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Background: More than 50% of hemodialysis patients exhibit autonomic dysfunction and impaired heart rate variability, which are linked to cardiovascular symptoms and poor health outcomes. While exercise training has been shown to positively affect heart rate variability in patients with chronic diseases, there is insufficient evidence to support similar effects in hemodialysis patients. Purpose: In order to give hemodialysis patients more objective information about exercise therapy, this study reviews the literature systematically to evaluate the effect of exercise training on heart rate variability in hemodialysis patients and establishes evidence-based recommendations for exercise training on heart rate variability in hemodialysis patients. Methods: A systematic search of Cochrane Library, PubMed, CINAHL, MEDLINE, and CEPS was conducted. The keywords used in the search included "hemodialysis / haemodialysis", "exercise / exercise training / physical training / aerobic exercise / resistance exercise / strength training", and "heart rate variability / HRV / autonomic nervous system". Only randomized controlled trials (RCT) studies from the years 1990 to August 2018 were included. Non-adult (≤ 18 years) studies, non-English / non-Chinese language studies, and review studies were excluded. Results: Four studies were found and included in the analysis. Exercise training to hemodialysis patients improved the heart rate variability significantly to various degrees, including a medium to large effect for the standard deviation of all normal-to-normal intervals (SDNN), a large effect for the root mean square of the successive differences (RMSSD), a large effect for the proportion of differences of adjacent RR intervals > 50 ms (pNN50), a medium effect for the HRV triangular index, a medium effect for the low frequency/high frequency (LF/HF) ratio, and a small to medium effect for the mean RR interval. Based on the results of this systematic literature reviews recommendations emerged for exercise training on heart rate variability in hemodialysis patients. This recommendations regard to the exercise training time, frequency, intensity and contradictions. Conclusions: The results of this systematic review support that the parasympathetic activity, sympathetic activity, and heart rate variability of hemodialysis patients increase close to the normal value after exercise training. Based on the results of systematic literature reviews, this study establishes four evidence-based recommendations for exercise training on heart rate variability in hemodialysis patients. These recommendations are valid, as all levels of evidences are 1++ and the grades of recommendations range from A to B. [ABSTRACT FROM AUTHOR]

The dramatic increase in smartphone usage has spurred the development of many health-related mobile applications (apps). On the other hand, population aging and the associated rise in the incidence of chronic disease is increasing the demand for long-term care. Effective chronic disease self-management has been shown to help patients improve their health condition. Numerous smartphone applications currently support patient self-management of chronic disease, facilitating health management and health promotion. The purpose of the present article was to introduce the definition, contents, and types of health-related apps; to discuss the effectiveness of self-management health-related apps in promoting chronic disease management; and to assess and evaluate these apps. We hope that the present article helps give to healthcare professionals and patients who are willing to manage their diseases a general understanding of health-related apps and their potential to facilitate the self-management of chronic diseases. [ABSTRACT FROM AUTHOR]

We propose the following directions for corporate income reform in Taiwan: 1. Abandon the dividend imputation system and tax corporations and their shareholders as separate entities. 2. Change the current system of Profit-seeking Enterprise Income Taxation to the system of legal entity income tax; remove sole proprietorship businesses and the partnership businesses from corporate taxation. 3. The new tax system should strive to achieve neutrality in terms of corporate finance and investment decisions. 4. The new tax system should facilitate capital mobility to create an investment-friendly business environment. In particular, we suggest a reform of the corporation tax system in Taiwan to include an allowance for corporate equity (ACE), as proposed in Mirrlees et al. (2011). [ABSTRACT FROM AUTHOR]

Background: Colorectal cancer is the third leading cause of cancer-related deaths in Taiwan. Patients diagnosed early have excellent cure rates. Mackay Memorial Hospital, working on a Bureau of Health Promotion (BHP) project, found the colorectal cancer screening completion rate for positive patients to be the lowest among four cancer screenings reviewed. We thus formed a project team to improve the follow-up completion rate for colorectal cancer screening-positive patients. Purpose: This project was designed to raise the follow-up completion rate for colorectal cancer screening-positive patients to 65%. Methods: Explicit interventions implemented included making health education leaflets and return visit reminder sheets, holding/organizing screening seminars, opening a consultation helpline, formulating follow-up colorectal cancer screening procedures for screening-positive patients, holding hospital educational training courses, establishing cross-unit collaboration models, and benchmarking other hospitals. Results: The follow-up completion rate increased from 53.63% to 66.08%. Conclusions: Conducting health education programs and strengthening team awareness of follow-up completion rates effectively enhanced the follow-up completion rate for colorectal cancer screening-positive patients and improved medical care quality. [ABSTRACT FROM AUTHOR]

