Objective To investigate the compliance and the self-efficacy of catheter maintenance in patients with PICC, convenience sampling methods were used to analyze the influence of the self-efficacy on compliance of catheter maintenance. Methods From January 2017 to July 2017, a total of 200 cases patients with PICC in the oncology department of the Second Affiliated Hospital of Nanchang University were selected. The general information, the self- efficacy and compliance of catheter maintenance were investigated. Results The self-efficacy of PICC catheter patients was positively correlated with the total score of catheter maintenance compliance, living habits, self-monitoring and cognitive behavior score (r=0.56-0.92, P<0.01), and it was linearly dependent with the total compliance of catheter maintenance, and the correlation coefficient of Pearson was 0.82. The self-efficacy, monthly income, education level, place of residence, complications and payment methods hadsignificant influence on the compliance of catheter maintenance (P<0.05), among which the self-efficacy had the greatest impact. Conclusions The self-efficacy of patients with PICC catheter is one of the essential factors in improving the compliance of catheter maintenance, and it can improve the compliance of catheter maintenance in PICC patients by looking for the self-efficacy of patients with PICC catheter.

Objective: To test the effectiveness of psychological flexibility training on career adaptability among middle school students who undertook psychological courses based on acceptance commitment therapy and the adolescent mental flexibility model(DNA-V), and to provide a reference plan to improve the mental health of middle school students. Methods: This study recruited 110 junior high school students (60 boys and 50 girls) from a middle-school in Beijing. The students were randomly divided by class into a DNA-V face-to-face course group(offline group n=33), a DNA-V online course group(online group n=40), and a regular school psychology course group(control group n=37). Louise Hayes DNA-V intervention program was condensed into a six-hour middle-school DNA-V psychology curriculum. Using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale, changes in psychological flexibility and career adaptability were measured before(T1), one week after(T2), and two months after (T3) the intervention. Results: Linear mixed models were used for the analysis, while controlling for demographic variables. Psychological flexibility and career adaptability in the offline group were higher at T2 and T3 than at T1(psychological flexibility t=4.22, 3.11; career adaptablity t=3.05, 4.16, P<0.01), while the difference between T2 and T3 was not statistically significant. The psychological flexibility and career adaptability of the online group were not statistically significant at T1, T2, and T3. The psychological flexibility and career adaptability of the control group increased from T1 to T2(t=4.64, 2.47, P<0.05), but T3 decreased back to a level close to T1. Conclusion In terms of both psychological flexibility and career adaptability, the DNA-V face-to-face psychology course resulted in a retention period of at least two months.