Objective? To explore the psychological experience and feelings of family members of middle-aged and young patients in emergency intensive care unit (EICU). Methods? The family members of EICU patients from a hospital were selected by purposive sampling between August and September 2018. The 8 family members of middle-aged and young EICU patients received in-depth semi-structural interview using qualitative methods. Colaizzi method was used for analysis of the data. Results? The psychological experience of the 8 family members of middle-aged and young EICU patients could boil down to 5 themes: negative emotions such as anxiety, fear, worry and self-accusation; positive emotions such as hope and facing the reality; heavy economic burden on family; change of social roles; and desire for social support. Conclusions? Medical workers should pay attention to the psychological experience of family members, and provide them with psychological and informational support; meanwhile, they should utilise the social support system, and assist family members to get help from hospital, society and community so that family members' psychological burden can be alleviated, thus enabling the recovery and return to society in the middle-aged and young patients.

Objective:To explore the role of one-to-one tutorial system combined with reflective teaching method in the teaching of clinical nurses in intensive care unit (ICU).Methods:A total of 21 nurses who practiced in ICU from March 2019 to October 2019 were set as the control group, and 21 nurses who practiced in ICU from December 2019 to July 2020 were set as a research group. The control group adopted traditional teaching, and the research group adopted the tutorial system combined with reflective teaching. The theoretical and technical performance assessment results, professional self-efficacy before and after teaching, and clinical comprehensive ability before and after teaching were compared between the two groups. SPSS 26.0 was used for t test χ2 test, and rank-sum test was used for rank distribution. Results:After teaching, there were significant differences between the two groups in the grades distribution of theoretical and technical operation examination results ( P<0.05). The excellent and good rate of theoretical and technical operation examination in the study group were higher than those in the control group ( P<0.05). Before teaching, there was no significant difference in the scores of job responsibility and education requirements in professional self-efficacy scale and clinical comprehensive ability (observation ability, communication ability, health education ability, humanistic care ability, emergency response ability, professional knowledge, accurate execution of doctor's advice and coordination ability with doctors) between the two groups ( P > 0.05). After teaching, the scores of professional self-efficacy scale and clinical comprehensive ability of nursing students in the two groups were significantly increased ( P<0.05). The scores of professional self-efficacy scale and comprehensive ability of nursing students in the study group after teaching were higher than those in the control group ( P<0.05). Conclusion:The application of one-to-one tutorial system combined with reflective teaching method can significantly improve the professional self-efficacy of nursing students, improve the teaching effect, and improve the clinical comprehensive quality of nursing students.