Improving the Reading Skills of ALS Learners Through Project RICE(Reading Intervention and Comprehension Enhancement)

One of the major problems in the education sector is the reading skills of learners.Students enrolled in the Alternative Learning System(ALS)also experienced this scenario due to several circumstances.This study focused on the improvement of reading comprehension skills of ALS learners by means of project RICE(Reading Intervention and Comprehension Enhancement)as well as the issues and challenges.A quasi-experimental design was utilized in this study which was participated by 54 learners,composed of 27 learners under the experimental group and 27 under the control group.The result revealed that the learners in the experimental group changed from frustration level to instructional level after the implementation of project RICE while the learners in the control group changed from instructional level to inde-pendent level,thereby signifying a significant difference and the effectiveness of the project.Additionally,issues with time and resources were often encountered by the learners.

Effect of health education based on information-motivationbehavioral skills model on patients with unilateral vestibular dysfunction

BACKGROUND Vestibular dysfunction(VH)is a common concomitant symptom of late peri-pheral vestibular lesions,which can be trauma,poisoning,infection,heredity,and neurodegeneration,but about 50%of the causes are unknown.The study uses the information-motivation-behavioral skills(IMB)model for health education,effectively improve the quality of life,increase their self-confidence,reduce anxiety and depression,and effectively improve the psychological state of patients.AIM To explore the effect of health education based on the IMB model on the degree of vertigo,disability,anxiety and depression in patients with unilateral vestibular hypofunction.METHODS The clinical data of 80 patients with unilateral vestibular hypofunction from January 2019 to December 2021 were selected as the retrospective research objects,and they were divided into the control group and the observation group with 40 cases in each group according to different nursing methods.Among them,the control group was given routine nursing health education and guidance,and the observation group was given health education and guidance based on the IMB model.The changes in self-efficacy,anxiety and depression,and quality of life of patients with unilateral VH were compared between the two groups.RESULTS There was no significant difference in General Self-Efficacy Scale(GSES)scale scores between the two groups of patients before nursing(P>0.05),which was comparable;after nursing,the GSES scale scores of the two groups were higher than those before nursing.The nursing group was higher than the control group,and the difference was statistically significant(P<0.05).There was no significant difference in the scores of Hospital Anxiety and Depression Scale(HADS)and anxiety and depression subscales between the two groups before nursing(P>0.05).After nursing,the HADS score,anxiety,and depression subscale scores of the two groups of patients were lower than those before nursing,and the nursing group was lower than the control group,and the difference was statistically significant(P<0.05).After nursing,the Dizziness Handicap Inventory(DHI)scale and DHI-P,DHI-E and DHI-F scores in the two groups were decreased,and the scores in the nursing group were lower than those in the control group,and the difference was statistically significant(P<0.05).CONCLUSION Health education based on the IMB model can effectively improve patients'quality of life,increase self-efficacy of patients with unilateral vestibular hypofunction,enhance patients'confidence,enable patients to resume normal work and life as soon as possible,reduce patients'anxiety and depression,and effectively improve patients'psychological status.

The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers

Purpose: Physical activity(PA) and fundamental motor skills are important components of current and future trajectories of health in young children. This study examined the effects of a 5-week motor skill intervention on preschoolers' motor skill competence and their PA behaviors while participating in the motor skill intervention or outdoor free play(recess).Methods: A total of 102 preschoolers served as participants and were part of a motor skill intervention group(n = 64) or a control/outdoor free play group(n = 38). Children's motor skills were assessed before and after the intervention using the Test of Gross Motor Development-3 rd edition. PA during the motor skill intervention and outdoor free play was assessed using accelerometers both immediately before the start(baseline, Week 0 or Week 1) and end(late, Week 5 or Week 6) of the intervention.Results: All children significantly improved their motor skills from baseline to late assessment(p < 0.05). Children in the motor skill intervention demonstrated greater rates of change(p < 0.001) and scored higher on all motor skills at the late assessment compared with the control group(p < 0.001). There was no effect of group(control vs. intervention), but there was a significant effect of sex on children's PA during outdoor free play at baseline(p < 0.05). Similarly, there was no effect of group on PA during days with the movement program(intervention vs. outdoor free play) at either time point, but boys were more active than girls at the late assessment(p < 0.05). Last, children in the intervention engaged in more PA while participating in the intervention toward the end of the intervention than at the beginning.Conclusion: The 5-week motor skill intervention was effective at improving preschoolers' motor skills and rates of change in motor skills were higher for children who completed the intervention compared with children in the control group. Preschoolers in the intervention did demonstrate PA changes while participating in the intervention, but these changes did not translate outside of the intervention setting.

