Objective To explore the effect of continuing care on mastery degree of health knowledge and improving degree of self-care ability in elderly patients with chronic diseases. Methods A total of 100 elderly patients in the First Affiliated Hospital of Harbin Medical University from August 2013 to August 2014 were selected and divided into the control group and the experimental group. Patients in the control group only received routine care while patients in the experimental group received continuing care for 6 months besides routine care. After 6 months of care, the mastery degree of health knowledge and improving degree of self-care ability in two groups were compared. Results After 6 months of care, the mastery degree of health knowledge and improving degree of self-care ability in the experimental group were significantly better than the control group, and there was statistical significance between two groups (P<0.05).Conclusions Continuing care can improve the mastery degree of health knowledge and self-care ability in elderly patients with chronic diseases, which is worth popularizing in clinical practice.

Sufficient and organized sleep is a key factor during the developmental process of infancy while disrupted sleep schedule and diseases might lead to sleeping disorders in infants. Breastfeeding is considered to be the most beneficial way to meet the nutritional needs of infants for optimal growth and development. The α-lactalbumin-tryptophan-melatonin axis, nucleotides, and other factors are breast milk components that may affect infant sleep. Meanwhile, diet, feeding schedule, tobacco smoking, alcohol intake, and caffeine consumption will affect the circadian rhythms which might lead to the fluctuations of sleep-influencing factors in breast milk. This study reviews literature of previous studies on this topic to summarize information that can be considered for both breastfeeding practice and future basic research on the establishment of organized sleep patterns in infants.

Objective To explore the application effects and evaluation of scenario pedagogy on hierarchical first aid training for nurses. Methods A total of 160 nursing staffs, who took part in the first aid training from July 2013 to June 2014, were selected and averagely divided into observation group ( scenario pedagogy) and control group ( traditional pedagogy) by random number table. We compared basic theory of first aid, operant skill of first aid and comprehensive ability. Results After the training, the theory, operant skill and comprehensive ability were (96. 25 ± 8. 31), (93. 64 ± 7. 48), (95. 24 ± 7. 65), that were all higher than those of the control group (t=3. 265, 2. 985, 2. 988;P<0. 01);in the observation group after the training, the N0, N1, N2 level of nursing staffs′comprehensive ability were (94. 41 ± 8. 22), (96. 24 ± 7. 43), (98. 21 ± 7. 46) higher than those of the control group (t=2. 982, 3. 041, 3. 215;P<0. 01). Conclusions Scenario pedagogy method can significantly mobilize the study enthusiasm of nurses at all levels, and increase all level nurses′basic emergency theory, emergency operation skills and comprehensive abilities.