Virtual reality for preoperative patient education: Impact on satisfaction, usability, and burnout from the perspective of new nurses

BACKGROUND Traditional paper-based preoperative patient education is a struggle for new nurses and requires extensive training.In this situation,virtual reality technology can help the new nurses.Despite its potential benefits,there are studies on patient satisfaction but there is limited information on the usability of virtual reality(VR)technology for new nurses in giving preoperative education to patients.AIM To investigate the impact on satisfaction,usability,and burnout of a system using VR technology in preoperative patient education.METHODS The study involved 20 nurses from the plastic surgery ward and 80 patients admitted between April and May 2019.Each nurse taught four patients:Two using traditional verbal education and two using virtual reality.The System Usability Scale,After-Scenario Questionnaire,and Maslach Burnout Inventory(MBI)were employed to evaluate the impact of these education methods.RESULTS The VR education groups showed a statistically higher satisfaction than the traditional verbal education groups.Among the three subscales of the MBI,emotional exhaustion and personal accomplishment improved statistically significantly.VR was also better in terms of usability.CONCLUSION This study suggests VR enhances usability and reduces burnout in nurses,but further research is needed to assess its impact on depersonalization and objective measures like stress and heart rate.

The Effect of a Psycho-Educational Program on Psychiatric Symptoms, Drug Attitude and Treatment Satisfaction of Patients with Schizophrenia

The purpose of this study was to determine the effect of a Comprehensive Psycho-Educational Approach and Scheme Set (COMPASS) for patients with schizophrenia who were treated with risperidone long-acting injectable (RLAI), on their psychiatric symptoms, drug attitudes, and treatment satisfaction levels. Participants were sixty-five patients at thirteen hospitals in Japan who met ICD-10 F2 criteria for schizophrenia or schizo-affective disorder and were treated with RLAI. A correlational study design was used to measure the effect of the COMPASS on the psychiatric symptoms, drug attitudes, and treatment satisfaction levels of patients treated with RLAI. Using the following evaluation indicators: The Subjective Satisfaction to Treatment Scale (SSTS), Brief Psychiatric Rating Scale (BPRS), Global Assessment of Functioning (GAF), Drug-Induced Extrapyramidal Symptoms Scale (DIEPSS), and Drug Attitude Inventory-10 (DAI-10), measurements were taken at the beginning of the program (baseline), at the end of the program, and six months after (endpoint). Data analysis included descriptive statistics, Mann-Whitney U test or Wilcoxon signed-rank test, and Spearman’s rank correlation coefficient. Significant differences were observed in BPRS total (p < 0.001), sub-scales of BPRS positive (p < 0.001), BPRS negative (p < 0.01), BPRS affective (p < 0.01), and GAF (p < 0.001). However, there was no significant change in subscale of BPRS manic, DAI-10, DIEPSS, or SSTS but significant positive correlations were found between SSTS and DAI-10 and GAF at baseline;a negative correlation was found between SSTS and BPRS. The findings of the study suggested the benefit of using the COMPASS in conjunction with RLAI to decrease patients’ psychiatric symptomatology and improve treatment satisfaction. In addition, patient satisfaction was found to be an important factor to be considered by the psychiatrist.

Doctor-led intensive diet education on health-related quality of life in patients with chronic renal failure and hyperphosphatemia