Training of health personnel to improve knowledge and skills in taking Pap: Effect of an educational intervention to prevent cervical cancer

Objective: To evaluate the effectiveness of an educational intervention to improve knowledge and skills in taking Pap smear conducted by health staff implementing the program on Early Detection of Cervical Cancer. Methods: A quasiexperimental, longitudinal and prospective study, held from October 25 2010 to April 11, 2011 at a hospital in San Luis Potosi, Mexico. To select groups applied a non-probabilistic convenience sampling that was composed of 28 people, 15 for the study group and 13 to the control group. The study group received training that was divided into three phases in which assessed the knowledge and skills taking the smear, the control group received conventional training offered by your workplace. Papanicolaou quality was measured before and after the intervention. The reference used international classification system Bethesda 2001. For data analysis we used the Student t test. Results: The study group increased knowledge (t = 8.768, p = 0.000) in the management of official standards, in the anatomy of the lower female genital tract and in the form of testing. Technical skills (t = 8.639, p = 0.000) also increased in the study group after the intervention. The control group showed no significant changes. The quality report of the samples in the study group increased from 60% to 86.7% and in the control group decreased from 92.3% to 84.6%. Conclusions: The training is effective in improving the knowledge and skills in taking Pap. Health staff who received the training improved their performance and showed more interest in providing high quality service to women.

Video-Based Interventions for Adolescents and Young Adults with Autism Spectrum Disorder:A Systematic

Many individuals with autism spectrum disorder(ASD)experience delays in the development of social and communications skills,which can limit their opportunities in higher education and employment resulting in an overall negative impact to their quality of life.This systematic review identifies 15 studies that explored the effectiveness of Video-Based Interventions(VBIs)for those with ASD during the critical years of adolescence and young adulthood.The 15 studies described herein found this to be an effective intervention for this population for the improvement of their vocational,daily living,and academic skills.In addition,VBIs allow for the maintenance and generalization of the different target behaviors that were examined.The majority of the studies located by this review also investigated the social validity of the intervention method with participants and caregivers and found these VBIs to have high social validity.Although a few studies that implemented VBIs to improve academic skills were located,the research on their use in this area was found to be lacking,indicating a gap in the research on VBIs.Increased usage of VBIs—including video modeling and video prompting—with the target population of those aged 15–28 with ASD is recommended with specific attention given to the use of VBIs to improve the academic and social skills of adolescents and young adults with ASD.

The Effects of Therapeutic Horseback Riding Program on Motor Skills inChildren with Autism Spectrum Disorder

Therapeutic horseback riding(THR)as an animal-assisted intervention is one of the innovative approaches emer-ging in the treatment for children with autism spectrum disorder(ASD).The current study was designed to inves-tigate the effects of a 12-week,twice a week THR program on motor skills in sixty-eight children with ASD aged 5–10 years old.All participants selected met the DSM-V criteria for ASD,and a total offifty-three participants completed the study.A randomized controlled trial design was utilized for the study.Data was collected via a pre-THR test,interim-THR test,and post-THR test to investigate the possible changes in motor skills throughout the 12-week THR program.Results showed that the THR program significantly improved overall motor skills across time points(p<0.05)and sub-skills of run,gallop and two-hand catch(as compared to the control group,p<0.05).In conclusion,the THR program may be an effective option for improving motor skills in children with ASD and further investigation with a longer period of intervention is warranted.

