Objective:To evaluate the effect of remote ischemic preconditioning on comfort level of patients after radial artery intervention.Methods:A total of 160 patients with coronary heart disease were selected from the Second Ward of Cardiology Department of the First Affiliated Hospital of Xinjiang Medical University from June to December 2018 by convenience sampling method. All the patients underwent transradial angiography and intervention (TAI) and were randomly divided into the control group (80 cases) and the intervention group (80 cases) . The control group received routine nursing care, while the intervention group received routine nursing care and remote ischemic preconditioning intervention for 3 times within 24 hours before surgery. The difference of vascular complications and comfort degree between the two groups within 24 hours after operation were compared.Results:There was significant difference in the degree of swelling and pain between the two groups 12 hours after TAI ( P<0.05) . There was no osteofascial compartment syndrome in the two groups within 24 hours after Tai. There was no significant difference in the occurrence of radial artery occlusion and local bleeding between the two groups ( P>0.05) . There was significant difference in the occurrence of radial artery stenosis and vagal reflex between the two groups ( P<0.05) . Conclusions:Remote ischemic preconditioning can effectively reduce the incidence of postoperative complications such as radial artery stenosis in patients undergoing coronary intervention via radial artery, and improve the postoperative comfort level of patients.

OBJECTIVESTo explore the association between elevated light levels in classrooms and change in vision acuity among elementary and secondary students.

METHODSA total of 4 elementary (grade 1-5) and secondary (grade 7-8) schools in urban and rural areas in Sujiatun, Shenyang, China were selected by cluster sampling as experimental schools, and lighting systems have been rebuilt to improve the ambient light levels in 56 classrooms in November 2012. The control schools were chosen for the comparable academic burden and adjacent location to experimental schools, 4 schools in all. Cluster sampling of all students in the selected schools as the subjects was carried out. A total of 2 092 students were chosen as experimental group and 1 595 students were in the control group. The luxmeter was used to measure illuminance of classrooms in two groups at baseline, and intervention for 1 month, respectively.Students in both groups were underwent 3 times for vision acuity examination by standard logarithmic visual acuity chart at baseline, intervention for 6 month and intervention for 1 year, respectively. The light levels of desk and blackboard in two groups were compared by Wilcoxon test. Multivariate analysis of covariance with repeated measures was performed to assess three vision acuity results between groups.

RESULTSAfter intervention, the average illuminance of desk (117.5 vs 532.5 lx, Z = -5.38, P < 0.001) and blackboard (75.6 vs 423.5 lx, Z = -5.38, P < 0.001) and uniformity of desk (Z = -4.28, P < 0.001) with new lighting were improved significantly than that with old lighting, however the uniformity of blackboard was lower than baseline significantly (0.64 vs 0.70, Z = -2.34, P = 0.019). The average scores of vision acuity in students at baseline, intervention for 6 month and intervention for 1 year were 4.87 ± 0.23, 4.84 ± 0.25 and 4.85 ± 0.23 in experimental group, and 4.88 ± 0.22, 4.84 ± 0.25 and 4.81 ± 0.27 in control group, respectively. The significant differences between groups were found and F values were 1.41, 0.13, 19.99, P values were 0.235,0.724, <0.001. At last the average vision acuity in experimental group were significantly better than that in control group either among elementary (4.90 ± 0.20) vs (4.87 ± 0.21) score, F = 13.61, P < 0.001 or secondary students (4.73 ± 0.28) vs (4.68 ± 0.32) score, F = 14.25, P < 0.001.

CONCLUSIONSVisual acuity loss could be decreased in students with elevated light levels which may slow the response to myopiagenic stimuli for eyes, therefore the ambient light levels of blackboard and desk in classroom should be improved.

Adolescent ; Child ; China ; Humans ; Lighting ; Schools ; Students ; Visual Acuity