Effects of Health Education with Problem-Based Learning Approaches on the Knowledge, Attitude, Practice and Coping Skills of Women with High-Risk Pregnancies in Plateau Areas

Objective: Given the unique cultural background, way of life, and physical environment of the Tibetan Plateau, this study aims to investigate the effects of health education using problem-based learning (PBL) approaches on the knowledge, attitude, practice, and coping skills of women with high-risk pregnancies in this region. Methods: 76 high-risk pregnancy cases were enrolled at Tibet’s Linzhi People’s Hospital between September 2023 and April 2024. 30 patients admitted between September 2023 and December 2023 were selected as the control group and were performed with regular patient education. 46 patients admitted between January 2024 and April 2024 were selected as the observation group and were performed regular patient education with problem-based learning approaches. Two groups’ performance on their health knowledge, attitude, practice and coping skills before and after interventions were evaluated, and patient satisfaction were measured at the end of the study. Results: There was no statistical significance (P P P Conclusions: Health education with problem-based learning approaches is worth promoting as it can help high-risk pregnant women in plateau areas develop better health knowledge, attitude and practice and healthier coping skills. Also, it can improve patient sanctification.

The Application of“Problem-Based Learning+Flipped Classroom”Teaching Model in Bilingual Education

This study focuses on the application of the“PBL(problem-based learning)+Flipped Classroom”teaching model in bilingual education,aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching.PBL emphasizes learning through the resolution of real-world problems,while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class,dedicating class time to in-depth discussions and practical activities.The integration of these two teaching models in bilingual education aims to stimulate students’interest in learning,improve their autonomous learning abilities,enhance critical thinking,and foster cross-cultural communication skills.Through literature review,case analysis,and empirical research,this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education.Subsequently,it elaborates on the specific implementation steps of the“PBL+Flipped Classroom”teaching model in bilingual education,including problem design,preview material provision,cooperative learning,classroom activities,and language support.A comparative experiment is then conducted to analyze the impact of this teaching model on students’learning motivation,academic performance,and cross-cultural communication skills.The results indicate that the“PBL+Flipped Classroom”teaching model significantly improves students’learning motivation and participation,enhances academic performance,and effectively boosts their cross-cultural communication skills.Furthermore,this model aids in cultivating students’autonomous learning abilities and critical thinking,providing an innovative and effective approach to bilingual education.This study offers new ideas and insights for the field of bilingual education,which is of great significance for promoting the innovation and development of bilingual teaching models.

Integrating a flipped classroom and problem-based learning into ophthalmology education

Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known education methods that can be integrated into ophthalmology education to improve students' competence level and promote active learning. Methods: We used a mixed teaching methodology that integrated a FC and PBL into a 1-week ophthalmology clerkship for 72 fourth-year medical students. The course includes two major sessions: FC session and PBL session, relying on clinical and real-patient cases. Written examinations were set up to assess students' academic performance and questionnaires were designed to evaluate their perceptions. Results: The post-course examination results were higher than the pre-course results, and many students gained ophthalmic knowledge and learning skills to varying levels. Comparison of pre-and post-course questionnaires indicated that interests in ophthalmology increased and more students expressed desires to be eye doctors. Most students were satisfied with the new method, while some suggested the process should be slower and the communication with their teacher needed to strengthen.Conclusions: FC and PBL are complementary methodologies. Utilizing the mixed teaching meth of FC and PBL was successful in enhancing academic performance, student satisfactions and promoting active learning.

Making the case for the evolving role of social media in health professions education and a literature review on the application of some in ophthalmology

