目的 探讨对分课堂对《老年人健康照护技术》实训教学效果的影响,为进一步完善智慧健康养老服务与管理专业实训教学方案提供参考依据。方法 以广州卫生职业技术学院2022级智慧健康养老服务与管理专业学生为研究对象,设定其中一班为观察组,另一班为对照组,在《老年人健康照护技术》实训教学过程中,观察组采用对分课堂的实训教学模式,对照组采用传统实训教学模式;实训结束后对两组均进行理论和技能考核,并在教学前后均采用《一般自我效能感量表》对两组学生进行测评。结果 试验开始之前,对两组学生一般自我效能感测评得分进行比较,差异无统计学意义（P>0.05）;试验结束后,将观察组与对照组的理论和技能考核成绩、一般自我效能感得分进行比较,观察组均明显高于对照组,差异有统计学意义（P<0.01）;且观察组一般自我效能感得分优于本组试验前,差异有统计学意义（P<0.01）。结论 对分课堂有利于提高学生的一般自我效能感,有助于改善《老年人健康照护技术》的实训教学效果,能够为进一步完善智慧健康养老服务与管理专业实训教学方案提供参考依据。

Objective To explore the impact of split courses on the practical training and teaching effectiveness of “Elderly Health Care Technology”,and to provide reference for further improving the practical training and teaching plan of smart health and elderly care services and management．Methods A study was conducted on students majoring in Intelligent Health and Elderly Care Services and Management from Guangzhou Health Vocational and Technical College in 2022．One class was set as the observation group and the other as the control group．During the training and teaching process of “Elderly Health Care Technology”,the observation group adopted a split courses training teaching mode,while the control group adopted a traditional training teaching mode．After the practical training,theoretical and skill assessments were conducted on both groups,and the General Self Efficacy Scale was used to evaluate both groups of students before and after teaching．Results Before the start of the experiment,there was no statistically significant difference in the general self-efficacy evaluation scores between the two groups of students（P>0.05）．After the experiment,the theoretical and skill assessment scores, general self-efficacy scores of the observation group, and the control group were compared．The observation group was significantly higher than the control group,with a significant statistical difference（P<0.01）,and the general self-efficacy score of the observation group was better than before the experiment,with a statistically significant difference as well（P<0.01）．Conclusions split courses were beneficial for improving students’ general self-efficacy,enhancing teaching effectiveness,and providing reference basis for further improving the practical training teaching plan for smart health and elderly care services and management．

目的 设计并验证适合Beckman AU5811全自动生化分析仪试剂针和搅拌棒的交叉污染分析方法,找到产生的原因并制定有效的污染避免措施。方法 以反应盘内圈项目(ALT、TBIL、GGT、ALB、TBA、LDH1、CK、Cr、GLU、CO2、TC、HDL-C、APOA1、Ca 、Fe、Cu、HCY 、AFU、PA)作为实验项目,按设计的检测顺序进行交叉污染实验,各项目间的污染率以不超过95%～105%为判断标准。结果 内圈项目中TC、HCL-C对TBA分别存在试剂针和搅拌棒的污染,Ca对Cr存在搅拌棒的污染,Cu对Fe存在试剂针的污染,GGT、ALB、LDH1对CO2都有搅拌棒的污染,TC、TBIL对Cu也存在搅拌棒的污染。结论 采用该方法能有效快速地对Beckman AU5811生化分析仪上的所有项目进行交叉污染实验,确定交叉污染产生的关联项目并采取污染避免措施减少交叉污染,保证检验结果的准确。

Objective To design and verify an analytical method for the cross contamination of Beckman AU5811 automatic biochemical analyzer's reagent needle and stir bar and find the reasons, and make effective measures to avoid contamination. Methods Use the inner ring items (ALT,TBIL,GGT,ALB, TBA,LDH1,CK,Cr,GLU,CO2,TC,HDL-C,APOA1,Ca,Fe,Cu,HCY,AFU,PA) as theexperiment objects and do the cross contamination experiment according to the test order. The standard for the cross contamination level is limited to 95-105% among all items. Results TC and HCL-C were found to have contaminated TBA both in reagent needle and stir bar model, Ca contaminated Cr in the stir bar model; Cu contaminated Fe in the reagent needle model; GGT,ALB and LDH1 contaminated CO2 in stir bar model; TC and TBIL contaminated Cu in the stir bar model. Conclusion The method used in this experiment can effectively identify and analyze the cross contamination of all the items in Beckman AU5811 automatic biochemical analyzer. In addition, it can help to adopt corresponding measures to reduce cross contamination.