Objective To investigate occupational stressandits relation with personality characteristics for offering basis to intervene the occupational stress. Methods Atestofoc cupational stressand personality characteristics was carried out with revised occupationalstress inventory (OSIR) and the sixteen personadity factor questionnaire (16PF) for 743 nurses. Results The scores of personal strain questionnaire (92.14 ?0.69) of OSIR for nurses are higher than the common example (84.78?18.16). and the scores of the factors in the personal resources questionnaire(123.98?0.68)are obviously lower than the common example. (130.02? 17.39) Personality characteristics are correlated with occupational stress. Personality characteristics such as vigilance,apprehension and tensiondisplaypositive correlation with personal strain andnegative correlation with personal resources. Personality characteristics such aswarmth,social boldness,perfectionism,ruleconsciousness,emotional stability and sensitivitydisplay negative correlation with personal strainandpositive correlation to personal resources. Conclusion The occupational stress of nurses is related to personality characteristics.

Objective:To explore the relations of adolescents'behavioral problems to genetic and environmental factors.Methods:66 twin pairs aged 12 to 18 years in Chongqing were included in the study.The Youth Self-Report (YSR) was used to evaluate behavioral problems.The blood sample was collected to identify zygosity of twins.Genetic effects were evaluated by comparing the phenotypic correlationamong monozygotic twins(rMZ) and the phenotypic correlation among dizygotic twins(rDZ).Structural equation modeling (SEM) was performed to evaluate the relations of adolescents behavioral problems to the additive genetic factors (A),shared environment factors (C) and individual specific environmental factors (E).Results:MZ correlations of Social problems and Delinquency were less than DZ correlations(rMZ ＜ rDZ).It prompted that data was not suitable for genetic analysis.MZ correlations(rMZ) of any others (including social withdrawal,somatic complaints,anxiety/depression,thinking problem,attention problems,self-destructive/identity problem)were less than 2DZ correlations (2rDZ).It prompted to fit the ACE model.The optimal model was AE model.Among the contribution of the additive genetic factors (A) and individual specific environmental factors (E)to the total variance,the genetic factors ranged from 0.52 to 0.57 and individual specific environmental factors ranged from 0.43 to 0.48 in anxiety/depression and self-destructive/identity problem.For social withdrawal,somatic complaints,thinking problem and attention problems,the genetic factors ranged from 0.17 to 0.45and individual specific environmental factors ranged from 0.55 to 0.83.Conclusion:There is no obvious relationship between genetic effects and adolescent social problems or delinquency.Other behaviors problems (social withdrawal,somatic complaints,anxiety/depression,thinking problem,attention problem,self-destructive/identity problem)are correlated with additive genetic factors and individual specific environmental factors.Additive genetic factors have high-correlation with anxiety/depression and self-destructive/identity problem,and individual specific environmental factors have high-correlation with other factors.

Patients' safety is a hot topic of hospital management all over the word. Strengthening the patients' safety education for medical students and nursing students is an effective measure to protect patients' safety. In nursing school of Chongqing Medical University,patients' safety education was con-ducted through the course of undergraduate education. Contents of patients' safety education were com-bined with the professional courses,which are taught step by step in the professional course learning phase for different grades. Patients' safety education took a lot of teaching forms to cultivate the students' patient safety consciousness and preliminary results were achieved.

Objective To explore the influence of genetic and environmental factors on adolescents depressive symptoms. Methods The depressive mood were investigated in 107 twin pairs from Chongqing (aged from 11 to 18 years old) using Beck Depression Inventory (BDI). The Parenting Styles and Dimensions Questionaire (PSDQ), Family Stresses Questionnaire (FSQ), Family Adaptability and Cohesion Scale 2nd Edition Chinese Version (FACES II-CV) and Stressful Life Event (SLE) were applied to assess their environment factors. The blood samples were collected to identify zygosity of twins. Structural equation model was performed to evaluate the effects of the additive genetic factors (A), shared envi?ronment factors (C) and individual specific environmental factors (E) on the adolescents depressive mood. Results The scores of depressive mood were negatively correlated with father’s education level (r=-0.15, P=0.03), mother’s educa?tion level (r=-0.17, P=0.01), scores of the authoritative-parenting-style (r=-0.18, P<0.01), scores of the family adaptabil? ity (r=-0.27, P<0.01) and family cohesion (r=-0.20, P<0.01). There were significantly positively correlation between de?pressive mood and family stresses scores (r=0.14, P=0.04). The scores of adolescents depressive mood were not signifi?cantly correlated with stress life events (P>0.05). The effects of A and E on adolescents depressive symptoms were 0.37 (95%CI:0.14~0.57) and 0.63 (95%CI:0.43~0.86), respectively. Conclusion The authoritative-parenting-style and fami?ly adaptability are negatively correlated with depressive mood. Family stresses are positively correlated with depressive mood. Adolescents depressive mood is influenced by genetic factors and, to a greater extent, specific environmental factors.

Objective Using twins methods to explore the influence of genetic and environmental factor on Intelligence develop-ment of children and adolescent twins .Methods It was 190 pair of twins aged 6 to 18 who lived in Chongqing were recruited ,DNA were extracted from buccal mucosa and venous blood samples to identify zygosity .The intelligence was investigated by using the Wechsler Intelligence Scale for Children(C-WISC) ,the intrapair correlation coefficients of twins were compared and calculate the genetic degrees .Results The total IQ of children aged 6 to 18 heritability were 0 .63 ,Verbal IQ were 0 .44 ,Performance IQ were 0 .57 .The total IQ heritability of children aged 10 to 14 and 15 to 18 years(0 .78 ,0 .79) were higher than that of those aged from 6 to 9 years(0 .018) .Conclusion This study suggested the intelligence of children aged 6 to 18 affected by genetic and environment , and the older ,the more influence of genetic on intelligence development .