A Life-skills-based HIV/AIDS Prevention Education for Rural Students of Primary Schools in China:What Changed? What Have We Learned?

Objective To evaluate a four-hour life-skills-based HIV/AIDS prevention curriculum among 5th grade students in rural primary schools of Hainan province.Methods The study included two stages.Stage one （September 2006-May 2007） was a pre-post-quasi experimental design;a total of 2 413 students aged 9 to 14 years from fifth grade classes of nine primary schools completed a baseline survey （1 720 students were in the intervention group,693 in the control group）,and over 98% of them took part in a short survey.The experimental curriculum was provided to the intervention group.At stage two （September 2008）,a cross-sectional questionnaire was administered to 6 923 students in 7th grade classes of eight middle schools in the same study sites.There were 1 437 students in the intervention group when the curriculum was conducted.Results Students tended to score higher in areas of HIV/AIDS related knowledge and attitudes,if they were younger than average,lived in the county seat,had access to the internet,and their parents had completed higher levels of education.Path analysis showed that,after controlling for characteristics such as family and community factors,the total effects of curriculum on knowledge in the short-term model increased remarkably compared with the baseline,and maintained major contributions to knowledge in the mid-term model.The positive effect of knowledge on attitudes was significantly improved in the short-term model as well.Conclusion A life-skills based curriculum can improve HIV/AIDS related knowledge and self-perceived level of life-skills among primary school students in rural areas in a short time,and these positive effects can still be observed at least 2 years post participation in the curriculum.

A virtual reality based surgical skills training simulator for catheter ablation with real-time and robust interaction

Background Atrial fibrillation(AF)is the most common sustained cardiac arrhythmia that can cause severe heart problems.Catheter ablation is one of the most ideal procedures for the treatment of AF.Physicians qualified to perform this procedure need to be highly skilled in manipulating the relevant surgical devices.This study proposes an interactive surgical simulator with high fidelity to facilitate efficient training and low-cost medical education.Methods We used a shared centerline model to simulate the interaction between multiple surgical devices.An improved adaptive deviation-feedback approach is proposed to accelerate the convergence of each iteration.The periodical beating of the human heart was also simulated in real time using the position-based dynamics(PBD)framework to achieve higher fidelity.We then present a novel method for handling the interaction between the devices and the beating heart mesh model.Experiments were conducted in a homemade simulator prototype to evaluate the robustness,performance,and flexibility of the proposed method.Preliminary evaluation of the simulator was performed by medical students,residents,and surgeons.Results The interaction between surgical devices,static vascular meshes,and beating heart mesh was stably simulated in a frame rate suitable for interaction.Conclusion Our simulator is capable of simulating the procedure of catheter ablation with high fidelity and provides immersive visual experiences and haptic feedback.

视频教学应用于孤独症学生居家生活技能教学的实践探究

居家生活技能是个体独立生活的先决条件,而孤独症青少年普遍缺乏该类技能,如何利用特殊教育技术提升孤独症学生的居家生活技能仍有待探索。为此,文章选择视频教学(Video-Based Instruction,VBI)这一干预技术,首先介绍了VBI的两种模式,从视频支持、创设情境、强化策略三方面提炼出VBI应用于居家生活技能教学的指导原则;然后,文章采用单一被试设计实验,比较视频示范、视频提示、零介入三种干预条件下四名孤独症学生的烹饪技能学习成效。结果表明,VBI显著提升了孤独症学生的目标技能学习成效,追踪数据显示技能的维持及泛化效果良好。最后,文章为VBI支持孤独症学生居家生活技能教学提出了优化建议。文章通过研究,旨在探索VBI应用于孤独症学生居家生活技能教学的实践模式并验证其教学效果,从而为特殊教育学校实施教学提供指导和借鉴。

