Purpose To explore the hope levels and influencing factors in infertile women undergoing first-time and repeated in vitro fertilization-embryo transfer (IVF-ET) cycles. Methods This study was a cross-sectional and convenient sampling study conducted among patients undergoing IVF-ET from January to June 2019. Patients were divided into first-time and repeated groups by the number of IVF-ET cycles, and then a questionnaire survey was administered. The questionnaire included demographic information, Herth hope index (HHI) scale, Locke-Wallace short marital-adjustment test scale and social support rating scale. Multiple linear regression was used to analyse the influencing factors associated with hope levels. Results A total of 298 IVF-ET patients were recruited for the study, including 150 (50.3%) in the first-time cycle group and 148 (49.7%) in the repeated cycle group. The HHI score of the repeated cycle group was significantly lower than that of the first-time cycle group (34.4 ± 3.5 vs. 37.5 ± 3.7, P < 0.001). Multiple linear regression analysis indicated that repeated IVF-ET and age were independently negatively correlated with HHI, with standardized coefficient β values of − 0.895 and − 0.223, respectively (both P < 0.001). High education level (P = 0.002), high monthly income (P = 0.020), high degree of short marital-adjustment test (P < 0.001) and social support rating (P < 0.001) were independently positively correlated with HHI. Conclusion Infertile women undergoing repeated IVF-ET have low hope levels. Maintaining a good marriage adjustment and establishing a good social support and relationship network could effectively improve their hope levels.

The development of mobile devices and the Internet has caused a dramatic change of humans learning mode. Along with the popularity and perfection of mobile handheld devices, a new learning mode, micro-learning has sprouted up among college students, which has become a challenge of college English teaching. To cope with this problem, English teachers should take advantage of the situation by making full use of micro-learning, including preview before class, classroom teaching and after-class practice, so as to strengthen the learning motivation of students and improve the effectiveness of teaching.

With the continuously deepening education reform, to realize effective teaching as much as possible, teaching quality improvement becomes the precondition of building a moderately prosperous society. At the same time, teaching informationization also requires teachers to pay attention to keeping abreast of the times, adopt multimedia means for teaching and improve teaching efficiency. As new teaching concepts and teaching methods are required in the new era, five-star teaching theory focusing on problem-solving and the consistency of the teaching process and the learning process provides theoretical guidance for curriculum design through four steps, activating original knowledge, displaying and demonstrating new knowledge, trying application exercise, and integrated mastery. The classroom teaching interactive response system (CIRS) which attaches great importance to the interactive feedback between teachers and students, strengthens students' participation in the classroom can have a real-time control of teaching progress and adjust the teaching content in real time. Combination of five-star teaching theory and CIRS has the optimum effect on improving effective teaching. With internal medicine teaching course as the example, the study conducted smartphone CIRS course teaching model based on 5-Star Instructional Model, carried out experiments, and evaluated the experiment results through questionnaire survey. Experiment results show that the teaching mode received students’ full recognition, improved students' internal medicine teaching course scores and achieved good teaching results.

ObjectiveTo design an innovative team-based cardiopulmonary resuscitation (CPR) educational plan for multiple bystanders and evaluate whether it was associated with better teamwork and higher quality of resuscitation.MethodsThe team-based CPR plan defined the process for a three-person team, emphasize task allocation, leadership, and closed-loop communication. Participants qualified for single-rescuer CPR skills were randomized into teams of 3. The teamwork performance and CPR operation skills were evaluated in one simulated cardiac arrest scenario before and after training on the team-based CPR plan. The primary outcomes were measured by the Team Emergency Assessment Measure (TEAM) scale and chest compression fraction (CCF).ResultsForty-three teams were included in the analysis. The team-based CPR plan significantly improved the team performance (global rating 6.7 ± 1.3 vs. 9.0 ± 0.7, corrected p &lt; 0.001 after Bonferroni's correction). After implementing the team-based CPR plan, CCF increased [median 59 (IQR 48–69) vs. 64 (IQR 57–71%)%, corrected p = 0.002], while hands-off time decreased [median 233.2 (IQR 181.0–264.0) vs. 207 (IQR 174–222.9) s, corrected p = 0.02]. We found the average compression depth was significantly improved through the team-based CPR training [median 5.1 (IQR 4.7–5.6) vs. 5.3 (IQR 4.9–5.5) cm, p = 0.03] but no more significantly after applying the Bonferroni's correction (corrected p = 0.35). The compression depths were significantly improved by collaborating and exchanging the role of compression among the participants after the 6th min.ConclusionThe team-based CPR plan is feasible for improving bystanders teamwork performance and effective for improving resuscitation quality in prearrival care. We suggest a wide application of the team-based CPR plan in the educational program for better resuscitation performance in real rescue events.