Objective To build model of intestinal motility disorders (IMD) in mice after severe craniocerebral trauma by using modified free fall impact method so as to lay the foundation for further study on development mechanism of postinjury IMD.Methods Severe craniocerebral trauma in mice was induced by a cylindrical sleeve rod impactor.Pathological changes of cerebral and intestinal tissue in mice were observed at 1,6 hours and 1,3,7 days after severe craniocerebral trauma.Brain water content and intestinal propulsion percentage were detected in each time point as well.Results Acute inflammation and congestion of the intestine were observed in phase of cerebral hemorrhage and edema after severe craniocerebral trauma in mice.Brain water content was increased at 6 hours and reached the peak at 24 hours.Intestine propulsion percentage showed a fall at one hour and dropped to the lowest level at 6 hours.Conclusions IMD exists in mice with severe craniocerebral trauma.The device involving modified Feeney free fall impact method can successfully establish animal model of IMD in mice with severe craniocerebral trauma.

Objective:To explore Nursing Management course design and teaching management reform under the guidance of the concept of Plan-Do-Check-Act (PDCA).Methods:The PDCA cycle was implemented in four stages and eight steps throughout the course design and teaching management of Nursing Management. With each class as a small cycle and the whole course as a big cycle, the teaching objectives, teaching content, teaching methods, teaching implementation, classroom quality, and learning effects were dynamically controlled. The implementation effects were evaluated through assessments and feedbacks.Results:The qualitative analysis showed that the teaching design was reasonable, the teaching objectives were specific, and the teaching content was clear in hierarchy and appropriate in arrangement and organization; and peers and experts rated classroom performance excellent. The quantitative analysis showed that the students' process assessment score was (88.14±1.23), written test score was (80.21±6.25), and average overall score was (82.60±4.43), all with significant improvements in horizontal and vertical comparisons; and the students had improvements in management awareness, management ability, practical application ability, and self-confidence, with a high degree of satisfaction with the course.Conclusions:PDCA-guided whole-process management can optimize the course teaching design of Nursing Management, which is conducive to developing students' management practice abilities and improving teaching quality.