Wound teaching model

Abstract

The invention discloses a wound teaching mode, and relates to the technical field of medical teaching, and the wound teaching mode comprises the following steps: 1, building a food material wound mapping database which comprises the water content, texture and tissue structure of food materials, and classifying and matching the food materials with different wound types; 2, constructing a dynamic wound: enabling the food material to present a wound evolution process through physical and chemical methods; 3, according to the traditional Chinese medicine differentiation method, the wounds are divided into damp-heat syndromes, blood stasis syndromes and yang deficiency syndromes according to the color and luster of the sore surfaces and the seepage concentration; 4, wound treatment is conducted, wherein cleaning, debridement, dialectical medicine selection and binding are conducted on the wounds of the food materials in sequence; key characteristics of wound depth, seepage and the like can be presented through the texture (such as hardness change of pumpkin and loose structure of wax gourd) of food materials, and the drawing is superior to plane drawing; and the dynamic change of the wound can be simulated, and students are helped to establish the cognition of wound progress.

Description

Technical Field

[0001] The present invention relates to the technical field of medical teaching, in particular to a wound teaching model. Background Art

[0002] Traditional teaching mostly relies on pictures, videos or static models, lacking three-dimensionality and interactivity. Some teaching attempts to draw wounds on paper, but flat images cannot present key features of the wound such as depth and texture, making it difficult for students to establish the associated cognition of "wound morphology and treatment plan". At the same time, existing methods rarely combine the theory of Chinese medicine differentiation of syndromes and cannot meet the teaching needs of wound care combining Chinese and Western medicine. The visual impact of wounds (especially infected and ulcerated wounds) can easily cause learners to feel fear and disgust. This psychological barrier will directly affect learning initiative and the standardization of subsequent clinical operations. Traditional teaching has not designed intervention links to address this problem, resulting in difficulties for students to transition from theoretical learning to clinical practice.

[0003] Therefore, a wound teaching model is provided to solve the problems raised in the above background technology. Summary of the Invention

[0004] The purpose of the present invention is to provide a wound teaching model to solve the problems raised in the above background technology.

[0005] To achieve the above object, the present invention provides the following technical solutions:

[0006] A wound teaching model includes the following steps:

[0007] Step 1: Establishing a food material wound mapping database: The database includes the moisture content, texture, and tissue structure of the food material, and classifies the food material to match different wound types;

[0008] Step 2: Construct dynamic wounds: Use physical and chemical methods to make the food material present the wound evolution process;

[0009] Step 3: According to TCM dialectics: Classify the wound into the following types: damp-heat syndrome, blood stasis syndrome, or yang deficiency syndrome based on the color of the wound surface and the concentration of exudate;

[0010] Step 4: Wound treatment: Clean, debride, select medicines based on symptoms, and bandage the wound in sequence;

[0011] Step 5: Conduct psychological adaptation training, using a three-step exposure method: abstract drawing, non-corrupted food, and corrupted food;

[0012] Step 6: Teaching evaluation, scoring and feedback based on operational proficiency, theoretical mastery, and psychological adaptability.

[0013] As a further solution of the present invention: wherein, the water-rich ingredients in step one include winter melon and white radish (water content greater than or equal to 90%), which simulate burns or acute trauma and are hypertonic fluid simulations; for infected wound simulations, pumpkin (water content between 80%-90% and easily corruptible) simulates infected sores in diabetic patients; for hard scab wound simulations, pumpkin peel (skin hardness greater than 40HA) simulates calluses.

[0014] As a further solution of the present invention: wherein, the step 2 of constructing the dynamic wound includes:

[0015] The evolution of pressure injury, the stages of winter melon under 500g pressure are: 0-6 hours the wound shows thinning of the epidermis, 6-12 hours the wound softens, 12-24 hours the wound breaks down;

[0016] Infection process simulation: The burned area of ​​a pumpkin exposed to temperatures above 60 degrees Celsius will experience the following symptoms: softening within 2 hours, oozing within 24 hours, and corruption within 48 hours, followed by a foul odor.

[0017] Exacerbation of chronic ulcers: Add yellow-brown, green and other food colorings to the white radish wound to simulate exudate. If the exudate is thick, the coloring can be mixed with lotus root powder, glutinous rice flour, etc.

