Search Results

You are looking at 1 - 5 of 5 items for :

  • Author: Li-Chun Zhang x
  • Assistive Professions, Nursing x
Clear All Modify Search
Open access

Xiao-Hong Zhang, Li-Na Meng, Hui-Hui Liu, Ru-Zhen Luo, Chun-Mei Zhang, Pei-Pei Zhang and Yan-Hui Liu



Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students.


From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%.


For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability.


To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

Open access

Yong Guo, Xizheng Zhang, Chunqiu Zhang, Ruixin Li, Qiangcheng Zeng, Chun Guo and Yanjun Zhang


Background: Mesenchymal stem cells (MSCs) known to be sensitive to mechanical stimulus. This type of stimulus plays a role in cellular differentiation, so that it might affect MSCs differentiation toward cardiomyocytes.

Objectives: Investigate the effect of mechanical stimulus on MSCs differentiation toward cardiomyocytes.

Methods: The adipose tissue-derived MSCs were induced to differentiate with 5-azacytidine, and stimulated by one Hz mechanical stretching up to 8%. After 10 days, the cell’s cardiac markers and cardiogenesis-related genes were detected by immumohistochemistrical staining and reverse transcriptase-polymerase chain reaction, and the cell’s ATPase activity was detected.

Results: The cyclic mechanical stretching enhanced the expression of cardiogenesis-related genes and cardiac markers, and stimulated the activity of Na+-K+-ATPase and Ca2+-ATPase in the MSCs treated with 5-azacytidine. Without 5-azacytidine pre-treatment, cyclic mechanical stretch alone has little effect.

Conclusion: Mechanical stretch combined with 5-azacytidine treatment could accelerate MSCs differentiation toward cardiomyocytes.

Open access

Zhang Zhi-yong, Li Ming-xu, Yu Yong-wu and Zhou Chun-hua


Background: At present, patients with end-stage renal failure (ESRD) face the question of how to achieve adequate dialysis to maintain their survival with the best quality of life as long as possible. Therefore, the choice of suitable dialysis methods and dialysis dose is important.

Objective: To find suitable dialysis methods and an appropriate dialysis dose for patients with ESRD.

Methods: Our research compares the long-term clinical effects between the patients undergoing continuous ambulatory peritoneal dialysis (CAPD), daytime ambulatory peritoneal dialysis (DAPD), and hemodialysis (HD). Thirty-two patients subjected to peritoneal dialysis were selected and divided into group A (n = 16) and group B (n = 16), group A was treated by using the traditional CAPD pattern; group B was treated by using DAPD. Forty-six patients of renal failure at final stage were divided into group A (n = 23) and group B (n = 23), group A was treated by using a HD method, group B was treated by using a DAPD method.

Results: When the same dialysis dose was applied, the patients with long-term DAPD treatment can obtain satisfactory clinical therapeutic efficacy for the period of maintenance dialysis, thoroughness of dialysis, maintenance of nutritional status, blood pressure regulation, reduction in incidence rate of peritoneal infection, maintenance of relatively high activity in daily life and alleviation in depression, comparable to patients treated with traditional CAPD or HD methods.

Conclusion: The long-term clinical effects of DAPD are comparable to CAPD or HD.

Open access

Peng-Fei Han, Zhi-Liang Zhang, Tao-Yu Chen, Rui-Peng Zhao, Rong Zhang, Xiao-Dong Li, Peng-Cui Li, Lei Wei, Zhi Lv and Xiao-Chun Wei


The main pathological change in post-traumatic osteoarthritis (PTOA) is cartilage degeneration, which is closely related to inflammation and oxidative stress. Inflammation can cause degeneration of articular cartilage. Cartilage degeneration can also stimulate the progression of inflammation. It has been found that inflammatory cytokines can participate in the pathological process of cartilage degeneration through multiple signaling pathways, mainly mitogen-activated protein kinase, nuclear transcription factor kappa B, and Wnt–β-catenin signal transduction pathways. This review aimed at exploring the relationship between PTOA and inflammation-related cytokines by introducing the role of proinflammatory cytokines in chondrocyte destruction and extracellular matrix degradation.

Open access

Ya-Qian Liu, Yu-Feng Li, Meng-Jie Lei, Peng-Xi Liu, Julie Theobald, Li-Na Meng, Ting-Ting Liu, Chun-Mei Zhang and Chang-De Jin



To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.

Data sources

The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.

Review methods

The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran’s I 2 statistic.


A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ self-directed learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.


The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.