与对照组比较,干预组更高(P<0.05)。结论:情绪ABC理论下的Teach-back健康教育模式应用于烧伤整形植皮术患者,可以减轻负性情绪,提高自护能力,降低疼痛程度,改善美学效果和生活质量。