IMB模型框架下小组个性化干预对PE患者自护能力、血压控制的影响

目的:探究IMB模型框架下小组个性化干预对子痫前期(PE)患者自护能力、血压控制的影响。方法:随机数字表法将2021年3月-2023年2月本院就诊的PE患者200例分为观察组与对照组各100例,两组均予以常规护理干预,观察组同时予以信息-动机-行为技巧(IMB)模型框架下小组个性化护理干预,均干预至妊娠分娩。比较两组自护能力[自我护理能力测定量表(ESCA)评分]、负性心理[焦虑自评量表(SAS)评分、抑郁自评量表(SDS)评分]、治疗依从性、血压控制情况及分娩结局。结果:干预后观察组ESCA各维度评分均高于对照组,SDS(42.55±4.28分)、SAS(43.39±4.21分)评分均低于对照组(48.36±4.33分、47.57±4.36分),治疗依从性(94.0%)高于对照组(83.0%),收缩压及舒张压(127.6±7.5 mmHg、93.5±4.3 mmHg)低于对照组(142.5±8.4mmHg、104.6±5.5 mmHg),不良分娩结局低于对照组(均P<0.05)。结论:对PE患者实施IMB模型框架下小组个性化干预可提高患者的自护能力与治疗依从性,减轻负性心理,有利于血压控制及改善妊娠结局,提高了护理效果。

基于信息-动机-行为技巧理论的健康宣教联合心理干预对肝癌患者介入治疗术后康复的影响

目的探讨在肝癌患者介入治疗术后康复中应用基于信息-动机-行为技巧模型(IMB)理论的健康宣教联合心理干预的影响。方法选取2021年10月至2022年10月在南昌大学第一附属医院肿瘤科行肝癌介入治疗的80例患者,依据随机数字表法分为对照组和观察组,每组各40例,均持续干预16周。观察并比较两组患者干预前后的自我效能感、焦虑和抑郁情绪评分、生活质量评分。结果干预16周后,观察组患者的正性态度、缓解压力、自我决策的自我效能感评分均高于对照组,差异有统计学意义(P<0.05);干预16周后,观察组患者的焦虑自评量表(SAS)和抑郁自评量表(SDS)评分均低于对照组,差异有统计学意义(P<0.05),且观察组患者的生活质量评分高于对照组,差异有统计学意义(P<0.05)。结论基于IMB理论的健康宣教联合心理干预在肝癌介入患者中,能够缓解负性情绪,提高患者的生活质量。

自闭症儿童言语和非言语社交沟通技能的游戏式干预模式

社交沟通障碍是自闭症谱系障碍儿童的核心障碍之一,本文介绍了五种可以改善自闭症谱系障碍儿童社交沟通技能的游戏式干预模式。在精准康复理念的指导下,掌握这些方法有利于针对自闭症谱系障碍儿童的社交沟通问题"对症下药",实现个性化治疗方案指导下的处方性治疗,在解决问题的同时保证自闭症谱系障碍儿童身心的健康发展,并为我国自闭症谱系障碍儿童康复领域的家长、临床工作者和研究者提供借鉴、开拓思路。

介入超声思维培养与技能培训模式的探索与应用

介入超声作为一门新兴学科,理论体系日趋完善,应用领域不断拓展,对于从业者的自身素质要求也越来越高,培养具备创新思维和规范技能的复合型人才,是实现介入超声学科可持续发展的当务之急。文章从介入超声思维培养和技能培训模式为切入点,探讨知识储备、教学模式及角色赋能、技能培训、临床实践等内容在介入超声专科人才培养过程中的专业要求、执行方法和地位价值。文章分析总结了解放军总医院介入超声科10余年的学科发展和人才培养经验,提出系统化的知识储备是培养介入学科人才的基础,一体化的教学模式是培养介入学科人才的保障,多样化的角色赋能是人才可持续发展的基本要求,标准化的技能培训和规范化的临床实践是人才培养和学科建设稳步前进的必经之路。介入超声思维培养和技能培训,对于进一步提升我国介入超声人才素质、推动微创医学的可持续发展具有重要意义。

