The curriculum for nursing undergraduates in Denmark emphasizes experiments, research and development of professional promotion and need connected with the existing professions and health services. The courses are to promote the dynamic interaction and development between theories and practices of professions, academic research and creative ability. This paper introduces the curriculum for undergraduate nursing students in VIA University College from five aspects, including objective, design, context, implementation and assessment, and analyzes its characteristics such as career-oriented courses configuration, progressive curriculum concept, interdisciplinary education courses, multiple assessment methods, and international optional courses. Based on our national undergraduate nursing program, we may take advantage of the advanced experiences of Denmark undergraduate nursing curriculum configuration in order to establish a system of undergraduate nursing curriculum most suitable in our country, encouraging choosing courses beyond disciplines, widening students' horizon of knowledge, improving the course assessment standard and promoting the teaching quality of nursing schools.
ObjectiveTo investigate diagnostic and prognostic value of pulmonary embolism severity index (PESI), troponin I (cTnI) and brain natriuretic peptide (BNP) in patients with acute pulmonary embolism (APE). MethodsA total of 96 patients confirmed with APE were collected from January 2010 to January 2013, and 50 cases of non-APE controls were also selected in the same period. According to the PESI scores, patients were divided into low-risk, mid-risk, and highrisk group. According to the results of cTnI and BNP, patients were divided into positive group and negative group. Then, we evaluated the diagnostic and prognostic value of the PESI score, cTnI and BNP for patients with APE. ResultsFor the APE patients, the higher the risk was, the higher the constituent ratio of massive and sub-massive APE was (P<0.01). In the cTnI positive group, massive and sub-massive APE accounted for 82.9%, and in the cTnI negative group, non-massive APE was up to 81.9%; in the BNP positive group, massive and sub-massive APE accounted for 73.3%, and in the BNP negative group, non-massive APE was up to 86.3%. The patients with positive cTnI and BNP had a higher rate of right ventricular dysfunction, cardiogenic shock and mortality than the negative group (P<0.01). ConclusionThe combined detection of cTnI, BNP and PESI score is important in the diagnosis and risk stratification in APE patients.
The evaluation of student performance is an important but difficult part of the implementation of problem-based learning (PBL). This article introduces the background to the reform of evaluation in PBL, analyzes the principles of such evaluation, and gives a critical review of the methods applied in the reform of student evaluation in PBL, so as to help medical schools adopt practical and efficient evaluation methods.