Background: Oral health professionals identified inadequate levels of patient oral health in our intensive care unit (ICU). A post-review analysis of collected data and field observation notes concluded that this problem resulted from several factors including: (1) Failure of ICU nurses to follow mouth care standards; (2) lack of oral injury care procedures; (3) lack of oral injury consultation procedures; (4) lack of oral care monitoring; (5) substandard oral care assistive devices. Purpose: The authors designed this project to raise general nursing staff knowledge of oral hygiene standards and increase the ability of nurses to implement proper oral healthcare. Resolution: After discussions with oral health professionals and reviewing articles in the literature, the authors implemented Critical Patient Oral Care Standards and Oral Injury Consultation Procedures and purchased new assistive care devices. The authors also conducted regular on-the-job training sessions for hospital staff that were reinforced by regular monitoring. Results: Training significantly increased nursing staff recognition of oral health care. Oral health care test scores rose from an initial average of 16% correct to a final average of 90% correct. Accurate implementation of oral health care in the ICU rose from an initial 19.69% to 78.66% of cases. Conclusion: This project significantly enhanced the accuracy and appropriateness of nurse oral health care delivery and quality health care promotion in the ICU. [ABSTRACT FROM AUTHOR]

本研究旨在探討設計思考融入創意教學課程對師培生創造傾向、創意教學自我效能和設計思考力之影響。研究對象為臺灣北部某所科技大學選修創意教學策略之28位師培生，採用單一樣本前、後測設計進行18週之教學實驗，以「創造傾向量表」、「創意教學自我效能量表」以及「設計思考力量表」作為研究工具。透過量化資料進行描述性統計分析及相依樣本t檢定分析，探討創造傾向、創意教學自我效能和設計思考力前後測之差異，並於課後進行半結構式訪談，深入瞭解師培生之學習經驗和想法。研究結果發現，將設計思考融入創意教學課程有助於提升師培生之創造傾向（冒險性、好奇心、想像力）、創意教學自我效能（正向信念、負向自覺、抗壓信念）和設計思考力（縝密性、計畫性、完成性、創新性、周詳性和系統性）。最後，根據上述之研究結果提出對未來研究以及實施以設計思考為核心的創意教學課程之建議。 Introduction Creativity has recently become an increasingly prominent research topic in the field of education. Teachers play an indispensable role in enhancing students’ creative performance. Therefore, strategies for stimulating preservice teachers’ motivation for creative teaching and for encouraging teachers to integrate and apply creative teaching skills and methods into curricula have been extensively discussed in the field of teacher education. The literature indicates that teachers’ creative teaching self-efficacy is essential for the implementation of creative teaching; teachers with higher creative teaching self-efficacy engage more in creative teaching behaviors. Hence, methods for enhancing preservice teachers’ creative teaching self-efficacy warrant further exploration. The emergence of design thinking has introduced new educational frameworks and thinking patterns. Design thinking strongly emphasizes the adoption of human-centered approaches, which involve observing and empathizing with real-life situations to explore underlying issues, and the iterative modification of prototypes through testing to develop solutions that optimally meet user needs. In education, design thinking entails a teacher’s ability to solve problems innovatively through a series of lesson plan designs, executions, revisions, and innovations before actual teaching. Accordingly, the aim of this study was to investigate whether the integration of the design thinking steps— namely empathize, define, ideate, prototype, and test— into creative teaching courses can promote preservice teachers’ creative tendencies, creative teaching self-efficacy, and design thinking skills. Literature Review Design thinking involves five key steps: empathize, define, ideate, prototype, and test. The first step (empathize) requires designers to identify user needs by learning about their thoughts and feelings through interviews and observations. The second step (define) entails breaking down and summarizing the information gathered in the first step to further establish user needs. The third step (ideate) encourages designers to brainstorm systematically and generate various ideas. The fourth step (prototype) involves filtering and concretizing ideas generated during the third step to propose test plans for user experience, interaction, and dialog. The final step (test) entails refining solutions by gathering user feedback through the test plans proposed during the fourth step. Recent studies integrating design thinking into education have reported a strong correlation between design thinking processes and creativity. This teaching approach empowers teachers with problem-solving abilities and confidence in creativity; thus, design thinking is an effective method for addressing teaching challenges. The study’s variables are explained as follows: Creative tendencies refer to an individual’s personality traits exhibited during creative activities. Integrating creative thinking and problem-solving methods into curricula effectively enhances a student’s creative tendencies. Creative teaching involves incorporating creativity into teaching methods to stimulate and support students’ creative expression. Creative teaching self-efficacy refers to a teacher’s confidence in their ability to creatively teach and influence student learning outcomes. Teachers with higher creative teaching self-efficacy are more confident in implementing creative teaching practices. Design thinking skills refer to the ability to iteratively generate an extensive array of ideas and then narrow them to optimal options during product development. Such skills involve the continual experimentation, refinement, and resolution of existing problems or recommendation of innovative ideas on existing objects. This study integrated design thinking into creative teaching in order to encourage preservice teachers to identify topics for improvement and generate creative teaching plans through practical application. It further examined whether this integration can enhance teachers’ capabilities such as creative tendencies, creative teaching self-efficacy, and design thinking skills. Methods This study included 28 preservice teachers (14 men, 14 women) with an average (standard deviation) age of 20 (4.80) years. They volunteered to participate in the study and were divided into seven groups of four individuals each. Employing a single-group pre-/post-test design supplemented with qualitative data analysis, we conducted pre- and post-tests at the beginning and end of the semester, respectively. We assessed the participants’ creative tendencies, creative teaching self-efficacy, and design thinking skills by using Lin and Wang’s (1994) Williams Creative Tendency Scale (a revised version of F.E. Williams’ Creativity Assessment Packet), the Creative Teaching Self-Efficacy Scale compiled by Lin and Qiu (2008), and the Design Thinking Ability Scale developed by Xie (2012), respectively. Additionally, after the course concluded, two participants from each group were selected for a 40-min qualitative interview aimed at understanding their learning experiences and attitudes toward the integration of design thinking into creative teaching courses. Results This study analyzed all student metrics by using dependent-sample t-tests. The participants’ overall creative tendencies significantly differed between the pre- and post-test phases (t = 2.96, p < 0.01), indicating that integrating design thinking into creative teaching courses can enhance students’ overall creative tendencies. The participants’ creative teaching self-efficacy also differed significantly between the pre- and post-test phases (t = 5.84, p < 0.01), implying that integrating design thinking into creative teaching courses enhances preservice teachers’ overall creative teaching self-efficacy. Similarly, overall design thinking skills differed significantly between the pre- and post-test phases (t = 5.86, p < 0.01), signifying that integrating design thinking into creative teaching courses can enhance students’ design thinking skills. Discussion and Suggestions The results of this study imply that integrating design thinking into creative teaching courses can enhance preservice teachers’ creative tendencies, creative teaching self-efficacy, and design thinking skills. However, we also noted that during the teaching process, having students repeatedly brainstorm on the same topic led to difficulties in generating new ideas subsequently. Therefore, future research could provide students with flexible adjustments during the ideation stage, offering them different topics to practice various creative ideation strategies. Additionally, despite its positive results, this study did not explore the differences in variables between creative teaching courses incorporating design thinking and standard creative teaching courses. Accordingly, future research could include control groups to address this limitation.

