目的 探讨导言-目标-前测-对照-后测-总结（BOPPPS）教学模式在基层护理培训中的应用效果。方法 采用类实验研究方法,将2021年5月—2021年12月参加培训的96名护士设为对照组,使用传统教学模式,将2022年1月—2022年12月参加培训的325名护士设为研究组,使用BOPPPS教学模式。对两组学员的教学效果通过理论、操作考核及问卷调查进行比较。结果 对照组学员理论知识、技能操作以及培训满意度均高于对照组,差异均有统计学意义（均P<0.05）。结论 BOPPPS教学模式在基层护理实训课中具有重要意义,可提高学员理论和技能操作能力,提升学员满意度。

Objective To explore the application effect of BOPPPS teaching mode in nursing primary training. Methods Adopting class experimental research method,96 nurses who participated in the training from May 2021 to December 2021 were the control group,using the traditional teaching method．The 325 nurses who participated in the training from January 2022 to December 2022 were set up as a study group using the BOPPPS teaching model．The teaching effectiveness of the two groups of nurses was compared through theoretical and operative examinations and questionnaires. Results The theoretical knowledge,skill operation and training satisfaction of the trainees in the experimental group were higher than those in the control group,and the differences were statistically significant（P<0.05）. Conclusions BOPPPS teaching mode is of great significance in nursing primary practical training course,which can improve the theory and skill operation ability of trainees and enhance the satisfaction of trainees．

目的 探讨长病程2型糖尿病（T2DM）患者体质指数（BMI）与胰岛β细胞功能间的相关关系。方法 选取2023年12月—2024年3月于承德市中心医院内分泌风湿免疫科住院的260例长病程（病程≥10年）T2DM患者作为研究对象,依据BMI将其分成正常组、超重组和肥胖组,比较三组间一般资料、检验学指标及检查的差异,分析胰岛β细胞功能与各指标间的相关性。结果 三组研究对象在空腹静脉血糖（FPG）、空腹C肽（FCP）、胰岛素抵抗指数（HOMA-IR）、尿酸（UA）、甘油三酯（TG）等上差异有统计学意义（P<0.05）,在胰岛β细胞功能指数（HOMA-β）比较差异无统计学意义（P>0.05）;肥胖组的FPG、FCP、HOMA-IR、UA、TG均高于正常组（P<0.05）,超重组的UA、TG均高于正常组（P<0.05）,肥胖组的FPG、HOMA-IR、UA高于超重组（P<0.05）,Spearman相关分析结果显示HOMA-β与体质量指数（BMI）无相关性（r=0.046,P=0.461）,HOMA-β与UA（r=0.226,P<0.001）、TG（r=0.148,P=0.017）呈正相关,HOMA-IR与BMI（r=0.279,P<0.001）与、UA相关（r=0.284,P<0.001）及TG（r=0.349,P<0.001）呈正相关,多元线性回归分析显示UA是HOMA-β的影响因素（P<0.05）,BMI、UA、TG是HOMA-IR的影响因素（P<0.05）。结论 长病程的T2DM患者,其胰岛素抵抗水平随着BMI的增加逐渐升高,而胰岛β细胞功能指数与BMI的相关性不显著。同时,UA和TG也是长病程T2DM患者胰岛β细胞功能的影响因素。

Objective To explore the correlation between body mass index（BMI）and islet β cell function in patients with long course type 2 diabetes mellitus（T2DM）．Methods A total of 260 patients with T2DM with a long course of disease（course≥10 years）admitted to the Department of Endocrinology and Rheumatology of Chengde Central Hospital from December 2023 to March 2024 were selected as the study objects,and were divided into normal group,overweight group and obese group according to BMI．Comparison among the three groups in general data,inspection index and and the difference of the islet β cell function were performed,and the correlation among the indexes was analyzed．Results There were statistically significant differences in fasting plasma glucose（FPG）,fasting C peptide（FCP）,homeostasis model assessment-insulin resistance（HOMA-IR）,uric acid（UA）and triglycerides（TG）among the three groups（P<0.05）,but no statistically significant differences in homeostatic model assessment of β-cell function（HOMA-β）（P>0.05）．The levels of FPG,FCP,HOMA-IR,UA and TG in the obese group were higher than those in the normal group（P<0.05）;the levels of UA and TG in the overweight group were higher than those in the normal group（P<0.05）;the levels of FPG,HOMA-IR and UA in the obese group were higher than those in the overweight group（P<0.05）．Spearman correlation analysis showed that HOMA-β was not correlated with BMI（r=0.046,P=0.461）,but was positively correlated with UA and TG（r=0.226,P<0.001;r=0.148,P=0.017）,HOMA-IR was positively correlated with BMI,UA and TG（r=0.279,P<0.001;r=0.284,P<0.001;r=0.349,P<0.001）．Multiple linear regression analysis showed that UA was the influencing factor of HOMA-β（P<0.05）,BMI,UA and TG were the influencing factors of HOMA-IR（P<0.05）． Conclusions In T2DM patients with long disease course,the level of insulin resistance increased gradually with the increase of BMI,but the correlation between β-cell function index and BMI was not significant．At the same time,UA and TG are also factors affecting the function of islet β cells in patients with long-course T2DM．

