Objective Effect of different lying style on the prevention of pressure ulcer was compared in this study. Methods Braden scale was used to assess the risk factors of pressure ulcer in patients with consciousness and motor function handicap. 203 patients with marks under 12 was randomized into the observation group (102 cases) and the control group (101 cases). Patients in the observation group lied on their backs or with alternation of lateral recumbent position of 20～30°. The control group adopted lateral recumbent position of 90° with alternation of lying on their backs. The effect of different lying style on the prevention of pressure ulcer was compared. Results 97 patients in the observation group received apparent effect in the prevention of pressure ulcer (95.09%). While only 86 patients in the control group got significant effect (85.15%), which was statistically different from that of the observation group (P<0.05). Conclusion The style of lying on their backs or with alternation of lateralrecumbent position of 20～30° was more effective than that of lateral recumbent position of 90° with alternation of lying on their backs in the prevention of pressure ulcer.

During the epidemic of COVID-19, The Fifth Hospital of Harbin Medical University organized and operated online blended teaching based on BOPPPS teaching mode. Before the opening of the school, the college concentrated on theoretical learning and online practice in BOPPPS teaching mode to ensure that teachers mastered online teaching methods before teaching. In the course of teaching, various means were used to strengthen the application of six modules in BOPPPS teaching mode. A multilevel online teaching supervision and feedback mechanism for colleges, teaching and research sections, teachers and students, and continuously improve the quality of teaching. The teaching practice of the first four weeks have shown that through the unified organization and implementation of the college, online teaching based on BOPPPS teaching mode can be realized efficiently, student-centered and participatory learning can be realized, and the online teaching ability of teachers can also be improved with satisfactory results.