Pygmalion Effect refers to the expectation from teachers have stimulative effects on students' learning. English educa-tion of junior middle school has its unique nature, and the phenomenon of having trouble in le...Pygmalion Effect refers to the expectation from teachers have stimulative effects on students' learning. English educa-tion of junior middle school has its unique nature, and the phenomenon of having trouble in learning English in middle school stu-dents exists generally. So, the key point of this research is how the students use Pygmalion Effect to improve their English Learn-ing.展开更多
文摘Pygmalion Effect refers to the expectation from teachers have stimulative effects on students' learning. English educa-tion of junior middle school has its unique nature, and the phenomenon of having trouble in learning English in middle school stu-dents exists generally. So, the key point of this research is how the students use Pygmalion Effect to improve their English Learn-ing.
文摘目的 探讨基于罗森塔尔效应的优质护理服务对颈椎骨折伴脊髓损伤患者术后的效果。方法 方便选取2021年2月—2023年5月于徐州矿务集团总医院收治的84例颈椎骨折伴脊髓损伤患者为研究对象,根据随机数表法分为对照组(n=42,予以基础性常规护理)与观察组(n=42,在基础性常规护理基础上联合基于罗森塔尔效应的优质护理)。对比两组的心理状态、日常生活能力、肢体运动功能以及患者对临床护理内容的满意度情况。结果 干预1个月后,观察组抑郁自评量表评分为(36.65±4.28)分、焦虑自评量表评分为(35.97±4.31)分均低于对照组,差异有统计学意义(t=9.855、9.501,P均<0.05)。观察组的日常生活能力(Activity of Daily Living,ADL)评分为(79.86±6.69)分高于对照组的(68.54±6.47)分,肢体运动功能(Fugl-Meyer Motor Assessment,FMA)评分为(74.09±6.58)分高于对照组的(63.98±6.34)分,差异有统计学意义(t=7.883、7.171,P均<0.05)。相较于对照组,观察组患者对临床护理内容的满意度更高,差异有统计学意义(P<0.05)。结论 基于罗森塔尔效应的优质护理服务能够改善患者术后的心理状态,提高其日常生活能力、肢体运动功能,且患者对临床护理内容的满意度较高。
