Objective:To explore common characteristics and core challenges in the family parenting process of preschool children, identify key issues in parenting practices in rural revitalization areas, and provide a reference for developing localized family intervention strategies in China.Methods:Using purposive sampling, caregivers of preschool children ( n=26) were recruited from a kindergarten in Shuangbai County, Chuxiong Yi Autonomous Prefecture, Yunnan Province, from May to August 2024. A descriptive qualitative research method was adopted. Directed content analysis and conventional content analysis were combined to analyze interview transcripts and family parenting records, extracting core themes and characteristic issues in parenting practices. Results:A total of 881 minutes of interviews were conducted, resulting in approximately 260 000 words of transcripts and text materials. A total of five core themes and 13 sub-themes were summarized, covering access to health information and scientific parenting knowledge, imbalance between parenting needs and objective resource supply, safety care, responsive care, and weak family collaboration systems.Conclusions:Families in rural revitalization areas currently face problems such as limited access to information, insufficient scientific parenting resources, and weak family collaboration functions. It is recommended to optimize parenting practices by deepening the integration of medical and educational resources, strengthening health information channels, and building an integrated "family-school-community" intervention framework.

Objective:To explore common characteristics and core challenges in the family parenting process of preschool children, identify key issues in parenting practices in rural revitalization areas, and provide a reference for developing localized family intervention strategies in China.Methods:Using purposive sampling, caregivers of preschool children ( n=26) were recruited from a kindergarten in Shuangbai County, Chuxiong Yi Autonomous Prefecture, Yunnan Province, from May to August 2024. A descriptive qualitative research method was adopted. Directed content analysis and conventional content analysis were combined to analyze interview transcripts and family parenting records, extracting core themes and characteristic issues in parenting practices. Results:A total of 881 minutes of interviews were conducted, resulting in approximately 260 000 words of transcripts and text materials. A total of five core themes and 13 sub-themes were summarized, covering access to health information and scientific parenting knowledge, imbalance between parenting needs and objective resource supply, safety care, responsive care, and weak family collaboration systems.Conclusions:Families in rural revitalization areas currently face problems such as limited access to information, insufficient scientific parenting resources, and weak family collaboration functions. It is recommended to optimize parenting practices by deepening the integration of medical and educational resources, strengthening health information channels, and building an integrated "family-school-community" intervention framework.

Objective: To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching. Methods: A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test. Results: ①The number of students who were satisfied in the teaching reform class was 34 (85.0%), which was significantly higher than that of the control class (29, 72.5%). The difference has statistical significance. ② The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3),(49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4±5.2), and (81.5±7.5) respectively, which was obviously higher than that(23.7±1.9), (52.6±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01). Conclusions The blended BOPPPS teaching focuses on the students, pays close attention to the students' attentiveness, participatory learning and goal achievement. This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.