Background and Objective:Social media(SoMe)has emerged as a tool in health professions education(HPE),particularly amidst the challenges posed by the coronavirus disease 2019(COVID-19)pandemic.Despite the academia’s initial skepticism SoMe has been gaining traction in supporting learning communities,and offering opportunities for innovation in HPE.Our study aims to explore the integration of SoMe in HPE.Four key components were outlined as necessary for a successful integration,and include designing learning experiences,defining educator roles,selecting appropriate platforms,and establishing educational objectives.Methods:This article stemmed from the online Teaching Skills Series module on SoMe in education from the Ophthalmology Foundation,and drew upon evidence supporting learning theories relevant to SoMe integration and models of education.Additionally,we conducted a literature review considering Englishlanguage articles on the application of SoMe in ophthalmology from PubMed over the past decade.Key Content and Findings:Early adopters of SoMe platforms in HPE have leveraged these tools to enhance learning experiences through interaction,dialogue,content sharing,and active learning strategies.By integrating SoMe into educational programs,both online and in-person,educators can overcome time and geographical constraints,fostering more diverse and inclusive learning communities.Careful consideration is,however,necessary to address potential limitations within HPE.Conclusions:This article lays groundwork for expanding SoMe integration in HPE design,emphasizing the supportive scaffold of various learning theories,and the need of furthering robust research on examining its advantages over traditional educational formats.Our literature review underscores an ongoing multifaceted,random application of SoMe platforms in ophthalmology education.We advocate for an effective incorporation of SoMe in HPE education,with the need to comply with good educational practice.

Investigation of nursing students’ knowledge of and attitudes about problem-based learning

Purpose:To investigate nursing students’knowledge of and attitudes about problem-based learning(PBL).Methods:A total of 1200 students were surveyed at eight nursing colleges in Hunan Province.Results:In all,1037 valid questionnaires were returned,for an effective return rate of 86.4%.Some 54.4%of the students learned that PBL was a pedagogical method from teachers,and 27.8%of the students had participated in PBL courses.Almost all of students(97.6%)were interested in PBL,and 66.7%of survey participants believed that students who were not good at solving problems would have difficulty in PBL courses.Conclusion:Nursing educators should guide students to adapt to new learning approaches,and encourage students to participate in the teaching reform to promote students’autonomous learning ability,innovation ability,and comprehensive ability.

The effects of the application of WeChat as a platform combined with problem-based learning in nursing teaching in China:a systematic review and meta-analysis

Background:Recently,WeChat application has been widely applied in the field of nursing education in China.Among them,WeChat as a platform combined with problem-based learning(PBL)teaching method is a commonly used method in nursing teaching,however,no unanimous consensus on the effectiveness of the application of nursing teaching.Purpose:The purpose of this meta-analysis is to systematically evaluate the effectiveness of WeChat as a platform combined with PBL teaching method in nursing teaching for Chinese nursing students from four aspects:nursing students'performance,ability,learning interest and teaching satisfaction.Methods:The following English and Chinese databases were searched for relevant articles:PubMed,Embase,Cochrane library,Web of Science,China National Knowledge Infrastructure(CNKI),WanFang Database,VIP Database and Chinese Biomedical Literature Database(CBM).The search timeframe was set fromthe establishment of these databaseto August 2021.Two reviewers separately screened records,abstracted data,and assessed risk of bias in trials included.Review Manager Software 5.3 was used to analyze data.Results:A total of 11 randomized controlled trials(RCTs)were included.The results of this meta-analysis showed that WeChat combined with PBL teaching method can significantly improve theory examination(SMD=2.50,95%CI:1.69 to 3.30,P<0.001),operation skill(SMD=2.32,95%CI:1.47 to 3.18,P<0.001),comprehensive ability(SMD=3.18,95%CI:1.59 to 4.76,P<0.001),and learning interest(SMD=3.08,95%CI:1.44 to 4.72,P<0.001)in Chinese nursing students,and increase nursing students on teachers'teaching satisfaction(SMD=2.64,95%CI:0.39 to 4.89,P<0.001).Conclusion:WeChat combined with PBL teaching method can significantly enhance Chinese nursing students'knowledge mastery and application,improve their comprehensive ability and learning interest,and improve classroom teaching effect.College nursing educators should consider adopting WeChat combined with PBL teaching method in nursing education to fully demonstrate its application value.

Proposing Effective Problem-Based Learning(PBL)Problems by Reimplementing Open-Source Projects

Recently,Problem-Based Learning(PBL)has been regarded as a possible way towards effective educational changes in Chinese universities.However,problems have been exposed in the adoption of PBL,such as choosing effective PBL problems.The purpose of this paper is to provide a possible solution to the formulation of PBL problems for computer science courses,which is to reimplement open-source projects(ROSP).A case is demonstrated by showing how ROSP was adopted in a practical intercourse-level PBL course module.This paper contributes to a new PBL problem formulation method for promoting PBL in a practical way for Chinese universities.

