Objective:To explore the effect of online group positive psychological intervention on the professional quality of life and professional values of oncology nurses.Methods:From November 2020 to March 2021, 100 oncology nurses from Peking University Cancer Hospital were selected as the study subjects. The nurses were divided into intervention group (50 cases) and control group (50 cases) by random number table. The control group received routine intervention, and the intervention group received online group intervention with the theme of "happy work" on the basis of the control group. The professional quality of life and professional values of the two groups of nurses were compared before, immediately after, one month and three months after the intervention.Results:Immediately after intervention, the score of compassion satisfaction in the intervention group was higher than that in the control group and before intervention, and the score of burnout was lower than that in the control group and before intervention. One month after the intervention, the score of compassion satisfaction in the intervention group was higher than that in the control group and before intervention. Three months after the intervention, the score of professional values in the intervention group was higher than that before intervention. The above differences were statistically significant ( P<0.05) . Conclusions:Online group positive psychological intervention can improve the professional quality of life of oncology nurses in a short time, and has an effect on promoting professional values.

This study explores the application of animation in medical teaching. On the one hand, the status quo of the application of animation in medical teaching was analyzed by conducting questionnaire survey for the effect of animation-enhanced teaching of the biology course; on the other hand, new animations were made by the researchers to analyze its effect on the students' self-study. The results showed that the scores of the students receiving text and teaching animation resources were significantly higher than that of students receiving only textual information in the learning process (P<0.01), and the same goes for the number of the students that complete the >75％ of the learning content. The results showed that the teaching animation can improve the students' self-study performance and raise their interest in self-study.