General method for detecting acrylamide in foods and comprehensive survey of acrylamide in foods sold in Southeast China.

This study aimed to investigate the distribution of acrylamide (AA) in food by developing a universal method for detecting AA in various foods and analyzing the levels of AA in 437 food samples collected from Southeast China. The developed method was simple, rapid, and widely applicable, with an average recovery rate range of 81.7-94.2% and a relative standard deviation range of 1.7-8.2%. The limit of detection (LOD, 2.0-3.4 µg kg-1) and limit of quantitation (LOQ, 6.0-10 µg kg-1) were also determined. AA was detected in all types of food, with a total detection rate of 76%, and the levels ranged from LOQ to 6020 µg kg-1. Potato chips had the highest level of AA (mean value of 504 µg kg-1), whereas pastries had the lowest level (mean value < 6.0 µg kg-1). Kruskal-Wallis analysis revealed significant differences in AA levels among different foods (H = 229.8, p < 0.05). The AA safety limit intake recommendations suggested that the intake of high-AA foods should be strictly controlled to reduce the risk of potential carcinogenic effects. The developed method provides a useful tool for monitoring AA levels in food.

Application of micro-lectures combined with high simulation human in clinical skills teaching for nursing students / 中国实用护理杂志

Objective To explore the effect of micro-lectures withadvanced simulation man in improving the practical skills teaching of nursing students, so as to promote the students' post competency. Methods Totally the 186 nursing internswere divided into control group and observation group by random number method with 93 people in each group. The control group used the traditional teaching modein the teaching of practical skills.The observation group used the micro-lectures with high simulation teaching.Comparing the two groups of nursing students comprehensive assessment test simulation results in the theory, skills, scenarios, and nursing students the evaluation of the curriculum. Results The scores of the two groups were all above the qualification line, but the scores of the observation group were significantly higher than those of the control group (P<0.05). The theoretical examinations and the situation simulation comprehensive testswas(77.89 ± 7.79), (75.60 ± 7.92)points in control group, and (93.87 ± 3.90),(92.87 ± 4.08)points in observation group, there was significant difference between two groups (t=17.67, 18.70,all P=0.000). The curriculum evaluation results of improving learning initiative, active curriculum atmosphere, clear operation demonstration, exercise clinical thinking, improve the clinical interest were 81.72％(76/93), 72.04％(67/93), 93.55％(87/93), 60.22％(56/93), 67.74％(63/93)in control group, and 96.77％(90/93), 95.70％(89/93), 100.00％(93/93), 92.47％(86/93), 98.92％(92/93)in observation group, there was significant difference between two groups(χ2=20.39, P=0.016).Conclusions The effect is significant of micro-lectures combined with high simulation of human using in clinical skills teaching. Thismold can conducive to the cultivation of clinical thinking of nursing students, and improve clinical comprehensive ability, and promote the promotion of nursing students post competency.