In order to improve the interfacial bonding strength of hydroxyapatite/polyurethane implanted material and dispersion of hydroxyapatite in the polyurethane matrix, we in the present study synthesized nano-hydroxyapatite/polyurethane composites by in situ polymerization. We then characterized and analyzed the fracture morphology, thermal stability, glass transition temperature and mechanical properties. We seeded MG63 cells on composites to evaluate the cytocompatibility of the composites. In situ polymerization could improve the interfacial bonding strength, ameliorate dispersion of hydroxyapatite in the properties of the composites. After adding 20 wt% hydroxyapatite into the polyurethane, the thermal stability was improved and the glass transition temperatures were increased. The tensile strength and maximum elongation were 6.83 MPa and 861.17%, respectively. Compared with those of pure polyurethane the tensile strength and maximum elongation increased by 236.45% and 143.30%, respectively. The composites were helpful for cell adhesion and proliferation in cultivation.
Biocompatible Materials ; chemistry ; Cell Adhesion ; Cell Line ; Durapatite ; chemistry ; Humans ; Polymerization ; Polyurethanes ; Tensile Strength ; Transition Temperature

Objective To investigate the clinical manifestation, inherited pattern and the related factor of Hunting?ton disease families. Method The clinical data from 12 HD families was collected from 2013-2014. Patients received the genetic test and neurological evaluation including motor, cognitive and problem of behavior. Results There were 12 patients having the IT15 gene dynamic mutations, including 1 Juvenile Huntington disease patient and 3 pre-symptomat?ic mutant gene carriers. The average CAG repeats of these patients was between the range of 40 to 60, and the average on?set age ranged from 13 to 54 year-old. Positive family history and genetic anticipation could be observed. Patients pre?sented with different clinical manifestations at the early stage while had typical chorea movements, declined cognitive and psychiatric symptoms at the late stage of the illness. Conclusions There are typical triad symptoms in the late stage but not in the early stage nor pre-symptom stage illness. Clinical manifestation and the neuroimaging are both of great ref?erence value, and the genetic test is essential for final diagnosis.

OBJECTIVE:To study the improvement effect and mechanism of Meng medicine Wuwei Shaji powder(WSP)on smoke-induced lung inflammation injury in mice. METHODS:ICR mice were randomly divided into blank group(normal saline), model group (normal saline) and WSP group (2 g/kg). Mice in model group and WSP group received passive smoking to induce model of lung inflammation injury,and intragastrically administrated relevant medicine when modeling,once a day,for 28 d. Af-ter administration,enzyme-linked immunosorbent assay was used to detect the tumor necrosis factor α(TNF-α),interleukin-1β(IL-1β),IL-6,IL-10 levels in bronchoalveolar lavage fluids(BALF);the pathological changes of lung tissue were observed by op-tical microscope after hematoxylin-eosin staining;Western blot was adopted to detect the protein expressions of extracellular sig-nal-regulated kinase (ERK1/2),phosphorylated ERK1/2 (p-ERK1/2),p38 mitogen-activated protein kinase (p38 MAPK),phos-phorylated p38 MAPK(p-p38 MAPK),nuclear factor kappaB p65(NF-κB p65)and phosphorylated NF-κB p65(p-NF-κB p65)in lung tissue of mice. RESULTS:Compared with blank group,TNF-α,IL-1β,IL-6 levels in BALF in model group were obviously increased (P<0.01);lung tissue showed significant inflammatory lesions;and the protein expressions of p-ERK1/2, p-p38 MAPK,p-NF-κB p65 in lung tissue were obviously increased (P<0.01). Compared with model group,TNF-α,IL-1β levels in BALF in WSP group were obviously decreased(P<0.05);inflammation injury in lung tissue was obviously improved;and protein expressions of p-p38 MAPK and p-NF-κB p65 in lung tissue were obviously decreased (P<0.05). CONCLUSIONS:WSP shows improvement effect on smoke-induced lung inflammation injury in mice,which might be by blocking the p38 MAPK,NF-κB p65 phosphorycation to inhibit the high expression of inflammatory factors as TNF-αand IL-6.

Objective To explore the effect of micro-lectures withadvanced simulation man in improving the practical skills teaching of nursing students, so as to promote the students' post competency. Methods Totally the 186 nursing internswere divided into control group and observation group by random number method with 93 people in each group. The control group used the traditional teaching modein the teaching of practical skills.The observation group used the micro-lectures with high simulation teaching.Comparing the two groups of nursing students comprehensive assessment test simulation results in the theory, skills, scenarios, and nursing students the evaluation of the curriculum. Results The scores of the two groups were all above the qualification line, but the scores of the observation group were significantly higher than those of the control group (P<0.05). The theoretical examinations and the situation simulation comprehensive testswas(77.89 ± 7.79), (75.60 ± 7.92)points in control group, and (93.87 ± 3.90),(92.87 ± 4.08)points in observation group, there was significant difference between two groups (t=17.67, 18.70,all P=0.000). The curriculum evaluation results of improving learning initiative, active curriculum atmosphere, clear operation demonstration, exercise clinical thinking, improve the clinical interest were 81.72％(76/93), 72.04％(67/93), 93.55％(87/93), 60.22％(56/93), 67.74％(63/93)in control group, and 96.77％(90/93), 95.70％(89/93), 100.00％(93/93), 92.47％(86/93), 98.92％(92/93)in observation group, there was significant difference between two groups(χ2=20.39, P=0.016).Conclusions The effect is significant of micro-lectures combined with high simulation of human using in clinical skills teaching. Thismold can conducive to the cultivation of clinical thinking of nursing students, and improve clinical comprehensive ability, and promote the promotion of nursing students post competency.

Objective: To explore the effect of distance education in the teaching mode of medical clinical skills, and to provide theoretical and practical basis for finding a better teaching mode to promote the combination of theory and practice. Methods: A total of 172 trainees of clinical skill training in the training center were divided into the control group and the observation group (the observation group was divided into pre-class long-distance group, in-class long-distance group, after-class long-distance group). There were 43 trainees in each group. The control group adopted traditional teaching methods in clinical basic skills courses, and the observation group adopted mixed teaching mode under long-distance education. The satisfaction of teachers and students under the two teaching modes were investigated, and the performance of each group of students in skills, human-computer dialogue, and team first aid comprehensive test were compared. Results: There were significant differences in teacher satisfaction between the control group and the pre-class and in-class distance groups (χ² = 15.315, P = 0.000). There were significant differences in student satisfaction between the control group and the pre-class and in-class distance groups in terms of interactive participation, liveliness, interesting training skills and teaching level (χ²=4.497-17.153, P = 0.000-0.034). The results of each group reached the expected teaching goals. There were significant differences between the skill test score control group and the pre-class and in-class remote groups (t=25.357, 14.712, all P =0.000). There were significant differences between the human-machine dialogue test control group and the three observation groups (t=14.561, 19.420, 3.821, all P =0.000). There were significant differences between the team emergency comprehensive test control group and the three observation groups (t=14.561, 19.420, 3.821, all P=0.000). Conclusions Distance education has flexible in the mixed teaching mode of clinical skills, especially in pre-class and in-class. It can rapidly improve the basic clinical skills, theoretical knowledge and team mobilization ability of students. It is one of the best bridges to communicate their clinical theory and practice.