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腹腔镜脾切除术治疗特发性血小板减少性紫癜的护理

【摘要】 目的 〖JP2〗总结腹腔镜脾切除术治疗特发性血小板减少性紫癜患者围手术期的护理。 方法 2005年11月-2008年6月，对40例行腹腔镜脾切除术治疗特发性血小板减少性紫癜患者，在术前、术后予以精心护理，并针对患者个体及各种征状，采取积极有效的护理措施，防止各种并发症发生。 结果 38例患者顺利康复出院；1例术后出血，经积极治疗后治愈出院；1例发生左下肢深静脉血栓，经抗凝溶栓治疗后好转出院。 结论 有效的围手术期护理能降低腹腔镜脾切除术后并发症的发生，减轻患者的痛苦，促进患者早期康复。

手助式腹腔镜下肝切除术并发症的观察及护理

目的　探讨手助式腹腔镜下肝切除术的临床并发症及相关护理措施。 方法　回顾性分析2008年1月－2010年12月收治的24例原发性肝脏肿瘤行手助式腹腔镜下肝切除术患者的病例资料、围手术期数据、术后并发症及恢复情况。 结果　24例患者腹腔镜肝切除术均获成功，其中左外叶切除13例，其余患者为不规则肝叶切除，无中转开腹手术。3例患者出现术后并发症，其中胆瘘1例，膈下脓肿1例，胸腔积液1例，经对症处理和精心护理后均顺利康复出院。 结论　手助式腹腔镜肝切除术是一种安全有效的微创治疗方法，通过严密观察及精心护理能有效的预防及处理并发症，提高其安全性和有效性。

腹主动脉瘤破裂患者的急救及护理对策

【摘要】 目的 总结对腹主动脉瘤破裂患者的急救措施及护理对策。 方法 回顾分析2004年1月-2008年2月收治的11例腹主动脉瘤破裂患者抢救及护理过程。 结果 6例患者治愈出院，5例死亡，其中术中失血性休克死亡1例，术后消化道大出血及多功能器官衰竭死亡2例，放弃治疗出院后死亡2例，存活率为54.5%。 结论 通过对腹主动脉瘤破裂患者采取及时有效的抢救配合及护理措施，有效地提高了手术的成功率及生存率。

恶性胰岛素瘤患者护理一例

品质管理圈在提高胃肠减压有效率中的应用

目的探讨品质管理圈（品管圈）对提高胃肠减压有效率的作用。 方法2013年5月－10月开展品管圈活动，确立“提高胃肠减压有效率”为活动主题，对行胃肠减压的患者实施以品管圈活动主题为导向的护理管理，比较实施品管圈前后患者胃肠减压留置效果。 结果开展品管圈活动后胃肠减压有效率提高22.61%，圈员的责任心、观察力、观察沟通协调能力等提高40%～75%，达到预期效果。 结论品管圈活动不仅提高了胃肠减压有效率及临床护理质量，也使护士学会用科学的方法解决临床护理问题，增强了团队的凝聚力、协作力，值得推广。

The influence of disaster preparedness education on college students’ awareness, actions and abilities of disaster prevention and preparedness

ObjectiveTo analyze the impact of disaster prevention and preparedness education courses on college students’ awareness, actions and abilities of disaster prevention and preparedness, so as to provide a reference for the establishment and optimization of disaster education-related courses in colleges.MethodsStudents who took the optional course “Disaster Preparedness Education” of Sichuan University in the fall semester of 2019 to 2020 were included. Questionnaires were issued before and after the course to compare the differences in awareness, actions and abilities of disaster prevention and preparedness of college students before and after the course. We also analyzed the differences between college students of different genders and college students of different grades.ResultsFinally, 148 college students were included. After the course, college students’ awareness scores (9.24±0.61 vs. 6.11±0.52), action scores (6.89±0.70 vs. 2.65±0.58) and ability scores (33.73±1.61 vs. 18.55±1.88) of disaster prevention and preparedness were improved compared to those before the course, and the differences were statistically significant (P<0.05). Before the course, boys’ disaster prevention and preparedness awareness score was higher than that of girls (6.48±0.56 vs. 5.23±0.44), the difference was statistically significant (P<0.05); there was no significant difference in the scores of actions or abilities of disaster prevention and preparedness between boys and girls (P>0.05). After the course, there was no statistically significant difference in any of the scores between boys and girls (P>0.05). Before and after the course, there was no statistically significant difference in any of the scores between the senior college students and the lower college students (P>0.05). College students’ overall satisfaction with disaster preparedness education was relatively high, with the highest scores for teaching methods and assessment methods.ConclusionDisaster preparedness education courses have a positive effect on improving the comprehensive qualities of college students’ disaster preparedness awareness, actions, and abilities, but it is necessary to attract more college students to participate and increase the scope of the course.