Objective: To construct a training program on emergency response ability for all staff in emergency medical wards under COVID-19 epidemic, and to evaluate its clinical effect. Methods: A targeted training program for emergency response ability of all staff in the emergency medical ward was established through literature review, brain storming and online conference discussion. The scheme includes seven modules: training system, training plan, training outline, training course, teaching team, training materials and teaching evaluation. For medical staff, other staff (nursing workers, work attendance, cleaning), patients and family members of different categories of personnel, advanced version, basic version and popular science version are designed respectively, and the training content closely fitted the needs of epidemic prevention and skills required in different groups. During the period from April 5 to May 10, 2022, the training program was conducted to train the emergency response ability in all staff,and effect was evaluated using questionnaires invstigation before and after training, oral questions, operation assessment and on-site inspection, and the incidence of clinical actual infection was monitered. Results: The score after traning on response ability to infectious disease emergencies in medical staff( 161.27±14.13) was higher than before the training (143.38±23.10) (P

Objective To evaluate the effects of classical markers, novel serological biomarkers and other markers on the diagnosis of acute mesenteric ischemia (AMI).Methods PubMed and Embase were searched by computer to collect and evaluate the studies on serum markers of AMI from the estab-lishment of the database to August 15, 2020. Qualitative induction was conducted for the included studies.Results A total of 28 studies, including 5 meta-analysis, 7 prospective studies, 8 retrospective studies, 4 cross-sectional studies and 4 animal studies, were included. The speciality and sensitivity of classic markers (L-lactic acid, D-lactic acid and LDH) were low. The new serological biomarkers (D-dimer, platelet index, neutrophil-lymphocyte ratio, ischemia modifies albumin, 1-fatty acid binding protein, a-glutathione s-transferase, citruline) and other markers of AMI can be improved to some ex-tent, but the diagnostic value is still relatively limited.Conclusion The diagnostic value of serum bi-omarkers of AMI is limited, and it is still difficult for those markers to be used to diagnose AMI in differ-ent types and stages. High-quality and large-sample studies are still needed to confirm it.