Objective:To explore the effects of online and offline linkage health education in diabetics.Methods:From October 2018 to October 2019, this study selected 100 patients with type 2 diabetes mellitus of Department of Endocrinology in Jiangsu Province Hospital of Chinese Medicine as subjects by convenience sampling. All patients were randomly divided into control group and intervention group, 50 cases in each group. Control group carried out the routine education. On the basis of that, intervention group implemented the online and offline linkage health education. This study compared the health knowledge, self-care behavior and blood glucose indexes of patients between two groups before and after intervention.Results:Before intervention, there was no statistical difference in the health knowledge, self-care behavior and blood glucose indexes of patients between two groups ( P>0.05) . Compared with control group, the scores of health knowledge, self-care behavior and blood glucose indexes of intervention group improved three months after discharge with statistical differences ( P<0.01) . Conclusions:Online and offline linkage health education can improve health knowledge, self-care behavior and clinical indexes of diabetics which is worthy of popularization.

Objective To investigate the current situation of standardized training and its influencing factors in the introduction of massive open online course (MOOC) teaching methods to newly recruited nurses. Methods From July to October 2017, a questionnaire survey was conducted on 176 nurses in a ClassⅢGrade A hospital in Hu'nan Province. The survey contents included general information, status of new nurses' participation of the standardization training of MOOC and the satisfaction of it. Results The total score of the trainee nurses attending the standardized training of MOOC was (68.85±9.65), and score of satisfaction was (64.42±9.60). The result of multivariate analysis indicated that nurses' education degree, the length of work and the educator's professional title were the main influencing factors of new nurses' satisfaction with MOOC standardization training (P< 0.05). Conclusions The current status and satisfaction of the newly enrolled nurses in MOOC training are at a moderate level. It is suggested that based on the influencing factors, hospitals should perfect the MOOC platform, adjust new nurses scheduling system, strengthen the construction of teachers team, so that the new nurses can integrate more quickly into clinical practice.