Objective To summarize the nursing methods and experience for the elderly hi-atal hernia patients complicated with a variety of basic diseases so as to the quality of nursing. Methods 12 esophageal hiatal hernia patients complicated with multiple basic diseases were given comprehensive nursing intervention.Results 12 esophageal hiatal hernia patients were diagnosed timely and clearly.There was no aspiration pneumonia,malnutrition and adverse drug reactions in hospital.And 10 patients discharge after recovery and the other 2 patients with mechanical ventila-tion should be hospitalized for a long time.Conclusion Accurate and effective nursing measures is very important to the hiatal hernia elderly patients complicated with a variety of basic diseases.

Objective To summarize the nursing methods and experience for the elderly hi-atal hernia patients complicated with a variety of basic diseases so as to the quality of nursing. Methods 12 esophageal hiatal hernia patients complicated with multiple basic diseases were given comprehensive nursing intervention.Results 12 esophageal hiatal hernia patients were diagnosed timely and clearly.There was no aspiration pneumonia,malnutrition and adverse drug reactions in hospital.And 10 patients discharge after recovery and the other 2 patients with mechanical ventila-tion should be hospitalized for a long time.Conclusion Accurate and effective nursing measures is very important to the hiatal hernia elderly patients complicated with a variety of basic diseases.

Objective To explore the clinical teaching intervention measure and effect of the cultivation of humanistic quality of post 90s nursing students in practice .Methods One hundred and forty-eight nursing students in practice from 2012 and 152 cases from 2013 were chosen and divided into the control group and the observation group .The control group received traditional way of teaching , the observation group received the intervention study on the cultivation of humanistic quality about ten months through the bucket theory .The comprehensive intervention measures were carried out through the way of joint teaching in all clinical departments so as to improve the teaching philosophy , update the concepts of education , reform the curriculum structure, optimize teaching contents , refine teaching processes , and strengthen the model and guidance .The evaluation was carried out according to the formulation of methods and standard of evaluating the humanistic quality and professional image of nursing students in practice , and the scores of evaluation were analyzed , and the interventional effect was compared .Results The cases of nursing students in practice who respectively got 10-20, 21-30, and 31-40 were 4 cases (2.6%), 49 cases (32.3%), 99 cases (65.1%) in the observation group, and were significantly higher than 22 cases (14.9%), 53 cases (35.8%), 73 cases (49.3%) in the control group, and the difference was statistically significant (Z=-3.351, P<0.05).The score of hospital patients on the cultivation of humanistic quality and self-evaluation of nursing students in practice in the observation group were higher than those in the control group , and the difference was statistically significant (Z=-3.202, P <0.05 ).Conclusions The implementation of the intervention of the cultivation of humanistic quality through the bucket theory can effectively improve the nursing students ’ humanistic quality , improve the professional image , and is benefit to all-round development of the nursing students in practice .

Objective To investigate the effect of the typical task teaching method on nursing education in the department of cardiology .Methods Eighty-seven nurse interns in 2012 and ninety nurse interns in 2013 were selected and divided into the control group and the observation group .The control group was given the traditional teaching method and the observation group was given the typical task teaching method .According to the specialized subjects characteristic , the acute myocardial infarction , acute left heart failure , arrhythmia diseases combined with ECG monitoring , cardiopulmonary resuscitation and oxygen inhalation technique were identified as the typical work tasks for the department of cardiology .The “clinical ability of nursing students evaluation questionnaire” was used to analyze and compared the teaching effects of the two groups of nursing students.Results The scores of practice ability, communication ability, health education, nursing management, nursing scientific research and the total score in the observation group were (52.38 ±10.64), (42.52 ±8.54), (20.45 ±4.28), (35.22 ±8.35), (17.48 ±5.44) and (195.08 ±43.68), respectively, which were significantly higher than (41.57 ±10.50), (35.12 ±8.02), (14.49 ±3.36), (28.45 ±8.67), (12.16 ±3.84) and (156.02 ±39.42) in the control group ( t=6.801, 5.938, 10.336, 5.292, 7.493, 6.239, respectively;P<0.05).Conclusions The typical task teaching method can effectively improve the clinical ability of nursing students in the department of cardiology .It is necessary to be promoted in the nursing education .

course of Internal Medicine and Surgery Nursing. Methods From September 2014 to July 2016, the Grade 2013 nursing students at the Sino American cooperative nursing class in the Nursing College of Wenzhou Medical University were selected as the experimental group by convenient sampling method, with a total of 59 people. The Grade 2012 nursing students in the Sino American cooperative nursing class were selected as the control group, with a total of 60 people. The nursing students in the control group received traditional teaching methods and the nursing students in the experimental group received the self participating teaching method. We compared students' self-learning ability, theoretical knowledge and comprehensive practical ability between the two groups. Results The total score of self-learning ability and the scores of all dimensions of experimental group were higher than those in the control group after class, and the differences were statistically significant (P< 0.05). The scores of theoretical knowledge and comprehensive practice ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P< 0.05). Conclusions Self participation teaching method is a teaching method that helps teachers play a leading role in giving play to students' main body status. It helps to promote the development of nursing students' independent learning ability, and improve their theoretical level and nursing practice ability.

Objective To explore the impact of intensive follow-up visit in patients with nonvalvular atrial fibrillation taking Warfarin in process of anticoagulant therapy. Methods A total of 100 patients with persistent nonvalvular atrial fibrillation were randomly divided them into intensive follow-up group and regular follow-up group on average. We compared the treatment compliance, INR value, embolism and hemorrhage between two groups. Results The INR qualified rate was 86. 0% after 6 months taking medication in the intensive follow-up group and 72. 0% in the regular follow-up group (χ2 =4. 570,P<0. 05). The incidence rate of hemorrhage was 12% in the intensive follow-up group and 28% in the regular follow-up group (χ2 =4. 000,P<0. 05). Conclusions With the function of propaganda, education, supervision, promotion and attention on patients, follow-up visit makes patients taking Warfarin receive normative, effective anticoagulant treatment and improves the safety of medicine use, thus the effect of preventing stroke can be achieved.