Objective To explore the effect of combining case-based teaching method with micro teaching method in the teaching of rehabilitation nurses.Methods A total of 60 students from the rehabilitation department of a hospital were selected from January 2021 to December 2022 and divided into control group and observation group by drawing lots,with 30 cases in each group.The control group adopted the traditional teaching and case teaching mode,and the observation group adopted the Semi-nar-case teaching mode and microteaching mode.The results of operation examination,basic theory and independent learning a-bility were compared between the two groups.Results After two months of study,the observation group had higher scores in the operation exam and basic theory than the control group(P＜0.05);The observation group scored higher in self-directed learning ability than the control group(P＜0.05).Conclusion The combination of case teaching method and microteaching method in the teaching process of rehabilitation nurses is conducive to the students'learning of clinical theoretical knowledge and practical operation,and improving their self-learning ability in the learning process.

Objective To explore the effect of combining case-based teaching method with micro teaching method in the teaching of rehabilitation nurses.Methods A total of 60 students from the rehabilitation department of a hospital were selected from January 2021 to December 2022 and divided into control group and observation group by drawing lots,with 30 cases in each group.The control group adopted the traditional teaching and case teaching mode,and the observation group adopted the Semi-nar-case teaching mode and microteaching mode.The results of operation examination,basic theory and independent learning a-bility were compared between the two groups.Results After two months of study,the observation group had higher scores in the operation exam and basic theory than the control group(P＜0.05);The observation group scored higher in self-directed learning ability than the control group(P＜0.05).Conclusion The combination of case teaching method and microteaching method in the teaching process of rehabilitation nurses is conducive to the students'learning of clinical theoretical knowledge and practical operation,and improving their self-learning ability in the learning process.

Objective Analyzing risk factors for gastrointestinal bleeding(GIB) after coronary artery bypass grafting(CABG). Methods 582 cases undergoing CABG from August 2001 to May 2005 were divided into two groups (GIB group ,n=6 ;control group,n=576) . Preoperative , operative and postoperative clinic data were com-pared. Results The ratio of over-aging(age greater than 70), hypertension, cerebrovascular disease, myocardial in-fraction,heart function (NYHA) over Ⅲ and postoperative low output syndrome (LOS) in GIB group were signifi-cantly higher than that in control group;age, blood transfusion and hospitalized time were significantly higher and left ventricular ejective fraction was significantly lower in GIB group than that in control group. Age over 70,history of myocardial infraction and heart function (NYHA) over Ⅲ were selected as risk factors of GIB after CABG by step-wise logistic regression analysis. Conclusions It is very useful for precaution, early diagnosis and early therapy of GIB after CABG to evaluate if patients have the risk factors of GIB after CABG before operations.