Objective To explore the effect of propofol and etomidate on anesthesia induction in pediatric surgery, and to provide evidence for the future use of anesthesia in pediatric surgery.Methods120 cases of pediatric surgery patients were prospectively selected pediatric in our hospital from May 2013 to January 2015 as the research object, randomly divided into 2 group respectively, control group and observation group, 60 cases in each group;the control group anesthesia was induced with etomidate, observation group anesthesia was induced with propofol, and the anesthetic effect were observed in the two groups, recovery and adverse reaction in the induction period of anesthesia.ResultsThe patients in the observation group anesthesia satisfaction scores were significantly higher than the control group (P<0.05) and the observation group;the recovery time and the time of leaving room were significantly shorter than the control group (P<0.05);in the observation group, respiratory depression, restlessness, throat and bronchial spasm, adverse reactions such as nausea and vomiting were significantly lower than the control group (P<0.05).ConclusionPropofol is more suitable for pediatric surgery than etomidate, and anesthesia effect is remarkable, fast recovery, worthy of clinical application and promotion.

Objective To investigate the safety and efficacy of sufentanil in pediatric surgery.Methods80 cases of pediatric surgery were prospectively selected pediatric methods in The Third People's Hospital of Xining from July 2013 to January 2015 as the research object, the patients were divided into two groups, control group and observation group, 40 cases in each group.The control group received remifentanil,observation group were given sufentanil, mean arterial pressure(MAP)and heart rate(HR)30min and 5min at each time point after extubation and 5min based value children after entering the operation room after induction were compared.The sedation scores of 5min, 15min and 30min after tracheal intubationwere recorded..ResultsThe pain scores in the observation grouppostoperative T4, T5, T6 each time were significantly higher than the control group (P<0.05);MAP and HRin the observation group at T0, T1, T2, T3 had no significant differencecompared with control group, MAP during T4 in the observation group was significantly higher than the control group (P<0.05);and HR in the observation group in the period of T4 was significantly lower than the control group (P<0.05).ConclusionThe application of sufentanil in pediatric surgery is effective and safe.

Purpose: Laparoscopy is being increasingly accepted for pancreaticoduodenectomy. Stapled anastomosis (SA) is used extensively to facilitate laparoscopic pancreaticoduodenectomy (LPD); however, the incidence of anastomotic bleeding after stapled gastrointestinal anastomosis is still high. Methods: One hundred and thirty-nine patients who underwent LPD using Whipple method were enrolled in our study. We performed the SA with our reinforced method (n = 68, R method) and without the method (n = 71, NR method). We compared the clinical characteristics and anastomosis methods of patients with or without gastrointestinal-anastomotic hemorrhage (GAH), and operative parameters were also compared between the anastomotic methods. Results: Of the 139 patients undergoing LPD, 15 of them developed GAH. The clinical characteristics of patients with or without GAH were not significantly different except in the anastomotic method (P < 0.001). In the univariate logistic regression analyses, only the anastomotic method was associated with GAH. Furthermore, patients with the NR method had significantly higher incidences of GAH (P < 0.001) and Clavien-Dindo grade ≥ III complications (P < 0.001). Conclusion Our retrospective analysis showed that the SA performed with reinforced method might be a reform of SA without the reinforcement, as indicated by the lower incidence of GAH. However, further research is necessary to evaluate the utility of this reinforced method.

Objective To explore the effect of expressive writing intervention on social support,resilience and school maladjustment in university freshman.Methods Selecting the freshmen volunteer of 600 university freshmen of Shandong,through the scale before the test recovery and comprehensive scoring chosen the part of low grade college students as the intervention object and were divided into writing expression(n=60) person and control group(n=60).The intervention group received a positive subject writing expression and the control group in the normal writing.Before and after the intervention tested the social support rating scale,the resilience scale for Chinese adolescents and the the student adaptation to college questionnaire were tested to evaluate the effect of active writing expression intervention.Results (1)After intervention,the intervention group and the control group had significant differences among the scales,objective support (t =-2.36,P＜0.05),learning adaptation(t=-1.98,P＜0.05) and subjective support (t=-2.56,P＜0.05),target focus(t=-2.66,P＜0.01),emotional control(t=-2.81,P＜0.01),family support (t=-3.46,P＜0.01),adaptation (t=-2.73,P＜0.01),support utilization (t=-5.91,P＜0.01) and social support score (t =-4.04,P＜ 0.01),positive cognition (t=-2.73,P＜0.01),interpersonal assistance (t=-3.13,P＜0.01),resilience score (t=-7.40,P＜0.01),life adaptation (t=-3.83,P＜ 0.01),emotional state (t =-3.39,P＜ 0.01),and school adaptation score (t=-3.46,P＜0.01).(2)There was no significant difference in objective support between the control group before intervention and after intervention.In addition,the remaining dimensions such as subjective support (20.72±2.46,22.96±2.81,t=4.54,P＜0.01),support utilization (7.49± 1.40,9.86± 1.90,t =7.56,P＜0.01) and social support score (36.79±4.24,41.89±5.18,t=5.76,P＜0.01) were significantly increased.The intervention group had significant difference among target focus (15.98±2.86,17.89±3.35,t=3.28,P＜0.01),emotional control (14.98±2.77,15.70±2.71,t=3.35,P＜0.01),positive cognition (14.61 ± 2.04,16.26±3.09,t=3.36,P＜0.01),interpersonal assistance (15.30±2.44,17.49±2.73,t=4.52,P＜0.01),resilience score(77.65±6.01,88.25±5.74,t=9.63,P＜0.01) and family support(16.77±2.28,19.58± 2.44,t =6.35,P＜ 0.01).In the intervention group of school adaptation scale,life adaptation (40.44± 6.36,45.12± 7.21,t=3.68,P＜0.01),emotional state (34.04±6.99,38.84±5.95,t=3.95,P＜0.01) and school adaptation score (145.21 ±22.86,160.51±21.78,t=3.66,P＜0.01),interpersonal assistance (32.30±5.34,35.23±5.18,t=2.98,P＜0.01),learning adaptation (38.44±7.06,41.32± 5.92,t=2.36,P＜0.05) were significantly increased.Conclusion Written expression intervention has a positive effect on improving the low level of social support,the poor resilience and freshman's adaptation to college.