Objective:To explore the application effect of problem chain-based flipped classroom in the internship teaching of gastroenterology nursing students.Methods:A total of 101 nursing students who interned in the Department of Gastroenterology at The Second Affiliated Hospital of Chengdu Medical College from June 2022 to March 2024 were selected and divided into a control group ( n=51, traditional teaching) and a research group ( n=50, problem chain-based flipped classroom). The control group received traditional teaching methods of theoretical instruction + clinical practice. The research group received a teaching plan of "problem chain design + flipped classroom + multiple evaluation". The effectiveness was evaluated in four dimensions: theoretical assessment, operational skills, clinical ability, and teaching satisfaction. The Self-Rating Scale of Self-Directed Learning was used to assess self-directed learning ability. The data were subjected to t test, non-parametric test, and chi-square test using SPSS 26.0 and AMOS 24.0. The mediation effect was examined using structural equation modeling. Results:The research group scored higher than the control group in theoretical assessment [(92.10±6.33) vs. (80.41±9.34)], operational skills [(45.04±3.91) vs. (39.51±5.94)], and clinical ability [(52.64±5.51) vs. (45.50±7.42)] (all P<0.001). The teaching satisfaction scores showed that the research group of nursing students rated higher in clinical thinking cultivation [(4.41±0.62) vs. (3.82±0.69)] and team collaboration ability improvement [(4.28±0.59) vs. (3.91±0.64)] (both P<0.01), as compared to the control group. The total score of Self-Rating Scale of Self-Directed Learning [(227.93±18.47) vs. (214.54±19.86), P=0.001] and mediation effect analysis (indirect effect accounting for 29.44%) indicated that problem chain-based flipped classroom indirectly optimized teaching effectiveness by enhancing self-directed learning ability. Conclusions:The flipped classroom based on problem chain can effectively improve the theoretical level, operational skills, and clinical thinking ability of gastroenterology nursing students, and further optimize teaching effectiveness by enhancing self-learning and teamwork abilities, making it a teaching method worthy of promotion.

Objective:To explore the application effect of problem chain-based flipped classroom in the internship teaching of gastroenterology nursing students.Methods:A total of 101 nursing students who interned in the Department of Gastroenterology at The Second Affiliated Hospital of Chengdu Medical College from June 2022 to March 2024 were selected and divided into a control group ( n=51, traditional teaching) and a research group ( n=50, problem chain-based flipped classroom). The control group received traditional teaching methods of theoretical instruction + clinical practice. The research group received a teaching plan of "problem chain design + flipped classroom + multiple evaluation". The effectiveness was evaluated in four dimensions: theoretical assessment, operational skills, clinical ability, and teaching satisfaction. The Self-Rating Scale of Self-Directed Learning was used to assess self-directed learning ability. The data were subjected to t test, non-parametric test, and chi-square test using SPSS 26.0 and AMOS 24.0. The mediation effect was examined using structural equation modeling. Results:The research group scored higher than the control group in theoretical assessment [(92.10±6.33) vs. (80.41±9.34)], operational skills [(45.04±3.91) vs. (39.51±5.94)], and clinical ability [(52.64±5.51) vs. (45.50±7.42)] (all P<0.001). The teaching satisfaction scores showed that the research group of nursing students rated higher in clinical thinking cultivation [(4.41±0.62) vs. (3.82±0.69)] and team collaboration ability improvement [(4.28±0.59) vs. (3.91±0.64)] (both P<0.01), as compared to the control group. The total score of Self-Rating Scale of Self-Directed Learning [(227.93±18.47) vs. (214.54±19.86), P=0.001] and mediation effect analysis (indirect effect accounting for 29.44%) indicated that problem chain-based flipped classroom indirectly optimized teaching effectiveness by enhancing self-directed learning ability. Conclusions:The flipped classroom based on problem chain can effectively improve the theoretical level, operational skills, and clinical thinking ability of gastroenterology nursing students, and further optimize teaching effectiveness by enhancing self-learning and teamwork abilities, making it a teaching method worthy of promotion.

Objective To investigate the status of familial aggregation of Helicobacter pylori (Hp) infection in Jinniu District, Chengdu, and analyze its risk factors so as to provide a basis for developing prevention and control strategies of family aggregation of Hp infection. Methods A total of 172 subjects in the Second Affiliated Hospital of Chengdu Medical College · 416 Hospital of Nuclear Industry from January 2022 to January 2023 were selected as the research subjects. All subjects underwent 13C-urea breath test (13C-UBT) to diagnose whether there was Hp infection. Analyze the current situation of family aggregation of Hp infection in the region, collect general data of survey subjects, analyze the relevant factors affecting Hp family aggregation infection, and develop prevention and control strategies based on this. Results A total of 242 people from 97 households were surveyed, and the Hp family aggregation rate was 29.33%. Univariate analysis showed that there were statistically significant differences in family aggregation of Hp infection in terms of different age groups (χ²=9.719, P=0.008), marital status (χ²=8.496, P=0.014), occupations (χ²=19.462, P<0.001), frequencies of dining out (χ²=5.457, P=0.019), previous Hp test results (χ² =4.131, P=0.042) and test results after treatment (χ²=12.000, P=0.001), with statistical significance (P<0.05). Multivariate logistic regression analysis showed that the frequency of dining out 2 days or more per week and a positive Hp test results in the past were risk factors for family aggregation of Hp infection, while the occupation of teachers/medical staff/management/technology personnel and a negative Hp results after treatment were protective factors (P<0.05). Conclusion Family aggregation of Hp infection is related to family members' occupation, frequency of dining out, previous Hp test results and Hp test results after eradication, which deserves attention in clinical practice.