Problem-based Learning Combining Seminar Teaching Method for the Practice of Mathematical Modeling Course's Teaching Reform for Computer Discipline

Mathematical modeling course has been one of the fast development courses in China since 1992,which mainly trains students’innovation ability.However,the teaching of mathematical modeling course is quite difficult since it requires students to have a strong mathematical foundation,good ability to design algorithms,and programming skills.Besides,limited class hours and lack of interest in learning are the other reasons.To address these problems,according to the outcome-based education,we adopt the problem-based learning combined with a seminar mode in teaching.We customize cases related to computer and software engineering,start from simple problems in daily life,step by step deepen the difficulty,and finally refer to the professional application in computer and software engineering.Also,we focus on ability training rather than mathematical theory or programming language learning.Initially,we prepare the problem,related mathematic theory,and core code for students.Furtherly,we train them how to find the problem,and how to search the related mathematic theory and software tools by references for modeling and analysis.Moreover,we solve the problem of limited class hours by constructing an online resource learning library.After a semester of practical teaching,it has been shown that the interest and learning effectiveness of students have been increased and our reform plan has achieved good results.

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students’ self-efficacy (SE). Methods: This study was a one group pre- and post-test design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students’ SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students’ self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students’ competency.

Do the Application of Problem-Based Learning on Undergraduate Nursing Students’ Is Effective? A Case Study Review

Objectives: The study’s aims to determine and assess the application of problem-based learning to undergraduate nursing students. Background: Nursing students are the upcoming health care delivery system;according to their standard of learning, it will affect their clinical training. Method: The study design is a case study review, the data was collected using many articles related to problem-based learning collected from E-books and E-journals websites like CINAHEL, Google Scholar, etc. After that, the data was analyzed and evaluated related to the application of problem-based learning on undergraduate nursing students. Result: The result appeared that most of the research proved and supported that the application of problem-based learning is effective for undergraduate nursing students, and students can solve patients’ problems in a better way. Conclusion: In conclusion, problem-based learning is an essential part of the nursing diagnosis process that will increase knowledge, and performance, and merge it with the nursing concepts.

LEARNS模式在血液透析患者健康教育中的应用

目的探讨LEARNS模式的健康教育用于血液透析患者的价值。方法90例血液透析患者随机分为对照组(常规健康教育)和观察组(LEARNS模式的健康教育),比较两组的肾功能、自我效能和生活质量。结果干预后,观察组的BUN、Scr水平均低于对照组,CDSES各维度评分、QOL各维度评分均高于对照组(P<0.05)。结论LEARNS模式的健康教育可改善血液透析患者的肾功能,提高其自我效能和生活质量。

Myocardial infarction patients' learning needs: Perceptions of patients, family members and nurses

Purpose: This descriptive study aimed to identify and compare patient with myocardial infarction,their family member,and cardiac nurse perceptions on the learning needs of patients with myocardial infarction in the acute,sub-acute,and post-acute phases.Methods: A total of 288 patients with myocardial infarction,145 family members,and 40 cardiac unit nurses were enrolled in this study.Data were collected by survey method using the Cardiac Patient Learning Need Inventory (CPLNI).Data analysis was done using descriptive statistical analysis and analysis of variance.Results: The results showed that the learning needs of patients with myocardial infarction were high according to the perceptions of patients,patients' family members,and nurses.There were differences in the priority of learning that the patient need in relation to the disease and healing process.Conclusion: Patients,family members,and nurses have different perceptions regarding the learning needs of patients with myocardial infarction.To create adequate intervention to meet patient's learning needs,there should be an accurate assessment.The results of this study support the importance of patient-centered,individualized education and attention to learning priorities.