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．

《流行病学》作为公共卫生与预防医学的主干课程,对于培养高质量公共卫生人才至关重要。在大数据、人工智能和互联网技术迅猛发展的时代背景下,传统的单一教学模式已无法满足现代医学教育的需求。线上线下混合教学模式逐渐成为高等医学教育的主要教学方式。这种模式结合了线上资源的丰富性和线下课堂的互动性,能够拓展教学内容,提高学生的自主学习能力。通过大数据分析和人工智能技术,可以提供个性化学习体验和实时反馈,优化教学效果。然而,这一模式在实际应用中仍面临诸如资源整合不够、师生互动不足等挑战。文章以广州医科大学为例,分析了《流行病学》课程中混合教学模式的优势与不足,并提出了针对性的改进建议。通过这些建议,旨在提升混合教学模式的有效性,为未来教学改革提供新的思路和参考。

Epidemiology,as a core course in public health and preventive medicine,is crucial for training high-quality public health professionals．With the rapid development of big data,artificial intelligence,and internet technologies,traditional single-mode teaching methods no longer meet the demands of modern education．The blended learning model,combining online and offline teaching,has gradually become a primary method in higher medical education．This model integrates the richness of online resources with the interactivity of offline classes,expanding instructional content and enhancing students' self-directed learning abilities．By leveraging big data analysis and artificial intelligence,personalized learning experiences and real-time feedback can be provided to optimize teaching effectiveness．However,this model still faces challenges such as inadequate resource integration and insufficient teacher-student interaction in practical application．This study uses a medical university as a case study to analyze the advantages and limitations of the blended learning model in epidemiology courses and proposes targeted improvement suggestions．The aim is to enhance the effectiveness of blended learning and provide new insights and references for future teaching reforms．

目的 探讨全程健康管理对糖尿病患者的血糖控制应用效果分析。方法 选择在我院门诊接受治疗的200例糖尿病患者作为研究对象,采用随机数表法分为对照组和观察组,各100例。对照组采用常规健康教育对患者进行健康指导,观察组在对照组基础上对患者行全程健康管理干预,建立糖尿病健康教育小组,对患者进行个体化的健康指导。比较2组患者干预后心理评估及空腹血糖、餐后2 h血糖的变化情况。结果 观察组患者予全程健康教育指导后,GAD-7焦虑量表及PHQ-9抑郁量表测试结果、空腹血糖及餐后2 h血糖控制效果优于对照组（P<0.05）。结论 行全程健康管理干预可有效改善糖尿病患者焦虑抑郁情绪,有效改善空腹血糖、餐后2 h血糖,增强患者自我保健意识。

Objective To explore the effect of whole process health management on blood glucose control in patients with diabetes．Methods A total of 200 patients with diabetes who were treated in the outpatient department of our hospital were studied and divided into control group and observation group,with 100 cases respectively．The patients in control group were given routine health guidance．The patients in observation group underwent whole-process health management intervention on the basis of control group,the diabetes health education group was established and individualized health coaching was given．Psychological assessment and fasting blood glucose and 2-hour postprandial blood glucose changes in the 2 groups of patients after the intervention were compared．Results After receiving whole course health education and guidance,the score GAD-7 anxity scale,PHQ-9 depression scale,pre-prandial blood glucose and 2 h postprandial blood glucose in observation group were better than those of control group（P<0.05）．Conclusions The whole process of health management intervention can improve anxiety and depression of diabetes patients,lower blood glucose levels before meals and 2 h after meals,enhance patients’ self-awareness．

