ObjectiveTo discuss the effects of targeted nursing intervention on pregnancy outcome and neonatal weight in patients with gestational diabetes mellitus (GDM). MethodsTotally 108 GDM patients treated in our hospital from July 2017 to February 2019 were selected and divided into intervention (n=54) and control (n=54) groups according to the random number table. Patients in the control group received conventional nursing care, while patients in the intervention group received targeted care on this basis. Patient＇s blood glucose level, pregnancy outcome, neonatal weight and satisfaction with nursing before and after nursing care were compared between the two groups. ResultsThere was no statistically significant difference in blood glucose levels between the two groups before nursing intervention (P＞0.05). Fasting blood glucose, 2 h postprandial blood glucose and glycosylated hemoglobin levels were lower after nursing intervention in both groups. The levels of the intervention group were even lower than those of the control group, and there were statistically significant differences between the two groups (P＜ 0.05). The incidence of malignant pregnancy outcome and neonatal complications of the intervention group were lower than those of the control group after nursing intervention, and patient＇s satisfaction with nursing was higher in the intervention group than in the control group, and there were statistically significant differences between the two groups (P＜ 0.05). ConclusionsTargeted nursing intervention can effectively reduce blood glucose levels of GDM patients and the incidence rate of adverse maternal and neonatal outcome, and improve patient＇s satisfaction, which is worth promoting in clinical practice.

This study explores the application of animation in medical teaching. On the one hand, the status quo of the application of animation in medical teaching was analyzed by conducting questionnaire survey for the effect of animation-enhanced teaching of the biology course; on the other hand, new animations were made by the researchers to analyze its effect on the students' self-study. The results showed that the scores of the students receiving text and teaching animation resources were significantly higher than that of students receiving only textual information in the learning process (P<0.01), and the same goes for the number of the students that complete the >75％ of the learning content. The results showed that the teaching animation can improve the students' self-study performance and raise their interest in self-study.