初中学生认知技能培养的实验研究——基于核心胜任特征模型视角

将胜任特征模型的思想引入初中学生认知技能培养体系之中,根据关键行为事件访谈的结果,把认知技能划分为逻辑推理、事实判断和论证评价三大部分,进而编制相应的培养课程案例,并确定新的培养方法。在温州市某校初中学生中展开了以典型案例为主的针对性干预培养,实验结果证实新型的认知技能模型和方法在初中学生能力提升方面起到明显的增益作用,验证了认知技能干预培养的成效,为后期开展认知技能研究奠定了基础。

舒适护理干预模式联合技巧性沟通在膝关节疼痛患者鞘内注射治疗中的应用

目的:探讨舒适护理干预模式联合技巧性沟通在膝关节疼痛患者鞘内注射治疗中的应用效果。方法:本文研究将160例在膝关节疼痛患者作为研究主要对象,患者收治时间在2021年1月—2022年1月之间,随机分组为两组(研究组81例,对照组79例),两组患者均进行玻璃酸钠鞘内注射治疗,另外,在治疗期间,对照组采取常规护理的方式,研究组采用舒适护理干预模式联合技巧性沟通的护理模式,观察两组患者的临床疗效、护理前后采用焦虑自评量表(SAS)、抑郁自评量表(SDS)、视觉模拟评分法(VAS)、WHO生活质量简表(WHOQOL-BREF)评分以及护理满意度。结果:研究组临床疗效高于对照组(P<0.05);两组患者护理后SAS、SDS评分均低于护理前(P<0.05),且研究组护理后上述评分低于对照组(P<0.05);两组护理后VAS评分均低于护理前,且研究组护理后上述评分低于对照组(P<0.05);研究组护理满意度高于对照组(P<0.05);两组护理后生理、心理、社会关系、环境各项WHOQOL-BREF评分均高于护理前(P<0.05),且研究组护理后上述各项评分均高于对照组(P<0.05)。结论:玻璃酸钠鞘内注射辅以舒适护理干预模式联合技巧性沟通可有效提升膝关节腱鞘炎患者的治疗效果,有效缓解患者不良心理状态,改善患者的疼痛症状,提高患者的护理满意度和生活质量。

同伴介入法应用于我国自闭症儿童干预的研究述评

近年来,同伴介入法已被广泛运用于我国自闭症儿童的干预研究中,并被证实能够改善自闭症儿童的社交行为。为探讨同伴介入法应用于自闭症儿童干预研究的进展情况,文章从参与对象、目标行为、研究设计、干预结果等方面入手进行梳理与分析,并对未来相关研究的开展提出以下建议:增加同伴介入法本土化实证研究;建立被试与同伴之间的良好关系,增加社交可能性;丰富介入同伴的多样性;探索同伴介入法与其他方法相结合的方式。

IMB理论联合正念放松在体检人员磁共振成像检查中的应用

目的:探究信息-动机-行为技巧(IMB)理论联合正念放松在体检人员磁共振成像(MRI)检查中的应用效果。方法:选取2019年1月~2021年1月于体检科行颈椎MRI检查健康人群300例,随机分为对照组和观察组,观察干预效果。结果:干预后,观察组体检人员抑郁自评量表及焦虑自评量表评分、收缩压、舒张压、心率、血糖均低于对照组,舒适状况评分及图像合格率高于对照组(P<0.05)。结论:IMB理论下认知强化干预联合正念放松可缓解颈椎MRI体检人员不良情绪,提升检查舒适度,改善应激状态,提高成像质量。

