Objective:To explore the effect of case-based learning (CBL) combined with the Mini Quest teaching method on the critical thinking and practical ability of orthopedic nursing interns.Methods:A total of 124 nursing interns who practiced in the Department of Orthopedics of the First Affiliated Hospital of Zhengzhou University from February 2024 to February 2025 were selected by purposive sampling and randomly divided into a control group and an observation group using a drawing lot method, with 62 interns in each group. The control group received traditional orthopedic internship teaching, while the observation group received CBL combined with the Mini Quest teaching method. The duration of the internship teaching for both groups was four weeks. Critical thinking ability was assessed using the Chinese Version of the Critical Thinking Disposition Inventory (CTDI-CV) , and scores were collected at the beginning and end of the internship. Additionally, theoretical examination scores, operational skill assessment scores, and teaching satisfaction ratings were compared between the two groups.Results:After the internship, the observation group had significantly higher CTDI-CV scores across all dimensions, truth-seeking (47.80±1.59) , open-mindedness (49.12±1.38) , analytical ability (46.83±2.95) , systematicity (47.38±2.40) , self-confidence (45.13±1.62) , inquisitiveness (44.79±1.46) , and cognitive maturity (46.19±0.72) , with a total score of (327.24±26.19) , compared to the control group, all with statistically significant differences ( P<0.05) . The observation group also scored higher on theoretical exams [ (92.34±1.86) vs. (89.75±2.23) ] and practical skill assessments [ (90.28±1.42) vs. (87.56±2.35) ] compared to the control group, with statistically significant differences ( P<0.05) . The satisfaction scores of orthopedic nursing interns in the observation group were higher than those in the control group in terms of teaching model, teaching effectiveness, theoretical training, practical operation guidance, and teaching environment, and the differences were statistically significant ( P<0.05) . Conclusions:The combination of CBL and the Mini Quest teaching method can effectively enhance the critical thinking and practical ability of orthopedic nursing interns and is worth promoting in clinical teaching.

Objective:To explore the effect of case-based learning (CBL) combined with the Mini Quest teaching method on the critical thinking and practical ability of orthopedic nursing interns.Methods:A total of 124 nursing interns who practiced in the Department of Orthopedics of the First Affiliated Hospital of Zhengzhou University from February 2024 to February 2025 were selected by purposive sampling and randomly divided into a control group and an observation group using a drawing lot method, with 62 interns in each group. The control group received traditional orthopedic internship teaching, while the observation group received CBL combined with the Mini Quest teaching method. The duration of the internship teaching for both groups was four weeks. Critical thinking ability was assessed using the Chinese Version of the Critical Thinking Disposition Inventory (CTDI-CV) , and scores were collected at the beginning and end of the internship. Additionally, theoretical examination scores, operational skill assessment scores, and teaching satisfaction ratings were compared between the two groups.Results:After the internship, the observation group had significantly higher CTDI-CV scores across all dimensions, truth-seeking (47.80±1.59) , open-mindedness (49.12±1.38) , analytical ability (46.83±2.95) , systematicity (47.38±2.40) , self-confidence (45.13±1.62) , inquisitiveness (44.79±1.46) , and cognitive maturity (46.19±0.72) , with a total score of (327.24±26.19) , compared to the control group, all with statistically significant differences ( P<0.05) . The observation group also scored higher on theoretical exams [ (92.34±1.86) vs. (89.75±2.23) ] and practical skill assessments [ (90.28±1.42) vs. (87.56±2.35) ] compared to the control group, with statistically significant differences ( P<0.05) . The satisfaction scores of orthopedic nursing interns in the observation group were higher than those in the control group in terms of teaching model, teaching effectiveness, theoretical training, practical operation guidance, and teaching environment, and the differences were statistically significant ( P<0.05) . Conclusions:The combination of CBL and the Mini Quest teaching method can effectively enhance the critical thinking and practical ability of orthopedic nursing interns and is worth promoting in clinical teaching.

Objective:To explore the effects of an improved perioperative diet management based on the concept of enhanced recovery after surgery (ERAS) in patients undergoing total hip arthroplasty (THA) .Methods:From May 2020 to May 2022, convenience sampling was used to select 320 patients who underwent their first unilateral THA at the First Affiliated Hospital of Zhengzhou University. According to the random number table method, patients were divided into control group ( n=160) and observation group ( n=160). The control group adopted a routine perioperative diet management, while the observation group improved the perioperative diet management based on the ERAS concept, and nurses performed preoperative fasting and postoperative diet and drinking water nursing according to the plan. We compared the preoperative hunger and thirst between two groups of patients, and recorded the gastrointestinal function such as postoperative anal exhaust and defecation time, bowel sound recovery time, postoperative nausea and vomiting degree, and post eating nausea and vomiting degree between the two groups. Results:The number of preoperative hunger and thirst patients in the observation group was less than that in the control group, and the postoperative exhaust time, defecation time, and bowel sound recovery time were shorter than those in the control group ( P<0.05). The degree of nausea and vomiting after eating after surgery was lower than that in the control group. The differences were all statistically significant ( P<0.05) . Conclusions:The improved perioperative diet management based on ERAS has good clinical effects in THA patients, reducing perioperative discomfort and promoting postoperative gastrointestinal function recovery.