Objective To explore the effect of diabetes conversation map tool health education on the knowledge level and glycemic control of Uygur elderly type 2 diabetic patients .Methods Ninety patients with Uygur elderly type 2 diabetic patients were chosen and divided into the experimental group and the control group according to the random number table , each with 45 cases.The control group received the traditional health education , and the experimental group received the diabetes conversation map tool health education in Uygur language .The knowledge of diabetes was evaluated by the Michigan Diabetes Knowledge Test ( MDKT ) , and the levels of fasting blood glucose , postprandial 2 h plasma glucose and glycosylated hemoglobin were measured at six months before and after the education between two groups .Results The general and good of mastering the knowledge of diabetes was 36 and 3 cases in the experimental group after the education , and was 9 and 0 cases in the control group, and the difference was statistically significant (Z=-6.404,P<0.05).No differences were found in the levels of fasting blood glucose , postprandial 2 h plasma glucose and glycosylated hemoglobin before the education between two groups (P>0.05).The levels of fasting blood glucose, postprandial 2 h plasma glucose and glycosylated hemoglobin after the education in the experimental group were respectively (6.7 ±1.1) mmol/L, (9.1 ±0.8) mmol/L, (6.7 ±0.8) %, and were lower than (8.5 ±1.9) mmol/L, (12.0 ±3.0) mmol/L, (8.1 ±1.3) % in the control group, and the differences were statistically significant (t=-5.301,-6.361,-6.009, respectively;P<0.05).Conclusions The diabetes conversation map tool health education in Uygur language can make Uygur elderly type 2 diabetic patients fully grasp the basic knowledge of diabetes, and increase the awareness of self-care, and establish the healthy lifestyle so as to effectively control blood glucose , and improve the quality of life , and protect the physical and mental health .

Objective:To explore the impact of King's theory of goal attainment combined with goal setting on the effect of standardized training of general practitioners.Methods:A total of 39 general practitioners who underwent the standardized training in The Fifth Affiliated Hospital of Xinjiang Medical University from January 2019 to January 2020 were classified as control group, and traditional teaching was adopted. Another 42 general practitioners who underwent the training in The Sixth Affiliated Hospital of Xinjiang Medical University during the same period were classified as a research group, and the teaching based on King's theory of goal attainment combined with goal setting was adopted. The theoretical knowledge and operational skills scores, changes in clinical comprehensive ability before and after the training, and teaching recognition were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:After the training, the scores of theoretical knowledge and operation skills of the research group were both higher than those of the control group [(92.83±5.62) vs. (85.47±12.11); (90.15±7.22) vs.(83.36±11.24)]. There was no significant difference between the two groups in the scores of inquiry and communication ability, problem-solving ability, general medical thinking ability, interpretation ability of auxiliary examination results, clinical analysis and decision-making ability, team cooperation ability, community common disease diagnosis and treatment ability and humanistic care ability before the training ( P>0.05); the above scores were all improved after the training ( P<0.05), and the above scores of the research group were significantly higher than those of the control group ( P<0.05). The total recognition of teaching in the research group was 95.24%(40/42), which was significantly higher than that 76.92%(30/39) in the control group ( P<0.05). Conclusion:The application of King's theory of goal attainment combined with goal setting in standardized training of general practitioners can effectively improve the level of general practitioners' theoretical knowledge, operational skills, clinical comprehensive ability and recognition of teaching.