基于信息-动机-行为技能模型的护理干预在超重/肥胖育龄期妇女孕前保健中的应用效果

目的探讨基于信息-动机-行为技能(IMB)模型的护理干预在超重/肥胖育龄期妇女孕前保健中的应用效果。方法选取在本院婚育综合服务中心行孕前常规体检的92名超重/肥胖育龄期妇女为研究对象,按照随机数字表法分为两组,各46名。对照组采用常规护理,试验组采用基于IMB模型的护理干预。对比两组干预前后的外周血生物标志物水平、负性情绪、自我护理能力和生存质量。结果43名对照组和44名试验组的研究对象坚持了3个月的护理干预模式。干预后,试验组的血糖水平、胰岛素水平、胰岛素抵抗指数、总三酰甘油、总胆固醇、体质量指数、体脂率、焦虑自评量表评分和抑郁自评量表评分均低于干预前,且试验组低于对照组,差异有统计学意义(P<0.05)。干预后,试验组的自我护理能力量表各维度和生存质量测定量表各维度得分均高于干预前,且试验组高于对照组,差异有统计学意义(P<0.05)。结论经过IMB模型的护理干预后,孕前超重/肥胖妇女的外周血生物标志物水平明显改善,自我护理能力和生存质量显著提高,表明IMB模型可有效改变研究对象的身心健康,值得在临床进一步推广与应用。

A Cross-sectional Study Assessing Predictors of Essential Medicines Prescribing Behavior Based on Information-motivation-behavioral Skills Model among County Hospitals in Anhui, China

Background： The self-consciousness and practicality of preferentially prescribed essential medicines （EMs） are not high enough in county hospitals. The purposes of this study were to use the information-motivation-behavioral skills （IM B） model to identify the predictors of essential medicines prescribing behavior （EMPB） among doctors and to examine the association between demographic variables, IMB, and EMPB. Methods： A cross-sectional study was carried out to assess predictive relationships among demographic variables and IM B model variables using an anonymous questionnaire administered in nine county hospitals of Anhui province. A structural equation model was constructed for the I MB model to test the instruments using analysis of moment structures 17.0. Results： A total of 732 participants completed the survey. The average age of the participants was 37.7 ± 8.9 years old （range： 22-67 years old）. The correct rate of information was 90.64%. The average scores of the motivation and behavioral skills were 45.46 a： 7.34 （hundred mark system： 75.77） and 19.92 ± 3.44 （hundred mark system： 79.68）, respectively. Approximately half（50.8%） of respondents reported that the proportion of EM prescription was below 60%. The final revised model indicated a good fit to the data （x^2/df= 4.146, goodness of fit index = 0.948, comparative fit index = 0.938, root mean square error of approximation = 0.066）. More work experience （β = 0.153, P 〈 0.001 ） and behavioral skills （β = 0.449, P 〈 0.001 ） predicted more EMPB. Higher income predicted less information （β = -0.197, P 〈 0.001） and motivation （β =0.204, P 〈 0.001 ）. Behavioral skills were positively predicted by information （β = 0.135, P 〈 0.001 ） and motivation （β = 0.742, P 〈 0.001 ）. Conclusion： The present study predicted some factors of EMPB, and specified the relationships among the model variables. The utilization rate of EM was not high enough. Motivation and behavior skills were crucial factors affecting EMPB. The influence of demographic variables, such as income and work experience, on EMPB should be fully appreciated. Comprehensive intervention measures should be implemented from multiple perspectives.

数字影像管理系统在神经介入手术教学中的应用

随着缺血性脑血管病介入神经放射手术技术的进步,其应用越来越广泛,手术技术的规范化和专业医生手术操作的培训日益受到具备教学资质的医学中心的重视。由于神经介入手术的特殊性,其教学也具有较大难度,传统的教学培训模式大多遵循“理论-参观-协助手术-术者”经典培训模式,这种培训模式经过多年的实践确实体现了其一定的优势,但也有一些不足。近年来,神经介入手术数字影像管理系统(E-LAB system,EBS)在教学中的应用,有效解决了传统教学方法的不足,取得了满意的教学效果,为进修医生、住院医师规范化培训医生学习神经介入手术提供了一种新的模式。该系统能够在保证手术正常进行的同时提高医疗教学水平,将会得到越来越广泛的应用。