Objectives: This study aimed to explore the influence of depression severity, disease course, treatment status, and other factors on cognitive function in adolescents with depressive disorders. Methods: Participants who met the inclusion criteria were enrolled in the study. Sociodemographic data of each participant were recorded, including age, sex, and family history of mental disorders. Zung’s Self-Rating Depression Scale was used to assess depression status in adolescents. Moreover, P300 and mismatch negativity (MMN) were used to objectively evaluate the participants’ cognitive function. Results: Only 26.8% of the adolescents with depression received standard antidepressant treatment. The latencies of N2 (267.80±23.34 ms), P3 (357.71±32.09 ms), and MMN (212.10±15.61 ms) in the adolescent depression group were longer than those in the healthy control group (p<0.01). Further analysis revealed that the latency of MMN was extended with increased levels of depression in adolescents.The MMN latency was short in participants with depression receiving standardized treatment. Furthermore, the latency of MMN was positively correlated with the severity and duration of depression (correlation coefficients were 0.465 and 0.479, respectively) (p<0.01). Conclusion Receiving standardized treatment and shortening the course of depression can reduce cognitive impairment in adolescents with depression.

Objective:To translate the simplified version of the Metamemory in Adulthood (MIA) Scale, and test its reliability and validity.Methods:The simplified Beaton 6-step method was used to translate and culturally adjust the simplified MIA Scale. From October 2018 to September 2019, 528 obstructive sleep apnea syndrome (OSAS) patients treated in a general ClassⅢhospital were selected for investigation with the simplified Chinese version of the revised MIA Scale. Cronbach's α coefficient and Guttman split-half reliability coefficient were used to evaluate the reliability of the scale.Results:The final simplified Chinese version of the MIA Scale had 35 items including 7 factors, which were respectively memory achievement, memory emotion, memory strategy, memory task, memory control, memory capacity and memory change. The Cronbach's α coefficient of the scale was 0.901, and the Guttman split-half reliability coefficient was 0.917; the item-level content validity index ( I- CVI) ranged from 0.80 to 1.00, and the average scale-level content validity index ( S- CVI/ Ave) was 0.928. The explanation rate of the cumulative variance of the 7 factors was 65.209%. Conclusions:The simplified Chinese version of the MIA Scale has good reliability and validity, and can effectively assess the metamemory level of OSAS patients.

Objective:To investigate the effects of applying the "4C" teaching method combined with the Gibbs' reflective cycle to clinical nursing teaching in the department of urology.Methods:A total of 68 nursing students who practiced in the urology department of our hospital were divided using a lottery method into experimental group ( n=35, entering the second and third wards for internship) and control group ( n=33, entering the first and fourth wards). The experimental group was taught using the "4C" teaching method combined with the Gibbs' reflective cycle, including four teaching steps (connection, concept, concrete practice, and conclusion) and regular reflective discussions. The control group received traditional teaching, which covered entrance education, centralized theoretical training, skills demonstration, and exit assessment. At the end of internship, the two groups were compared in terms of self-directed learning ability, nursing competency, and theoretical and practical scores. SPSS 23.0 was used to perform the t test. Results:The self-directed learning scores of the experimental group and the control group were (227.37±12.91) and (207.09±16.27), respectively. The nursing competency scores were (156.66±12.49) and (138.06±17.23), respectively. The experimental group was significantly superior to the control group in self-directed learning ability ( t=5.71, P<0.001), nursing competency ( t=5.12, P<0.001), theoretical score ( t=3.03, P=0.004), and practical score ( t=4.88, P<0.001). Conclusions:The "4C" teaching method combined with the Gibbs' reflective cycle can effectively improve nursing students' self-directed learning ability and nursing competency, and help them better master knowledge and skills.