Objective To study the effect of Sandra Fucile oral stimulation on oral feeding readiness and ability of preterm infants.Methods Sixty-five premature infants were selected in the study.All of the premature infants were recruited randomly in convenience between Jul.and Dec.2012.For a randomized control principle,SPSS 13.0 was performed to achieve complete random design.Objects were divided into control group(receiving routine nursing) and intervention group(on the basis of routine nursing,receiving 15 minutes oral stimulation,1 time/day,for 10 days).Chinese version of Preterm Infant Oral Feeding Readiness Assessment scale(PIOFRA scale-CV) was used when intervention began,and 7 days,10 days,14 days after the start of the intervention.Results PIOFRA-CV scale score was statistically different at different time in both groups(F =169.062,P ＜0.001).The first day ratings were minimum in the 2 groups,after which with an upward trend over time.The control group and intervention group rated a statistically significant difference(F =5.538,P =0.022).Except for no difference on the first day and seventh day (t =1.650,P =0.204 ;t =0.817,P =0.369) between the 2 groups,the intervention group had a higher score than the control group (t =17.339,24.141,all P ＜0.001).Group and time had an interaction effect(F =1 1.561,P ＜0.001).The incidence of vomiting[42.4％ (14/33 cases) vs 34.4％ (11/32 cases)],infection [27.3％ (9/33 cases) vs 9.4％ (3/32 cases)],and gastro-oesophageal reflux[30.3％ (10/33 cases) vs 25.0％ (8/32 cases)] were not significantly different between the 2 groups(x2 =0.445,3.457,0.288,all P ＞ 0.05).Conclusions Saudra Fucile oral stimulation method can significantly promote the development of premature oral feeding ability on the 10 day after the intervention,and will not increase vomiting,gastroesophageal reflux,and infection.It is suitable for clinical application.

Glucose-6-phosphate dehydrogenase (G6PD) derives from the expression of the house-keeping gene G6PD. Recent studies have indicated that G6PD is related to tumor genesis, growth, clinical phenotype, therapy, and prognosis. To elucidate the relationship between G6PD and cancer, three siRNA sequences and one negative control sequence were designed based on the 3' noncoding region of the human G6PD gene. Two complementary single-strand DNA (sense and antisense) were designed and synthesized based on siRNA sequences. The DNA fragments were annealed and ligated to the GFP expression vector pRNAT-U6.2/Lenti. One siRNA with higher interference efficiency than the other two was found after siRNA plasmid transfecting human skin A375 melanoma cells. After lentivirus particle packaging and virus production, the A375 cells were infected, and the single cell clone was acquired and cultured to establish the stable cell strain. Western blotting showed that the endogenous G6PD in the stable A375 cell strain was 0.257 ? 0.074, which was 11.17% of G6PD expression (2.301 ? 0.286) in wild type A375 cells. The final siRNA interference efficiency in this stable cell strain was 88.83%. The G6PD activity of A375-G6PD?驻 was 21.53% of A375-WT. Further study showed that A375-G6PD△ doubling generation time prolonged, and its proliferation was greatly inhibited and the cloning efficiency lowered 25%(P

Objective To explore the effect of BOPPPS teaching model in the application of nursing professional English teaching.Methods Using convenience sampling method, a total of 49 undergraduate nursing students of Grade 2013 were chosen from February to July in 2016. There were 24 students in Class One, and 25 students in Class Two. By throwing coin,Class One was chosen as the experimental group, BOPPPS teaching model was applied in their nursing professional English class teaching. Class Two as the control group, received the traditional PowerPoint (PPT) teaching method. A questionnaire survey was conducted at the end of the semester from the students' reap according to teaching and their participatory learning. Results Cronbach's alpha of the questionnaire was 0.846. A number of 41 students completed the survey with the effective rate 83.7%. All students in experimental group recognized BOPPPS teaching model and thought through BOPPPS teaching model of teaching, they had achieved the teaching goal. The number of participants for classroom demonstration in experimental group were more than the control group (P<0.05), and more time to prepare for the classroom demonstration in experimental group (P<0.05). More students in experimental group took part in the class performance with more showing methods (P<0.05) and had gained more in the aspect of autonomous learning, oral presentations, multimedia application, communication skills and critical thinking(P<0.05).Conclusions In nursing professional English teaching, BOPPPS or adjusted BOPPPS (B/P-O-P-P/S) teaching mode can make teaching content modular and systematic which is helpful for students to understand knowledge and establish knowledge module. Students' autonomous learning ability, problem solving ability, critical thinking could be improved.