Objective To explore the influence of genetic and environmental factors on emotional and behavioral problems in children and adolescents using twins quantitative method. Methods One hundred fifty-six twins pairs, aged from 6 to 18, were included in the present study. The parental version of the strengths and difficulties questionnaire (SDQ)was used to evaluate their emotional and behavioral problems. The DNA test of twin zygosity was conducted using DNA extracted from buccal mucosa or venous blood samples. The influence of genetic and environmental factors on emo-tional and behavioral problems was analyzed using structural equation modeling(SEM). Results Shared environment and special environment had impact on emotional symptoms and their contribution to the total variance of emotional symp- tom was 0.42 and 0.58, respectively. Prosocial behavior was mainly affected by shared environment and the contribution of shared environment to the total variance of prosocial behavior was 0.89. Genetic factors had greater influence on hyperac-tivity/attention deficit and the contribution of genetic factors to the total variance was 0.62. Shared environment had more influence on conduct disorder and the contribution of shared environment to total variance was 0.56. Heredity, shared envi-ronment and special environment had impact on peer problems and their contribution to the total variance was 0.24, 0.33 and 0.43, respectively. Conclusion In child and adolescent period, emotional symptoms are only affected by environ-ment, while behavior problems are affected by the combination of heredity and environment. Different behavior problems are affected by different genetic and environmental factors.

Objective To explore the relationship of adolescents internalizing problem behavior with genetic and environmental factors. Methods The internalizing problem behavior of 74 twin pairs from Chongqing(aged from 12 to18 years) were investigated using The Youth Self-Report (YSR). The family adaptability and cohesion evaluationscale 2nd edition Chinese version (FACES Ⅱ-CV), Family Stresses Questionnaire (FSQ), the Parenting Styles and Dimensions Questionnaire (PSDQ), Stressful Life Event (SLE) and Simplified Coping Style Questionnaire (SCSQ ) were applied to assess their environment factors and coping style. The blood sample was collected to verify zygosity of twins. Structural equation modeling (SEM)was performed to evaluate the relationship of adolescents internalizing problem behavior with the additive genetic factors(A),shared environment factors(C)and individual specific environmental factors(E). Results The scores of PSDQ and FSQ FACES Ⅱ-CV SCSQ were no significantly different between homozygotic and dizygotic twins(P>0.05).There were significantly negative correlation between internalizing problem behavior and family cohesion (r=0.223, P=0.011).The scores of adolescent internalizing problem behavior were positively correlated with the scores of family stresses(r=0.232, P=0.008), the scores of Authoritarian-parenting-style(r=0.206, P=0.018), the scores of negative coping style (r=0.408, P=0.001);the scores of adolescents internalizing behavioral problems were not significantly correlated with the scores of the stress life events, and the scores of the parenting education level and occupation.The effects of A and E on adolescent internalizing problem behavior were 0.51(95%CI:0.27~0.69)and 0.49 (95% CI: 0.31~0.73) respectively. Conclusion Environmental factors and genetic factors contribute equally to adolescents internalizing problem behavior, which is affected by the authoritarian-parenting-style, family stresses, family cohesion and negative coping style.

OBJECTIVETo explore the influence of genetic and environmental factors on the executive function of twin children.

METHODSThe executive function of 122 twin pairs from Chongqing (aged from 6 to 18 years) were investigated with the perseverative errors of the Wisconsin Card Sorting Test. Structural equation modeling was performed to evaluate the effects of the additive genetic factors (A), dominance genetic latent factors (D) and individual specific environmental factors (E) on the executive functions.

RESULTSThe effects of D and E on perseverative errors were 0. 77 (95%CI: 0.65-0.84) and 0.23 (95%CI: 0.16-0.35), respectively. The probability of perseverative errors showed a significant negative correlation with family functioning and with the total GHQ-12 scores of the fathers and mothers (r:-0.335, -0.335, and -0.219, respectively, P<0.01). Perseverative errors were not significantly correlated with the parenting styles and stress life events.

CONCLUSIONPerseverative errors are influenced by a common dominance genetic latent factor and individual specific environmental factors, but the role of environmental factors such as family functioning and parental health can not be ignored.

ObjectiveTo explore the correlation of sleep quality with negative life events and coping styles in adolescents based on structural equation modeling， and to provide references for improving the adolescents' sleep quality. MethodsFrom December 2021 to May 2022， a total of 767 junior middle school students from three schools in Chongqing were enrolled， and assessed using Pittsburgh Sleep Quality Index （PSQI）， Adolescent Self-rating Life Events Checklist （ASLEC） and Simplified Coping Style Questionnaire （SCSQ）. Then the structural equation model was applied to discuss the correlation of sleep quality with negative life events and coping styles in adolescents. ResultsA total of 222 adolescents （28.94%） were found to have sleep disorders. PSQI score was positively correlated with ASLEC score and negative coping dimension score of SCSQ （r=0.612， 0.590， P<0.01）， and negatively correlated with positive coping dimension score of SCSQ （r=-0.435， P<0.01）. The structural equation model of the relationship between negative life events， coping styles and sleep quality denoted that negative life events exhibited both direct and indirect positive effects on sleep quality （β=0.448， 0.322， P<0.05）， positive coping style had direct negative effects on sleep quality （β=-0.368， P<0.05）， and negative coping style had direct positive effects on sleep quality （β=0.442， P<0.05）. ConclusionNegative life events and negative coping style cause adverse effects on adolescents' sleep quality， while positive coping style exerts positive effects on adolescents' sleep quality.