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多烯磷脂酰胆碱与奥硝唑注射液使用存在配伍禁忌

抢救车规范化封条管理探讨

【摘要】　目的　针对抢救车现行管理模式，提出新的改进方法，以提高工作效率和管理质量。　方法　从2010年1月起，我们对抢救车实行规范化封条管理，并对改进前后抢救车交接班所需时间和抢救物资完好率进行比较分析。　结果　改进后抢救车交接班时间较改进前明显减少，有效地提高了交接班人员的工作效率，更好地保证抢救物资的完好性。　结论　抢救车采用规范化封条管理，值得在临床推广使用。

急性肾功能不全伴重症肺炎并腹膜炎及精神抑郁分裂症护理一例

静脉输液治疗小组推行分组工作模式的探讨

【摘要】 目的 探索静脉输液治疗小组工作方法及模式。 方法 2009年1月以来，对静脉输液治疗小组推行分组工作模式，将静脉输液治疗小组分成督导组、教育组、操作培训组、科研组、信息组，并相应界定各自职责，协力开展工作。 结果 通过开展分组工作后，小组成员工作目的明确，职责分明，各项工作落到实处，提高了静脉输液治疗小组的知名度和影响力，促进小组成员自身专业提升，同时也推进了小组专业化发展的进程。 结论 静脉输液治疗小组根据成员自身的优势及特点，采用分组工作模式，为静脉输液治疗小组的实践提供了科学合理的策略。

The application of case-based learning combined with scenario exercise in hospital infection prevention and control training for nursing students

ObjectiveTo explore the effect of case-based learning combined with scenario exercise on nosocomial infection prevention and control training.MethodsClinical nursing students who entered the Department of Western & Traditional Chinese Medicine between September 2018 and November 2019 were selected. These students entered in groups. According to the entry number, the groups were divided into trial group and control group by odd or even numbers. The two groups of nursing students were trained by the infection prevention and control nursing group of the department to prevent nosocomial infection on the first day of entering the department. The trial group adopted case-based learning combined with scenario exercise, while the control group adopted traditional lecture-based learning. The two groups were compared by hand hygiene compliance rate, hand hygiene accuracy rate, clinical waste classification and disposal accuracy rate, occupational exposure, nosocomial infection prevention and control assessment scores, and teaching method satisfaction.ResultsA total of 63 nursing students from 10 groups were enrolled. There were 32 students from 5 groups in the control group and 31 students from 5 groups in the trial group. The hand hygiene compliance rate (χ2=8.434, P=0.004), clinical waste classification and disposal accuracy rate (χ2=4.196, P=0.041), nosocomial infection prevention and control assessment scores (t=3.145, P=0.003) and satisfaction scores of teaching methods (t=2.446, P=0.017) in the trial group were all higher than those in the control group. There was no occupational exposure in the trial group, but 1 case in the control group. The correct hand hygiene rates of the two groups were both 100%.ConclusionCase-based learning combined with scenario exercise can effectively improve the awareness of nosocomial infection prevention and control, improve the knowledge and skills of nosocomial infection prevention and control, improve the effectiveness of nosocomial infection prevention and control training, and increase the satisfaction of clinical teaching.