BACKGROUND Secondary hyperparathyroidism,renal osteodystrophy,and cardiovascular adverse events can occur if long-term hyperphosphatemia is not corrected,leading to the adverse prognosis of patients with chronic renal failure.Besides the use of phosphorus binders,clinical control measures for hyperphosphatemia in these patients should also incorporate diet control.AIM To observe doctor-led intensive diet education effects on health-related quality of life in patients with chronic renal failure and hyperphosphatemia.METHODS We assessed 120 patients with hyperphosphatemia and chronic renal failure on hemodialysis admitted to our hospital(July 2018 to March 2020).The control group(n=60)was given routine nursing guidance,and the observation group(n=60)was given doctor-led intensive diet education.The changes in EQ-5D-3L scores,disease-related knowledge,and compliance scores before intervention and 3 and 6 mo after intervention in the two groups were recorded.The levels of serum parathyroid hormone(iPTH),calcium(Ca),phosphorus(P),calciumphosphorus product(Ca×P),serum creatinine(Scr),and blood urea nitrogen(BUN)before intervention and 3 and 6 mo after intervention in the two groups were assessed along with patient satisfaction.RESULTS There was no significant difference in blood iPTH,Ca,P,Ca×P,Scr,or BUN levels between the groups before intervention.After 3 and 6 mo of intervention,the blood iPTH,Ca,P,and Ca×P levels in the two groups decreased gradually(P<0.05),but there were no significant differences in Scr or BUN.The blood iPTH,Ca,P,and Ca×P levels in the observation group were lower than those in the control group(P<0.05).The satisfaction rate in the observation group after 3 mo was 93.33%and after 6,90.00%,which was high compared with the 80.00%and 71.67%,respectively,in the control group(P<0.05).There was no significant difference in EQ-5D-3L score between the two groups before intervention.After 3 and 6 mo of intervention,the visual analogue scale score of the two groups increased gradually(P<0.05);and the scores of action ability,self-care,daily activities,pain and discomfort,and anxiety and depression decreased gradually(P<0.05).The overall EQ-5D-3L score in the observation group was better than that in the control group(P<0.05).There was no significant difference in diseaserelated knowledge or compliance scores between the groups before intervention.After 3 and 6 mo of intervention,the scores of disease,diet,and medication knowledge and compliance in the two groups increased gradually(P<0.05).The scores of disease-related knowledge and compliance were higher in the observation group than in the control group(P<0.05).CONCLUSION Doctor-led intensive diet education can improve patient satisfaction and the quality of life in patients with chronic renal failure and hyperphosphatemia and promote low-phosphorus diet behavior.

Clinical education and student satisfaction: An integrative literature review

The clinical component of undergraduate clinical education is a critical area in nursing programs. Faculty shortages have made recruitment of clinical faculty and clinical teaching more challenging. As such, alternate models of clinical faculty assignments are being explored to address faculty shortages. This article contains an extensive literature review conducted to survey models of clinical education and student satisfaction with the clinical environment. The purpose of this paper is to examine student satisfaction in the clinical learning environment using articles employing the Clinical Learning Envi-ronment Inventory (CLEI) along with examining the use of alternate clinical staffing models in differing levels of undergraduate nursing students. A literature search focusing on studies published between 2002 and 2015 was conducted from 5 electronic databases. Thirty-five articles were reviewed and 22 were selected for this literature review. The studies reviewed concluded that students favored a more positive and favorable clinical environment than they perceived as being actually present. A supportive clinical learning environment is of paramount importance in securing positive teaching learning out-comes. Nurse educators can apply the results of this review in order to develop and maintain quality clinical teaching and to promote a positive, student-centric, clinical learning environment.

Building a Neural Network Model to Analyze Teachers’ Satisfaction with Online Teaching during the COVID-19 Ravages

The ravages of COVID-19 have forced schools in countries around the world to make a temporary shift from traditional, face-to-face teaching to online teaching. Are teachers in schools prepared to deal with this change? We conducted a survey in which we distributed questionnaires to primary and secondary school teachers in Guangdong Province, China, asking them about their views on various aspects of online education. We received 498,481 questionnaires back, and over 80% of teachers were satisfied with the online resources, and over 68% of teachers were satisfied with the online platform and software. Immediately afterward, we analyzed the differences between urban and rural teachers on specific issues using cross-sectional analysis and chi-square tests and built a neural network model to achieve predictions of teacher satisfaction with an accuracy of nearly 90%. Finally, we analyzed the features that influence the decisions of the neural network. This epidemic has prompted the widespread use of online learning, and the insights we gain today will be helpful in the future.

Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

BACKGROUND The coronavirus disease 2019(COVID-19)epidemic disrupted education systems by forcing systems to shift to emergency online leaning.Online learning satisfaction affects academic achievement.Many factors affect online learning satisfaction.However there is little study focused on personal characteristics,mental status,and coping style when college students participated in emergency online courses.regression analyses were performed to identify factors that affected online learning satisfaction.RESULTS Descriptive findings indicated that 62.9%(994/1580)of students were satisfied with online learning.Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times,strong exercise intensity,good health,regular schedule,focusing on the epidemic less than one hour a day,and maintaining emotional stability.Positive coping styles were protective factors of online learning satisfaction.Risk factors for poor satisfaction were depression,neurasthenia,and negative coping style.CONCLUSION College students with different personal characteristics,mental status,and coping style exhibited different degrees of online learning satisfaction.Our findings provide reference for educators,psychologists,and school adminis-trators to conduct health education intervention of college students during emergency online learning.

Analysis and Suggestions of the Satisfaction of Postgraduate Education in Engineering Universities —Take Harbin Institute of Technology (Weihai) for Example

Accelerating the development of students is the basic goal of postgraduate talent cultivation.The final research results,employment situation and satisfaction of postgraduate students with school education are more important indicators of the quality of talent cultivation in a university.For having a deeper understanding of the satisfaction of postgraduates in Harbin Institute of Technology(Weihai)in terms of motivation,tutor situation,management service and employment situation,a questionnaire survey was conducted on postgraduates.The survey results show that the overall satisfaction of postgraduates is high.In terms of studying motivation,most postgraduates think that their majors are more related to employment;in terms of professors,most of them can get along well with their professors and learn from the advantages of their professors;in terms of school management,they respond well to the"library",but think that the"dormitory"and"canteen"need further improvement;in terms of employment,most of postgraduates choose to be employed,while a few of them choose to further their studies,most of which have applied to study in domestic or foreign universities.

Enhancing preoperative patient education through virtual reality:A leap forward in nursing practice

Integration of virtual reality(VR)technology into preoperative patient education has shown potential to improve nursing practice.The study by Kim et al examines the impact of VR on nurse satisfaction,usability,and burnout.A prospective study involving 20 nurses and 80 patients was conducted,comparing traditional paper-based education with VR-based education in the plastic surgery ward at Chungnam National University Hospital.Findings demonstrated that VR significantly enhanced satisfaction and usability among nurses,while also reducing emotional exhaustion,a critical factor in nurse burnout.Consistency in education quality was also improved,ensuring uniform patient care.These results underscore the importance of VR in reducing the stress of repetitive tasks,improving job satisfaction,and potentially enhancing nurse retention.Future research should explore the broader applications of VR in healthcare and address the logistical challenges of integrating this technology into routine clinical practice.The study by Kim et al highlights VR’s transformative potential in preoperative education for both patients and healthcare providers.

Determinants of Satisfaction at Work and Its Reflections on Performance

This study examines the relationship between job satisfaction and performance,investigating personality traits and satisfaction aspects among employees of a Federal Higher Education Institution.A questionnaire was administered to 658 participants,using structural equation modeling for analysis.Results highlighted that challenging work,neuroticism,and self-esteem significantly influenced overall workplace satisfaction,while general satisfaction,self-efficacy,and lack of attention were key determinants of work performance.This emphasizes the importance for managers to prioritize factors enhancing employee satisfaction,as it positively correlates with job performance.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China:The Course Experience

This study investigated the current status of course satisfaction among 416 undergraduate students majoring in preschool education from four universities in China.And it explored the predictive effects of five influencing factors(teacher instruction,course management,course setting,course environment,and course resources)on student satisfaction.Through SPSS data analysis,the findings revealed that:1.the mean value of course experience was M=3.861(out of 5);2.there were differences in the satisfaction of undergraduate students'course experience by different background variables;3.course,course resources,and loyalty had significant predictive power on undergraduate students'satisfaction with course experience;4.instructor instruction(TI)did not significantly predict students'satisfaction with course experience(SCES)(p>0.001);5.Faculty instruction(TI)in this study had the highest mean satisfaction score(M=4.191)and the mean satisfaction score was only(M=3.861).The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level,and there is more space for improvement;although students'satisfaction with teacher instruction(TI)is high,effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies,and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

The effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors

Objective： To investigate the effectiveness of a high-fidelity teaching simulation based on an NLN/Jeffries simulation in the nursing education theoretical framework and its influencing factors. Methods： A high-fidelity teaching simulation on clinical nursing practices using intelligent human analogues was conducted with 200 students, and The Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale developed by the National League for Nursing were used to evaluate the training effectiveness and its influencing factors. Results： For the high-fidelity teaching simulation, students gave scores of 4.36± 0.54 points for satisfaction and 4.33 ± 0.46 points for Self-Confidence. The students highly rated the five dimensions of teaching design, i.e., teaching objectives/information, assistance/support for students, problem solving, guided feedback, and fidelity. The teaching design was closely correlated with the satisfaction of the high-fidelity teaching simulation and self-efficacy, and the dimensions of teaching objectives/informa- tion and assistance/support for students were particularly strong predictors of teaching effectiveness. Conclusions： A high-fidelity teaching simulation based on Jeffries＇ theoretical framework improved student satisfaction with the simulation and their Self-Confidence. In planning simulations, teachers should take into account five characteristics, i.e., teaching objectives/information on simulation education, assistance/support for students, problem solving, guided reflection, and fidelity, to achieve better teaching effectiveness.

Effect of Nutrition Education Using Self-Monitoring of Blood Glucose (SMBG) on Glycemic Control in Non-Insulin-Treated Obese Type 2 Diabetes Patients

The effect of nutrition education using self-monitoring of blood glucose on glycemic control was investigated in the present study. Of 36 males and 25 females aged 30 - 69 years under outpatient treatment at 3 hospitals in Niigata prefecture, Japan, 61 non-insulin-treated obese type 2 diabetes patients with HbA1c of 6.9% - 9.3% and body mass index of 25 kg/m2 or higher were randomly allocated. Thirty and 31 patients were analyzed in intervention and control groups, respectively. The intervention group performed self-monitoring of blood glucose 2 hours after supper twice a week for 6 months and underwent nutrition education on the association between meals and postprandial blood glucose once every 2 months. The primary outcome was glycated hemoglobin, with the secondary outcome of body mass index. Stages of change for eating the appropriate supper amount were investigated to verify the process of the educational effect, and satisfaction with diabetes treatment and well-being were investigated to verify the continuity of treatment. On intention-to-treat analysis, glycated hemoglobin (mean ± SD) decreased from 7.9% ± 0.6% to 7.7% ± 0.6% in the intervention group but increased from 7.9% ± 0.6% to 8.1% ± 0.6% in the control group, showing a significant difference in the change after intervention between the groups (p = 0.027). In the intervention group, body mass index decreased from 28.9 ± 3.8 to 28.4 ± 3.7 kg/m2 (p = 0.019), the stages of change to learn the appropriate amount of supper progressed (p = 0.026), and satisfaction with diabetes treatment increased (p = 0.031).

Residents Achieve a High Patient Satisfaction in Pre-Anesthetic Patient Assessment. An Observational Study

A physician’s empathetic attitude is regarded as an important influencing factor towards patient satisfaction. However, physicians’ self-assessed empathy declines during medical school and through residency, which may limit patient satisfaction in the doctor-patient contact. In conse-quence, we hypothesized that residents might fail in generating high levels of patient satisfaction. We conducted an observational study in the setting of a pre-anesthetic assessment center, Univer-sity Hospital Leipzig, Germany. Patient satisfaction was measured using the overall ZUF-8 score (8 - 32 points;increasing with patient satisfaction). Data were collected by questionnaires (ZUF-8 items, additional satisfaction items, and items of organizational and logistical processes). Key items for patient satisfaction as primary endpoints were defined. Statistical evaluation was performed in dependency of the anesthesiologists’ level of training (residents vs. consultants) by using the Mann-Whitney-U test or the chi square test, as required. Statistical significance was accepted for p < 0.05. In total, 2565 patients were assessed for eligibility. 986 patients met the criteria of inclusion. 978 questionnaires were submitted with 517 questionnaires being excluded because of missing values. Finally, 461 questionnaires could be analysed. Both residents and consultants achieved a high level of patient satisfaction. The ZUF-8-scores were comparable between the groups (p = 0.91), whilst the quality of consultation was rated slightly better by patients being assessed by residents (p = 0.047). The results in additional satisfaction items were comparable between the groups. We found a trend in residents assessing to be rated more friendly. Residents are able to generate a high level of patient satisfaction which is comparable to that of consultants with scores ranging between “good” and “very good”. Small albeit significant differences in favor of residents underline the quality of their performance in pre-anesthetic patient assessment.

