Acute leukemia is the most common malignant tumor in children in our country.Its pathogenesis includes transformation of proto oncogene,tumor suppressor gene distortion,inhibition of apoptosis etc..Under the action of carcinogenic factors,chromosome mutation,deletion,rearrangement or gene amplification can lead to the structural variation of proto oncogenes and tumor suppressor genes,resulting in a new fusion gene.Some of these genes are tran-scription factors regulating cell proliferation,differentiation,aging and death,when the gene is mutated,directly affect the downstream signaling pathways,leading to cell proliferation,apoptosis and enhanced (or)differentiation disorders, leading to leukemia.In recent years,with the development of gene sequencing technology,more and more leukemia prognostic genes have been displayed in public view and applied in clinical treatment and prognosis,relapse,etc..

Objective:To explore the application of humanistic care combined with experiential teaching in the teaching of nursing students in the department of respiratory and critical care medicine.Methods:A total of 100 full-time undergraduate nursing interns in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital, Capital Medical University from July 2019 to December 2020 were selected as the research objects. The nursing students were divided into a control group and a research group according to the order of admission, with 50 students in each group. The control group adopted traditional teaching, while the research group adopted humanistic care combined with experiential teaching. After the internship, the self-assessment scale of humanistic care literacy ability was used to measure the humanistic care behavior of the practice nursing students, and the teaching effect was evaluated by the self-designed teaching effect evaluation table. SPSS 22.0 was used for t test and chi-square test. Results:The scores of humanistic care literacy ability of practice nursing students in the research group were higher than those in the control group in the five aspects of skill, communication, respect, understanding and dedication, and the difference was statistically significant ( P<0.05). The teaching effect evaluation of interns in the research group were significantly better than those in the control group in 8 aspects, including humanistic care literacy ability, nurse-patient communication ability, independent learning ability, problem analysis and solving ability, keen observation ability, emergency response ability, critical thinking ability and teamwork ability ( P<0.05). Conclusion:Humanistic care combined with experiential teaching can help practice nursing students in department of respiratory and critical care medicine improve their humanistic care literacy ability, their comprehensive clinical practice ability and the quality of clinical teaching.