生物安全知识是医学生知识体系中的重要环节,通过系统地、科学地学习生物安全知识和技能才能获得生物安全职业素养和感染防控能力,进而为今后从事医学工作奠定了坚实的理论和实践基础.本文阐述了在医学微生物学实验课程中设置生物安全模块的必要性,介绍了该模块的教学设计与实践,评价和总结了生物安全教学模块的教学效果.生物安全教学模块的实施将完善医学生生物安全知识体系,提高医学生生物安全防护意识和实践能力,提升医学生依法解决工作中生物安全相关问题的专业素养和能力.

Objective:To explore the related factors of catheter-associated urinary tract infection in intensive care unit and its effect on nosocomial infection.Methods:From June 2018 to October 2019, 1128 critically ill patients were selected and divided into observation group(65 cases) and control group(1063 cases) according to whether or not catheter-associated urinary tract infection occurred. Univariate analysis and logistic regression were used to analyze the risk factors of catheter-associated urinary tract infection in severe patients.Results:The incidence of catheter-associated urinary tract infection was 5.76% (65/1128) in 1128 critically ill patients. A total of 79 strains of pathogenic bacteria were isolated from 65 patients with catheter-related urinary tract infection.Gram-negative bacteria were the main pathogens, accounting for 43.04% (34/79). Fungi and gram-positive bacteria accounted for 25.32% (20/79) and 24.05% (19/79), respectively. There were significant differences in diabetes mellitus, length of hospital stay, invasive operation, duration of indwelling catheter and 24h urine volume between the two groups ( P<0.05). There were no significant differences in gender, age, body mass index (BMI) and combined hypertension between the two groups ( P>0.05). Logistic regression analysis showed that diabetes mellitus ( OR=0.443, 95% CI: 0.228-0.860), invasive operation ( OR=1.613, 95% CI: 1.163-2.104), indwelling catheter time ( OR=2.719, 95% CI: 2.314-4.106) and 24 h volume( OR=4.362, 95% CI: 1.974-10.915) were risk factors for catheter-related urinary tract infection in icu patients ( P<0.05). Conclusions:Concomitant diabetes, invasive procedures, and indwailing time are risk factors for catheter-related urinary tract infections. Medical workers should be developed to reduce the incidence of catheter-associated urinary tract infection and further reduce nosocomial infections.

在专业课程中融入思政元素是实现立德树人的重要手段,病原生物学实验课是理论联系实践的重要课程,是培养学生科学与人文素养的重要阵地.本文阐述在该课程中融入思政元素的重要意义及实施路径,为教学中实现专业知识传授与思想价值引领的有机结合、进而与思想政治理论课同向同行奠定基础.

胎儿感受疼痛的大脑皮层及皮层下中枢在分娩前就发育完善,与疼痛产生和传导有关的神经化学递质系统就已发育成熟,分娩后由于脱离了母体特定环境的保护和安抚,他们缺乏在新环境中生存的安全感,轻微刺激就会产生全身应答,表现为惊跳、拥抱反射、哭闹不安及生理反应等[1].疼痛不仅可给儿童造成短期的影响,而且会造成长期的负面影响[2].减少因刺激引起的新生儿神经发育的损害,是医护人员的职责.有研究表明,进行足底采血时,俯卧位可以减少对新生儿的损害,是新生儿接受必要刺激时的合理体位[3].

目的观察整体护理对剖宫产术后产妇早期恢复的影响.方法观察记录我院2003年1～6月实施整体护理后196例剖宫产产妇术后肛门排气时间、下床活动时间及术后自主排尿情况,并与上一年同期未实施整体护理的168例产妇术后情况进行对照研究.结果开展整体护理后,术后肛门排气时间和下床活动时间较实施前显著提前,拔尿管后能自主排尿者明显增多.结论实施整体护理有利于剖宫产术后产妇的早期恢复.