Objective To investigate the status quo of psychological consistency, coping style and self-perceived burden of breast cancer patients, and to explore the influence of psychological consistency and coping style on the self-perceived burden.Methods A total of 178 breast cancer patients were selected by convenience sampling. They were investigated by the general information questionnaire, self-perceived burden scale, psychological coherence scale and simple coping style scale. Univariate analysis, Pearson correlation analysis, multiple linear regression analysis were used to analyze the impact of coping styles and psychological coherence on the self-burden. AMOS 22.0 was used in path analysis.Results The score of breast cancer patients' self-perceived burden was (32.98±13.05). The education level, average monthly income and clinical stage could influence the self-perceived burden of breast cancer patients (P<0.01). Pearson correlation analysis, multiple linear regression analysis and model fitting showed that psychological consistency had direct and indirect effects on self-perceived burden, and coping style had a direct impact.Conclusions There is severe self-perceived burden in patients with breast cancer in Taizhou. Clinical staff should pay attention to enhance the individual's sense of coherence, guide the patients to adopt positive coping style, in order to reduce the adverse effects caused by the self-perceived burden.

Objective:To explore the application of problem-oriented group teaching in the teaching of Nursing Education.Methods:The convenience sampling method was used to select 76 undergraduate nursing students as research subjects. These students participated in the teaching of Nursing Education. Students who received traditional teaching were included in control group ( n=38), while students who received problem-oriented group teaching were included in the observation group ( n=38). The two groups were evaluated for learning effectiveness, information awareness, and satisfaction with teaching. SPSS 20.0 was used for the t-test and chi-square test. Results:The observation group had significantly higher usual examination score, final examination score, and total score than the control group ( P<0.05); there was no significant difference between the two groups in the pre-learning information behavior tendency score, information cognition score, and total score. After the learning, the above scores increased in both groups, with significantly higher scores in the observation group than in the control group ( P<0.05); the observation group had a significantly higher teaching efficiency, a significantly stronger learning initiative, and a significantly higher degree of satisfaction with the teaching methods and the attitude of the teacher than the control group ( P<0.05). Conclusion:The application of problem-oriented group teaching in the teaching of Nursing Education can improve students' learning effectiveness, information awareness, and satisfaction with teaching, making it suitable to be widely used in teaching practice.