LEARNS模式健康教育对初产妇育儿胜任感及母乳喂养的影响

目的探究LEARNS模式健康教育对初产妇育儿胜任感及母乳喂养的影响。方法2023年3-6月,采用便利抽样法选取安徽省某医院产科两个病区收治的130例初产妇为研究对象,将2023年3-4月收治的65例初产妇作为对照组,给予常规健康教育;2023年5-6月收治的65例初产妇作为观察组,采用LEARNS模式健康教育。比较两组初产妇育儿胜任感、母乳喂养情况及产后抑郁水平。结果观察组初产妇产后育儿胜任感总分及各维度分数均高于对照组(均P<0.05);观察组初产妇首次母乳喂养成功率及产后42 d内纯母乳喂养率较对照组更高(均P<0.05);观察组初产妇产后7 d的抑郁量表得分低于对照组(P<0.05)。结论LEARNS模式健康教育可提高初产妇的育儿胜任感,改善初产妇母乳喂养情况、减轻其产后抑郁情绪。

Deep Integration of Innovation and Entrepreneurship(InE)Education in Chinese University Classrooms

Recently,InE has been regarded as a popular education strategy in Chinese universities.However,problems have been exposed in the adoption of InE,for example,in InE courses and competitions.The purpose of this paper is to provide a possible solution to the problems,which is to organize effective InE courses by integrating InE with Inter-Course-level Problem-Based Learning(ICPBL).A detailed case is demonstrated by an ICPBL elective course design with deep integration of InE in the teaching,learning,and assessments.This paper contributes to a new curriculum design for promoting InE education in practically for Chinese universities.

基于LEARNS模式构建维持性血液透析病人营养健康教育方案

目的:构建基于LEARNS模式的维持性血液透析病人营养健康教育方案,为临床实施“以病人为中心”的营养健康教育提供参考。方法:研究小组在文献研究、小组讨论基础上初步制定营养健康教育方案,采用德尔菲专家函询法对23名专家进行函询,结合条目筛选标准和专家建议,利用层次分析法确定条目权重,构建基于LEARNS模式的维持性血液透析病人营养健康教育方案。结果:2轮咨询专家积极系数为100.0%和91.30%,权威系数为0.874和0.891;变异系数为0.00~0.38和0.00~0.22,肯德尔和谐系数为0.205和0.222(P<0.01)。最终形成包括3个一级条目、32个二级条目的维持性血液透析病人营养健康教育方案。层次分析各级条目一致性系数(CR值)均<0.1。结论:构建的维持性血液透析病人营养健康教育方案具有较高的科学性和可行性,可以为维持性血液透析病人营养健康教育提供借鉴。

LEARNS框架下的健康教育对慢性肾脏病患者的影响

目的研究LEARNS框架下的健康教育对慢性肾脏病患者的影响。方法选取郑州大学第二附属医院2022年5月至2024年1月90例慢性肾脏病患者并进行随机分组,对常规组45例给予常规健康教育,对研究组45例给予LEARNS框架下的健康教育,对比两组患者的自我管理能力、肾功能、主观幸福感、生活质量。结果研究组干预后成年人健康自我管理能力评测量表(AHSMSRS)评分高于常规组(P<0.05);研究组干预后胱抑素C(CYSC)水平低于常规组,血肌酐(Scr)、尿素氮(BUN)水平高于常规组;研究组干预后总体幸福感量表(GWB)评分高于常规组(P<0.05);研究组干预后肾脏病生活质量量表(KDQOL-36)评分高于常规组(P<0.05)。结论LEARNS框架下的健康教育能够促进慢性肾脏病患者肾功能的恢复,提高患者的自我管理能力和生活质量。

基于LEARNS模式的老年共病肺部感染患者护理干预方案的构建及应用研究

目的探讨基于LEARNS模式的老年共病肺部感染患者护理干预方案的构建及应用效果。方法选取2022年3月至2024年2月淮南市某三级甲等医院收治的84例老年共病肺部感染患者为研究对象,随机分为对照组和观察组,各42例。对照组采用常规肺部感染护理模式;观察组实施基于LEARNS模式的护理干预方案,成立LEARNS模式护理干预小组,依据循证证据制订干预方案并实施。比较两组患者干预后疾病感知、自我护理能力、焦虑和抑郁状况、护理满意度及住院天数的差异。结果干预后观察组患者的疾病感知得分、焦虑和抑郁得分、住院天数均低于对照组(P<0.05),自我护理能力得分、护理满意度得分高于对照组(P<0.05)。结论基于LEARNS模式的护理干预方案可改善老年共病肺部感染患者的疾病感知压力,增强患者自我护理能力,减轻患者焦虑和抑郁水平,提升护理满意度,缩短住院时间。

