目的 总结胰十二指肠切除术后早期行肠内营养的护理效果。 方法 对2010年5月－12月30例胰十二指肠切除术后经鼻肠管行肠内营养患者的护理方法及措施进行回顾总结。 结果 全部患者术前均顺利完成留置鼻肠管，术后除7例患者分别发生堵管、咽炎、腹胀、营养液返流等并发症予以及时处置外，其余患者均顺利安全完成肠内营养治疗，患者营养状况在短时间内得到有效改善和恢复。 结论 胰十二指肠切除术后经鼻肠管行早期肠内营养，能促进肠功能早期恢复，良好的护理可保证肠内营养的顺利实施，显著改善患者围术期的营养状况。
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.