Influencing program satisfaction for undergraduate students in STEM areas: The impact of interdisciplinary features, disciplinary connectedness, faculty support, and examination difficulty

Ensuring program satisfaction for undergraduate students in the areas of science,technology,engineering and mathematics(STEM)matters in student retention and education quality improvement.This study explores how four rarely examined variables support from faculty members,interdisciplinary features of STEM program courses,disciplinary connectedness of STEM program core courses,and examination difficulty impact Chinese STEM undergraduates’program satisfaction.With data from 619 Chinese STEM undergraduates,structural equation modeling shows that course satisfaction partially mediates the impact of support from faculty members on program satisfaction,while fully mediating that of interdisciplinary features of STEM program courses and disciplinary connectedness of STEM program core courses on program satisfaction.Examination difficulty exerts no significant impact on program satisfaction neither directly nor indirectly.Support from faculty members impact course satisfaction significantly stronger for junior and senior students than for freshmen and sophomores,while interdisciplinary features of STEM program courses impact course satisfaction stronger for freshmen and sophomores than for juniors and seniors.The study ends with practical implications for the higher education reform in relevant areas.

Effects of a Care Workshop on Caring Behaviors as Measured by Patients and Patient Satisfaction

Caring is a central focus of nursing, and patient satisfaction is a critical indicator of nursing care quality. The aim of this study was to determine the effects that a care workshop exerted on nurse caring behaviors as perceived by patients and reflected by patient satisfaction. A quasi-experimental, pretest-posttest design without a control group was applied. The intervention consisted of several facets: 1) formal educational sessions twice a week for six weeks, 2) an angel-master mentorship activity, and 3) posts of exemplary caring behavior and stories. A demographic questionnaire, the Modified Nurse Caring Behaviors Inventory, and the Hartford Hospital Satisfaction Survey were used in this study. Descriptive statistics were analyzed to evaluate participant demographic characteristics. Paired t tests were used to determine the effects of a care workshop on nurse caring behaviors as perceived by patients and reflected by patient satisfaction. Of the 236 patients enrolled, 49.6% were women and 57.2% were admitted to medical-surgical units. Female patients rated nurse caring behaviors higher and reported greater patient satisfaction than did male patients on the pretest (p p p p p p = 0.000). Caring educational programs for nurses are commonly regarded to be an essential strategy for promoting care knowledge and practice and improving patient satisfaction. According to the favorable results of this study, care workshops must be provides to nurses in other units or hospitals in future studies.

临床教师对科研方法学教育培训课程满意度的调查研究

目的:本研究以国家儿童健康与疾病临床医学研究中心举办的科研能力培训班对临床教师的问卷调查为依据,探讨不同类型临床教师对本项目的满意度,以期提升各层次教师的科研教学能力。方法:本研究通过对2020~2022年参与本项目的20个省市的214名教师进行问卷调查,收集其基本信息及对本项目课程的评价,采用卡方检验比较不同教师类型的组间差异。结果:学历为本科及以下者、医院工作者、临床专业类教师及初级以下职称者对临床研究方法的知晓情况较差,与对照组比较均存在显著的组间差异(P<0.05);学历为本科及以下者对本项目的教学安排及课程内容满意度高于学历为硕士及以上者,从事临床工作的教师对二者的满意度高于其他非临床部门工作者;不同学历、工作单位、专业类别及不同职称的教师在希望增设课程内容方面存在统计学差异(P<0.05);此外,教师从培训形式、时间及内容三个方面对课程提出修订建议。结论:临床教师对培训的满意度较高,未来科研能力培训可根据教师的学历、职称或专业等的实际需求调整课程的形式、时间及内容,以开展分批次、多层次、针对性更强的培训,以提升其科研能力。

Increasing Undergraduate Student’s Satisfaction in Higher Educa-tion:Optimal Improvement Path Analysis

