Objective To investigate the implementing effect of team-based learning combined with situational simulation in clinical teaching of psychiatry.Methods A compendium was selected from "Psychiatric nursing",which was about the prevention and nursing of psychiatric crisis. We designed curriculums and wrote the scripts,and organized professional scenario walkthroughs. Eventually,we made them into videos and audio data. Firstly,60 nursing students were given team-based learning combined with situational simulation based on traditional teaching for 4 weeks. After teaching,the results of the theory and emergency skills examination and teaching satisfaction were compared.Results After 4 weeks,the professional theoretical examination of nursing students was (88.93±8.20) pints,and it was significantly higher than (83.27±5.31) points before teaching;meanwhile the emergency skills examination was (93.48±5.99) points,which was significantly higher than (85.87±7.34) points before training (t=-7.91,-9.12;P<0.01). The score of satisfaction of nursing students with teaching was (97.21±1.75),which was higher than (83.82±8.23) before training (t=10.78,P<0.01).Conclusions The team-based learning combined with situational simulation teaching not only cultivates nursing students' autonomous learning interest,which could improve independent study ability and effectiveness,but also improves their teamwork skills,which could improve clinical teaching quality and satisfaction.

Objective To evaluate the effects of AIDET ( Acknowledge, Introduce, Duration, Explanation, Thanks ) communication mode in the modified electroconvulsive therapy. Methods Firstly, according to the procedure of the modified electroconvulsive therapy, we established the standard phrases of AIDET communication mode. Secondly, 100 cases of hospitalized psychiatric patients from August to October 2013 accepted the modified electroconvulsive therapy and were divided into the control group and the observation group, with 50 cases in each. The control group used the traditional lecture-style communication, while the observation group was given the AIDET communication processes and standard terms. The anxiety of two groups before and after the treatment was compared by the Hamilton Anxiety Scale ( HAMA ) , in addition with the treatment adherence and the satisfaction of nursing. Results Comparison of the HAMA scores in the two groups before the treatment was not significantly different (P >0. 05). After using the two different communication modes, the HAMA scores of somatic anxiety, mental anxiety and the total score of the observation group were significantly lower than those in the control group (t=5. 99, 6. 51, 10. 87, 10. 23, 6. 19, 7. 94, respectively;P<0. 05). The treatment adherence and the satisfaction with nursing of the observation group were significantly higher than those in the control group (Z =5. 77,χ2 =7. 16, respectively;P <0. 05). Conclusions The AIDET mode of communication can effectively reduce the patient′s anxiety, and improve the patients′adherence, treatment compliance and satisfaction.

Objective To discuss the implementation effects of the team-based learning combined with situational simulation in the standardized training in psychiatric.Methods A total of 70 psychiatric nurses in the standard training period from June to August 2015 were randomly divided into control group and experimental group, 35 respectively. Nurses in the control group received traditional teaching mode, while nurses in the experimental group used the teaching mode of the team-based learning combined with situational simulation. After the training, the theoretical knowledge, the comprehensive ability of emergency response, and the ability of team work of nurse in two groups were evaluated.Results After 6 months of standardized training, the scores of theoretical knowledge (87.13±7.50) and comprehensive ability of emergency response (95.57±4.19) of nurses in the experimental group were significantly higher than those in the control group (t=8.52, 7.81;P<0.01). The scores of different dimensions of team work ability were (6.58±2.11) of gregariousness, (5.16±2.65) of antorhythmicity, (4.73±2.18) of belongingness and (5.84±1.87) of valuable, which were significantly better than those in the control group (t=-3.36, -6.55, -5.89, -4.51;P<0.05).Conclusions The team-based learning combined with situational simulation model not only increases the knowledge level and comprehensive ability of emergency of nurses, but also improves the team work ability, which can enrich the forms and contents in psychiatric standardized training.

Objective To investigate the methods and effect of specialized and standardized training, and provide evidence for the revision of the standardized training program.Methods Cluster sampling method was used to recruit all the psychiatric nurses who started their career in 2013 by“needs-based and tutorial manner”cultivating model. These nurses received a three-year standardized training. Competency inventory for registered nurse(CIRN)were used to evaluate the effect of the training program before and after the intervention. Results After three-year standardized training,the total score of CIRN was improved from(114.34±17.12) points to(147.37±14.87)points(t=-21.176,P<0.01). The dimension score of critical thinking/scientific research,clinical care,leadership ability,interpersonal relationship,legal/ethical practice,professional development and education/consultation were respectively(22.60±5.38),(17.46±3.49),(29.09±2.79), (23.69±3.00),(24.29±3.75),(12.74±2.65),(17.51±4.27)after the training,and they were all higher than (14.09±5.14),(10.11±3.21),(27.80±3.54),(22.29±3.03),(23.17±3.670),(8.54±4.50),(8.34±2.81) before the training(t=-13.896,-15.960,-3.277,-3.790,-3.545,-7.727,-14.192;P<0.01).Conclusions “Needs-based,tutorial manner”standardized training model has a positive effect on improving the core competence of new mental health nurses.

OBJECTIVETo study the severe acute respiratory syndrome (SARS)-associated coronavirus genotype and its characteristics.

METHODSA SARS-associated coronavirus isolate named ZJ01 was obtained from throat swab samples taken from a patient in Hangzhou, Zhejing province. The complete genome sequence of ZJ01 consisted of 29,715 bp (GenBank accession: AY297028, version: gi: 30910859). Seventeen SARS-associated coronavirus genome sequences in GenBank were compared to analyze the common sequence variations and the probability of co-occurrence of multiple polymorphisms or mutations. Phylogenetic analysis of those sequences was done.

RESULTSBy bioinformatics processing and analysis, the 5 loci nucleotides at ZJ01 genome were found being T, T, G, T and T, respectively. Compared with other SARS-associated coronavirus genomes in the GenBank database, an A/G mutation was detected besides the other 4 mutation loci (C:G:C:C/T:T:T:T) involved in this genetic signature. Therefore a new definition was put forward according to the 5 mutation loci. SARS-associated coronavirus strains would be grouped into two genotypes (C:G:A:C:C/T:T:G:T:T), and abbreviated as SARS coronavirus C genotype and T genotype. On the basis of this new definition, the ZJ01 isolate belongs to SARS-associated coronavirus T genotype, first discovered and reported in mainland China. Phylogenetic analysis of the spike protein gene fragments of these SARS-associated coronavirus strains showed that the GZ01 isolate was phylogenetically distinct from other isolates, and compared with groups F1 and F2 of the T genotype, the isolates of BJ01 and CUHK-W1 were more closely related to the GZ01 isolate. It was interesting to find that two (A/G and C/T) of the five mutation loci occurred in the spike protein gene, which caused changes of Asp to Gly and Thr to Ile in the protein, respectively.

CONCLUSIONAttention should be paid to whether these genotype and mutation patterns are related to the virus's biological activities,epidemic characteristics and host clinical symptoms.

Genotype ; Humans ; Middle Aged ; Mutation ; SARS Virus ; genetics