Objective To study the primiparas' sexual problems after delivery and the effect of in-dividualized nursing interventions on improvement of these problems in order to provide theoretic base-ment for sexual health education after delivery. Methods 248 primiparas after delivery in women's hos-pital were randomly divided into the intervention group and the control group with 124 cases in each group. All of them received self- designed questionnaires about sexual problems one year before pregnancy. The primiparas in two groups all receives routine care. Besides, the intervention group was given sexual health manual and received one-to-one individualized nursing intervention on sexual life after delivery according to their own conditions. The two groups were all received countercheck during 4 to 6 months after delivery and the results underwent X2 test. Results There was no significant difference between the sexual prob-lems one year before pregnancy for the two groups. But when calling back during 4 to 6 months after deliv-ery, compared with the control group, the intervention group had less sexual problems. Conclusions It is necessary to strengthen sexual health education in order to improve the sexual problems after delivery. Indi-vidualized nursing interventions can not only fulfill the sexual health demands of different primiparas after delivery, but also guarantee the women's privacy and safety.

AIM: To analyze the nucleotide and putative amino acid sequences of PIA genes isolated from N. gonorrhoeae and to construct the prokaryotic expression system of PIA gene.METHODS: The entire PIA genes from 9 strains of N. gonorrhoeae were amplified by using high fidelity PCR. The target amplification fragments were sequenced after T-A cloning. Homology comparison of the nucleotide and putative amino acid sequences of PIA genes from the isolates with the reported sequences in GenBank was then performed. A prokaryotic expression system of PIA gene was constructed. Different dosages of IPTG were applied to induce the expression of the target recombinant protein (rPIA) and 10% SDS-PAGE plus Bio-Rad Agarose Image Analysor was used to determine the expression level of rPIA. rPIA was extracted using Ni-NTA affinity chromatography and the purified effect was detected by SDS-PAGE.RESULTS: In comparison with the reported PIA gene sequences (GenBank No: L19962), the homologies of nucleotide and putative amino acid sequences of PIA genes from the isolates were 99.6%-100% and 99.1%-100%, respectively, which indicated that all the isolates were belonging to serovars IA6. Output of rPIA was as high as 50.1% of the total bacterial proteins. The purified rPIA only showed a single target protein fragment in gel.CONCLUSION: Serovar IA6 is dominant in the local N. gonorrhoeae isolates and sequences of the encoding gene are relatively conserved. The constructed prokaryotic expression system is able to express rPIA with high efficiency, which may lay a foundation for further development of serological detection kit and vaccine of N. gonorrhoeae.

Objective To explore the effect of team-based outpatient education on blood pressure and self management ability of young and middle-aged patients. Methods About 88 cases of middle-aged and young people with high blood pressure from October 2015 to March 2016 were divided into two groups according to the random digit table, 44 cases in each group. The experimental group received team-based outpatient health education and the control group the routine health education. The two groups were compared in view of blood pressure and hypertension. Result The intervention group was significantly better in blood pressure and self-management ability as compared to the control group (P<0.01). Conclusion The team-based health education can help the young and middle-aged patients with good hypertension management and blood pressure control so that it improves the quality of life.

Objective:To investigate the application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology.Methods:A total of 82 nursing interns of stomatology in Beijing Tongren Hospital, Capital Medical University, were selected as research subjects and were then divided into control group and observation group using the lottery method, with 41 interns in each group. The interns in the control group received traditional teaching, while those in the observation group received debate-based immersive experiential teaching. The two groups were compared in terms of the scores of comprehensive evaluation indices, nursing thinking ability, empathy ability, and recognition of teaching. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:Compared with the control group, the observation group had significant increases in the scores of theoretical examination, operation examination, nursing medical record writing, reading report writing, basic nursing, communication ability, and comprehensive performance and the total score of these dimensions ( P<0.05). Compared with the control group, the observation group also had significant increases in the scores of nursing thinking ability and empathy ability ( P<0.05). The observation group had a significantly higher degree of recognition of teaching than the control group ( P<0.05). Conclusion:In the nursing practice teaching of stomatology, debate-based immersive experiential teaching can improve the comprehensive ability, nursing thinking ability, and empathy ability of interns, with a relatively high degree of recognition of teaching.