Objective In order to provide the statistical evidence for improving patients compliance and reducing the risk of postoperative complications, this research investigated brace wear compliance of the spinal postoperative patients and their cognition of brace wearing in clinical.Methods A hundred spinal patients who required wear braces after operation were taken cognitive status questionnaire and race wear compliance scale survey by telephone interviews.Results After survey, we could find one hundred spinal postoperative patients that high compliance accounted for only 41% and medium compliance occupied 47%; while over 80% of patients had the symptom followed:unacceptable of disease acquired, no necessity of brace wearing and refused to wear brace on medical advice.Different rate of patients’ compliance had differentia on the recognition of no necessity of brace compliance, the fear of postoperative early rehabilitation and the comfortable of wearing brace (χ2 =25.475,16.288,20.017, respectively;P <0.05).Conclusions Spinal postoperative brace wear compliance is not high which is related to the various adverse cognitions.In order to increase the postoperative patients of brace wear compliance, clinical nursing staff should carry out the nursing work according to the various adverse cognitions.

Objective:To explore the application of online challenge training mode and analyze its application effect in standardized training of new nurses.Methods:Using the map training mode of the online training platform, a challenge game was designed and applied in the standardized training of new nurses. Using the convenience sampling method, 309 new nurses who joined Beijing Friendship Hospital, Capital Medical University from 2020 to 2021 were selected and grouped according to their starting date. The 103 nurses who joined in 2020 were set as the control group and traditional training was used. The 206 nurses who joined in 2021 were set as the research group and a challenge training mode was used. The scores and pass rates of theoretical assessment and OSCE assessment as well as the scores of core competency were compared between the two groups after training. A self-made questionnaire for satisfaction survey was used to investigate the satisfaction of nurses in the research group with the challenge training mode. The t-test and chi-square test were perform using SPSS 23.0. Results:Compared with the control group, the research group showed significantly higher score [(83.32±6.30) vs. (81.59±7.62)] and pass rate (94.66% vs. 83.50%) of theoretical assessment, significantly higher score [(92.19±5.08) vs. (90.66±5.47)] and pass rate (100.00% vs. 97.09%) of OSCE assessment, and a significantly higher total score of core competencies [(193.61±34.94) vs. (177.55±36.91)] ( P<0.05). Moreover, 98.06% (202) of nurses believed that the challenge training mode could stimulate learning interest and motivation, and preferred the online challenge mode training method. Additionally, 93.69% (193) of nurses believed that online learning was more efficient, and 96.60% (199) of nurses thought that online training saved time. Conclusions:The online challenge training mode can effectively stimulate the learning interest of new nurses, improve their core abilities, and increase their satisfaction with the training. This method is worth implementing and promoting in standardized nurse training.