[0018] As a further solution of the present invention: wherein, the presentation state of the TCM dialectics standard in step 3 includes:

[0019] Damp-heat syndrome: add reddish-brown dye to rotten food to simulate pus;

[0020] Blood stasis syndrome: simulate purple acne by freezing purple sweet potato slices;

[0021] Yang deficiency syndrome: simulate exudate by adding transparent gel to white radish

[0022] As a further solution of the present invention: wherein, the syndrome differentiation and medicine selection in step four includes: selecting the anti-corrosive gauze strips for the damp-heat syndrome, selecting the blood-activating gauze strips for the blood stasis syndrome, and selecting the tissue-promoting gauze strips for the yang deficiency syndrome.

[0023] As a further solution of the present invention: wherein, the psychological adaptation training method in step five includes drawing wound graphics, simulating cut wounds on radishes, and simulating infected wounds with rotten pumpkins.

[0024] As a further solution of the present invention: wherein, the step 6 teaching evaluation specifically includes:

[0025] The described proficiency in operation: selecting the gauze strip that matches the wound;

[0026] The degree of mastery of the theory: describing the behavioral logic of TCM dialectics;

[0027] The psychological adaptability is determined by the number of times and duration of active contact with food wounds.

[0028] Compared with the prior art, the present invention has the following beneficial effects:

[0029] 1. Using food ingredients to simulate wounds. Food ingredients themselves do not have any negative associations with trauma, and the process of "drawing and making" simulated wounds can shift students' attention from "wound fear" to "operation construction". After adopting this method, students' fear and avoidance of wounds can be reduced.

[0030] 2. The texture of food (such as the softness and hardness changes of pumpkin and the loose structure of winter melon) can show the key characteristics of the wound, such as the depth and exudate, which is better than flat drawing. It can also simulate the dynamic changes of the wound (such as the increase in exudate 24 hours after a burn) to help students establish the cognition of "wound progression".

[0031] 3. By introducing TCM syndrome differentiation (damp-heat syndrome, blood stasis syndrome, etc.) and the selection of TCM gauze strips, the gap of "integrated Chinese and Western medicine wound care" in existing teaching is filled, so that students can master both modern medical operations and TCM syndrome differentiation logic at the same time, and adapt to the needs of clinical integrated Chinese and Western medicine nursing. BRIEF DESCRIPTION OF THE DRAWINGS

[0032] Figure 1 This is a flow chart of the TCM dialectical analysis method in the present invention;

[0033] Figure 2 This is a flow chart of wound treatment in the present invention;

[0034] Figure 3 This is a flow chart of the psychological adaptation training in the present invention;

[0035] Figure 4 Schematic diagram of an embodiment of the present invention;

[0036] The corresponding relationship between the illustration labels and component names in the figure is as follows: DETAILED DESCRIPTION

[0037] See also Figure 1 —4: A wound teaching model, comprising the following steps:

[0038] Step 1: Establish a food material wound mapping database: The database includes the water content, texture, and tissue structure of the food material, and classifies the food material to match different wound types;

[0039] Step 2: Construct dynamic wounds: Use physical and chemical methods to make the food material present the wound evolution process;

[0040] Step 3: According to TCM dialectics: Classify the wound into the following types: damp-heat syndrome, blood stasis syndrome, or yang deficiency syndrome based on the color of the wound surface and the concentration of exudate;

[0041] Step 4: Wound treatment: Clean, debride, select medicines based on clinical symptoms, and bandage the wounds. Cleaning includes showering the simulated wounds on the fruits to remove simulated pollutants on the surface. Debride the wounds by peeling and softening the tissues. Select gauze strips to bandage the wounds. Pay attention to the tightness and fixation method when bandaging.

[0042] Step 5: Conduct psychological adaptation training, using a three-step exposure method: abstract drawing, non-corrupted food, and corrupted food;

[0043] Step 6: Teaching evaluation, scoring and feedback based on operational proficiency, theoretical mastery, and psychological adaptability.