LEARNS健康教育干预对2型糖尿病患者的护理效果及对患者生活质量评分的影响

目的观察LEARNS健康教育干预对2型糖尿病患者的护理效果及对患者生活质量评分的影响。方法选择江苏省淮安市第一人民医院2020年7月至2023年6月收治的89例2型糖尿病患者为研究对象,以随机数字表法将其分为对照组(44例)与试验组(45例)。对照组按2型糖尿病常规健康教育模式进行宣教,试验组在对照组基础上加用LEARNS健康教育。干预后对两组疾病不确定感评分、自我效能评分、血糖控制测评指标、生活质量进行比较。结果护理后,两组疾病不确定感评分低于护理前,且试验组低于对照组,差异有统计学意义(P<0.05);两组自我效能评分得分高于护理前,且试验组高于对照组,差异有统计学意义(P<0.05);两组空腹血糖水平、餐后2小时血糖水平及糖化血红蛋白值低于护理前,且试验组低于对照组,差异有统计学意义(P<0.05);两组生活质量评分高于护理前,且试验组高于对照组,差异有统计学意义(P<0.05)。结论于2型糖尿病患者中引入LEARNS健康教育机制,有利于其疾病不确定感的减低、自我效能的提升、血糖控制成效的提高,及生活质量的优化。

基于LEARNS模式的食管癌患者围术期健康教育路径构建

目的构建基于LEARNS模式,即聆听(listen,L)、建立(establish,E)、应用(adopt,A)、提高(reinforce,R)、反馈教学(name,N)、强化(strengthen,S)的食管癌患者健康教育路径,为临床护理人员对食管癌患者进行健康教育提供参考。方法在文献回顾、半结构式访谈的基础上初步拟定健康教育方案;通过德尔菲法对15名专家进行函询,二轮专家函询之后,结合指标筛选标准和专家的建议对健康教育方案进行修改,确定针对食管癌患者的健康教育路径。结果两轮专家函询的积极程度均为100%;专家函询系数分别为0.85和0.87;肯德尔和谐系数分别为0.549和0.561;最终确定6项一级指标(入院评估教育、术前教育、手术教育、术后教育、康复教育和出院教育)和36项二级指标。结论构建的食管癌围术期健康教育路径具有科学性和可行性,可为临床护理人员对食管癌患者进行健康教育提供参考依据。

基于LEARNS模式的健康教育对腹腔镜前列腺癌根治术后尿失禁患者的效果研究

目的探讨基于LEARNS模式的健康教育应用于腹腔镜前列腺癌根治术后尿失禁患者的效果。方法选取2022年2月至2023年12月福建省肿瘤医院收治的76例腹腔镜前列腺癌根治术后尿失禁患者,根据随机数字表法将其分为对照组和观察组,每组38例。对照组患者接受常规健康教育模式,观察组患者接受基于LEARNS模式的健康教育,两组患者均干预1个月。比较两组患者干预前后控尿能力、盆底肌训练知识水平、盆底肌训练正确率及生活质量。结果干预后,两组患者的国际尿失禁咨询委员会尿失禁问卷简表(International Consultation on Incontinence questionnaire-urinary incontinence short form,ICIQ-UI SF)评分均显著低于本组干预前,盆底肌训练知识问卷得分、健康调查量表36(36-item short form health survey,SF-36)评分均显著高于本组干预前(P<0.05),观察组患者的ICIQ-UI SF评分显著低于对照组,盆底肌训练知识问卷得分、SF-36评分均显著高于对照组(P<0.05)。观察组患者的盆底肌训练正确率显著高于对照组(92.11%vs.68.42%,χ^(2)=6.727,P=0.009)。结论基于LEARNS模式的健康教育可有效提升前列腺癌根治术后尿失禁患者的盆底肌训练知识水平及训练正确率,改善患者控尿能力及生活质量。