Undergraduate student’s satisfaction is fundamental to creating and implementing successful higher education.The present study sought to identify the factors and analyses impact on satisfaction and service quality.The research was carried out in Chinese higher education institution,with a sample of 1660 students.Based on the higher education satisfaction questionnaire,the“optimal path”model of problem improvement was constructed by applying the“structural equation model”,satisfaction and importance matrix diagram,improvement effect size and other tools.Eight major areas of three-dimensional improvement of“satisfaction,importance,and improvement effect”were formed.Identify the issues that students have urgent demands,high importance,and strong improvement effects.Scientifically analyze the main attention focus of each subgroup of students.Concentrate superior resources and strengths,formulate targeted measures and make key breakthroughs based on“light”,“heavy”,“slow”,“urgent”and“classified”.Provide suggestions for improving student’s satisfaction and promoting the development of high-quality connotative and characteristic development in higher education.

Do Learners' Preferred Learning Styles Affect Learning Outcomes and Satisfaction in PLE: A Pilot Study of the Supervised-PLE-IELTS Platform

Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do learners’preferred Learning Styles matter in PLE?To investigate the relationship among learners’Learning Styles,learning outcomes and satisfaction towards the PLE platform,the study constructed and applied a supervised-PLE-IELTS platform.57 sophomores majored in Business in Wenzhou University took part in a 16-week project.Data were collected by Honey and Mumford’s Learning Styles questionnaire for the Learning Styles,post-test of IELTS reading,listening and vocabulary for the cognitive learning outcomes,and Distance Education Learning Environments Survey(DELES)for the satisfaction towards the PLE platform.The results showed:(1)Learning Styles have positive relationship with the cognitive learning achievements in PLE;(2)Learning Styles had no direct effect on satisfaction,and learners of all Learning Styles enjoyed PLE-IELTS platform;and(3)learners who spent more time on PLE platform achieved better cognitive learning outcomes.The paper shed light on the future construction of supervised-PLEs.

多元化授课模式下的孕妇学校对促进自然分娩的作用

目的:探讨多元化的孕妇学校授课模式对促进自然分娩的效果。方法:回顾性选取于2023年6—8月在天津市中心妇产科医院产科门诊建档产检并住院分娩的初产妇。根据是否参加过孕妇学校课程,分为研究组(309例)和对照组(300例)。入院待产时进行问卷调查,比较2组产妇对促进自然分娩相关知识的知晓率和自然分娩意愿,对2组产妇的剖宫产率、社会因素剖宫产率、妊娠期合并症发生率、分娩镇痛应用率、巨大儿发生率及产后出血率进行分析比较;对研究组不同授课模式进行满意度调查,统计并比较孕妇学校不同授课模式的学习人次。结果:研究组各项自然分娩知识正确率和顺产意愿高于对照组,差异均有统计学意义(均P<0.05)。2组产妇剖宫产率比较差异无统计学意义(P=0.051),但研究组社会因素剖宫产率、妊娠期合并症比例、巨大儿发生率和产后出血率均低于对照组,分娩镇痛应用率高于对照组,差异均有统计学意义(均P<0.05)。研究组5种不同授课模式的平均学习人次比较,差异有统计学意义(χ^(2)=83.455,P<0.0001),录播课学习人次最高,平均每节课约596人次,其次为微信视频号直播体验课,平均每节课约280人次。参加过孕妇学校课程的产妇对不同授课模式的满意度比较差异有统计学意义(χ^(2)=104.708,P<0.0001),其中微信视频号直播体验课满意度达100%。结论:多元化授课模式的孕妇学校能吸引孕产妇的关注,提升其孕产期保健意识,起到降低妊娠期合并症、促进自然分娩的作用,微信视频号直播体验课具备满意度高、受众广的特点,值得推广。

价值期待视域下高校大学生思想政治教育的期待实现和期待满足策略研究

高校大学生思想政治教育以人为本,以学生为中心,着力满足学生的发展需求和价值期待,是高校大学生思想政治教育的根本旨归和目标方向。思想政治教育工作者要明确和重视高校大学生思想政治教育工作满足大学生价值期待的重要意义,了解大学生价值期待的基本特征,针对性做好大学生价值期待满足工作,提升高校大学生思想政治教育的亲和力、针对性和实效性,更好地落实立德树人根本任务。