目的 分析本科医学生对临床技能学培训课程的满意度,探索可提高临床技能学课程的改进措施。方法 抽取2015级不同专业医学生参加临床技能学课程的学生,通过问卷调查学生对培训课程的满意度。结果 临床技能学体系改革后,学生对临床技能学课程设置和老师的满意度都很高,对课程设置非常满意有18.31%,满意有58.03%,基本满意有21.69%,不满意的只有1.41%;对老师非常满意有36.9%,满意有49.86%,基本满意有12.68%,不太满意只有0.56%。结论 临床技能学可提高学生的临床综合能力和思维能力,可以持续的开展。

Objective To Through the analysis of the satisfaction surveys of clinical skills course, we aimed to make improvements on the teaching of clinical skills course. Methods With the method of stratified sampling, we chose medical students of different majors in the grade 2015 who attended the clinical skills course, and carried out the surveys of their satisfaction on the course. Results Students were satisfied with the design and the teaching of clinical skills course after the reform of clinical skills teaching. With the design of clinical skills course, 18.31% students were very satisfied, 58.03% were satisfied, 21.69% were basically satisfied, and just 1.41% were unsatisfied; With the teachers of clinical skills, 36.9% students were very satisfied, 49.83% were satisfied, 12.68% were basically satisfied, and just 0.56% were unsatisfied. Conclusion Clinical skills course may improve students' clinical comprehensive abilities and clinical thinking. It should be carried out continuously.

目的 探讨临床全程导师制结合OSCE考试法对实习护生评判性思维的影响。方法 将176名在我院实习的本科实习护生随机分为两组,每组88人。对照组采用传统的临床带教和考核方式进行带教,实验组采用临床全程导师制结合OSCE考试法进行带教。记录两组理论考试成绩、实践技能成绩及护理病历成绩,比较两组实习护生教学前后评判性思维能力,比较两组实习护生干预后对临床带教模式的整体评价。结果 实验组理论考试成绩、实践技能成绩、护理病历成绩得分均高于对照组（P<0.05）。开展教学后两组评判性思维能力量表（CTDI-CV）各维度评分及总分均升高,实验组各维度评分及总分均高于对照组（P<0.05）。开展教学后实验组对临床带教模式的整体评价均高于对照组（P<0.05）。结论 临床全程导师制结合OSCE考试法,有助于提高本科实习护生的评判性思维能力。

Objective To explore the application and influence of the whole course mentor system combined with OSCE on the critical thinking ability of undergraduate clinical student nurses. Methods 176 undergraduate clinical student nurses were divided to control group and experimental group,88 for a group respectively. Control group used traditional clinical teaching method while the experimental group used whole course mentor system combined with OSCE. The theory and practice assessment scores ,medical record writing scores and critical thinking scores of clinical student nurses before and after the implementation of the two teaching modes were compared. Results The theory and practice assessment scores and medical record writing scores of the students in the experimental group were better than those of students in the control group（P<0.05）. The score of CTDI-CV was increased in both two groups after intervention. The score of all dimensions in CTDI-CV was better improved in the experimental group than that of controls （P<0.05）. And the evaluation of teaching mode of the experimental group was better than the control group（P<0.05）. Conclusion The teaching method of the whole course mentor system combined with OSCE is helpful to improve undergraduate clinical student nurses'ability of critical thinking.

       目的   探讨长病程2型糖尿病（T2DM）患者体质指数（BMI）与胰岛β细胞功能间的相关关系。方法    选取2023年12月—2024年3月于承德市中心医院内分泌风湿免疫科住院的260例长病程（病程≥10年）T2DM患者作为研究对象，依据BMI将其分成正常组、超重组和肥胖组，比较三组间一般资料、检验学指标及检查的差异，分析胰岛β细胞功能与各指标间的相关性。结果   三组研究对象在空腹静脉血糖（FPG）、空腹C肽（FCP）、胰岛素抵抗指数（HOMA-IR）、尿酸（UA）、甘油三酯（TG）等上差异有统计学意义（P＜0.05），在胰岛β细胞功能指数（HOMA-β）比较差异无统计学意义（P＞0.05）；肥胖组的FPG、FCP、HOMA-IR、UA、TG均高于正常组（P＜0.05），超重组的UA、TG均高于正常组（P＜0.05），肥胖组的FPG、HOMA-IR、UA高于超重组（P＜0.05），Spearman相关分析结果显示HOMA-β与体质量指数（BMI）无相关性（r=0.046，P=0.461），HOMA-β与UA（r=0.226，P＜0.001）、TG（r=0.148，P=0.017）呈正相关，HOMA-IR与BMI（r=0.279，P＜0.001）与、UA相关（r=0.284，P＜0.001）及TG（r=0.349，P＜0.001）呈正相关，多元线性回归分析显示UA是HOMA-β的影响因素（P＜0.05），BMI、UA、TG是HOMA-IR的影响因素（P＜0.05）。结论    长病程的T2DM患者，其胰岛素抵抗水平随着BMI的增加逐渐升高，而胰岛β细胞功能指数与BMI的相关性不显著。同时，UA和TG也是长病程T2DM患者胰岛β细胞功能的影响因素。

       Objective  To explore the correlation between body mass index（BMI）and islet β cell function in patients with long course type 2 diabetes mellitus（T2DM）．Methods  A total of 260 patients with T2DM with a long course of disease（course≥10 years）admitted to the Department of Endocrinology and Rheumatology of Chengde Central Hospital from December 2023 to March 2024 were selected as the study objects，and were divided into normal group，overweight group and obese group according to BMI．Comparison among the three groups in general data，inspection index and and the difference of the islet β cell function were performed，and the correlation among the indexes was analyzed．Results  There were statistically significant differences in fasting plasma glucose（FPG），fasting C peptide（FCP），homeostasis model assessment-insulin resistance（HOMA-IR），uric acid（UA）and triglycerides（TG）among the three groups（P＜0.05），but no statistically significant differences in homeostatic model assessment of β-cell function（HOMA-β）（P＞0.05）．The levels of FPG，FCP，HOMA-IR，UA and TG in the obese group were higher than those in the normal group（P＜0.05）；the levels of UA and TG in the overweight group were higher than those inthe normal group（P＜0.05）；the levels of FPG，HOMA-IR and UA in the obese group were higher than those in the overweight group（P＜0.05）．Spearman correlation analysis showed that HOMA-β was not correlated with BMI（r=0.046，P=0.461），but was positively correlated with UA and TG（r=0.226，P＜0.001；r=0.148，P=0.017），HOMA-IR was positively correlated with BMI，UA and TG（r=0.279，P＜0.001；r=0.284，P＜0.001；r=0.349，P＜0.001）．Multiple linear regression analysis showed that UA was the influencing factor of HOMA-β（P＜0.05），BMI，UA and TG were the influencing factors of HOMA-IR（P＜0.05）．Conclusions  In T2DM patients with long disease course，the level of insulin  resistance increased gradually with the increase of BMI，but the correlation between β-cell function index and BMI was not significant．At the same time，UA and TG are also factors affecting the function of islet β cells in patients with long-course T2DM．

      目的   探讨导言-目标-前测-对照-后测-总结（BOPPPS）教学模式在基层护理培训中的应用效果。方法   采用类实验研究方法，将2021年5月—2021年12月参加培训的96名护士设为对照组，使用传统教学模式，将2022年1月—2022年12月参加培训的325名护士设为研究组，使用BOPPPS教学模式。对两组学员的教学效果通过理论、操作考核及问卷调查进行比较。结果   对照组学员理论知识、技能操作以及培训满意度均高于对照组，差异均有统计学意义（均P＜0.05）。结论  BOPPPS教学模式在基层护理实训课中具有重要意义，可提高学员理论和技能操作能力，提升学员满意度。

      Objective  To explore the application effect of BOPPPS teaching mode in nursing primary training．Methods  Adopting class experimental research method，96 nurses who participated in the training from May 2021 to December 2021 were the control group，using the traditional teaching method．The 325 nurses who participated in the training from January 2022 to December 2022 were set up as a study group using the BOPPPS teaching model．The teaching effectiveness of the two groups of nurses was compared through theoretical and operative examinations and questionnaires．Results  The theoretical knowledge，skill operation and training satisfaction of the trainees in the experimental group were higher than those in the control group，and the differences were statistically significant（P＜0.05）．Conclusions  BOPPPS teaching mode is of great significance in nursing primary practical training course，which can improve the theory and skill operation ability of trainees and enhance the satisfaction of trainees．