[0044] Specifically, in the above six steps, the physical properties of food are used to map wound characteristics (such as high water content of winter melon = burn exudate), solving the problem that traditional molds cannot simulate dynamic changes. The standardization of TCM syndrome differentiation (color-quality-syndrome correlation) fills the gap in the teaching of integrated Chinese and Western medicine, and the three-level psychological training (drawing-fresh food-corrupted food) reduces the fear index of beginners.

[0045] Furthermore, the water-rich ingredients in step one include winter melon and watermelon (water content greater than or equal to 90%), which simulate burns or acute trauma and are hypertonic fluid simulations; pumpkin (water content between 80%-90% and easily corruptible) for simulating infected wounds, which simulate infected sores in diabetic patients; and pumpkin skin (skin hardness greater than 40HA) for simulating hard scab wounds, which simulate calluses.

[0046] Specifically, a corresponding scientific relationship is established between the above-mentioned food ingredients and wound types, such as: hypertonic fluid group (winter melon, white radish): simulated burn exudate mechanism (water content greater than 90% is approximately equal to dermal exudation); infection group (pumpkin): controllable corruption rate (25 degrees Celsius / 48h corruption is approximately equal to the process of diabetic foot infection); ischemia group (pumpkin): dense texture simulates tissue hypoxia (hardness 45HA is approximately equal to the hardness of arterial ulcer); hard scab group (pumpkin skin): natural stratum corneum simulation (thickness 0.3-0.5cm = typical value of callus).

[0047] Example: On the first day, hot water at 60-70 degrees Celsius was placed in contact with the pumpkin for 3 hours to simulate the scalded area;

[0048] On the second day, place the pumpkin in an environment of 25 degrees Celsius. Water seepage and brown pus will appear in the burned area, indicating that the wound is infected.

[0049] On the third day, when the infected area is carved, cavities will appear, indicating that the wound has problems with heat, toxins and blood stasis.

[0050] Furthermore, step two, dynamic wound construction, includes: pressure injury evolution. Winter melon under 500g pressure exhibits the following stages: thinning of the wound surface within 0-6 hours, softening within 6-12 hours, and ulceration within 12-24 hours. Simulation of infection progression: A pumpkin burn area exposed to temperatures above 60°C will experience the following progression: softening within 2 hours, exudation within 24 hours, and corruption within 48 hours, accompanied by a foul odor. Chronic ulcer exacerbation: Yellow-brown and green food colorings are added to white radish wounds to simulate exudate. Thick exudate can be mixed with lotus root starch, glutinous rice flour, or other additives. These pumpkin burn simulations enable quantitative control of wound evolution.

[0051] Example: Material selection: Pumpkin (82% water content) is used to simulate ischemic wound treatment; then, a deep ulcer (3 cm in diameter, 1 cm in depth) is created with a carving knife and honey is injected to simulate viscous exudate; syndrome differentiation: the ulcer surface is dark purple → blood stasis syndrome with viscous exudate and dampness-heat; cleaning: remove the viscous exudate on the surface; debridement: remove the tissue that floats and detaches during the carving of the wound; dressing: select a Chinese herbal gauze strip that promotes blood circulation and removes dampness (Angelica sinensis + Phellodendron amurense extract).

[0052] Furthermore, in step three, the presentation of TCM dialectical standards includes: damp-heat syndrome: adding reddish-brown dye to rotten food to simulate pus-filled fur; blood stasis syndrome: simulating purple acne with frozen purple sweet potato slices; and yang deficiency syndrome: adding transparent gel to white radish to simulate exudate. These steps transform TCM theory into actionable teaching indicators, enabling students to better learn without fear or avoidance.

[0053] Specifically, the dialectical selection of medicines in step four includes: choosing the anti-corrosion gauze for damp-heat syndrome, choosing the blood-activating gauze for blood stasis syndrome, and choosing the tissue-promoting gauze for yang deficiency syndrome. Among them, the anti-corrosion gauze (cinnabar and red powder for paste gauze, etc.) can promote the liquefaction of necrotic tissue; the blood-activating gauze (purple carbuncle gauze, etc., main ingredients of Sanguisorba officinalis and myrrh) can mobilize qi and blood, simmer pus and grow flesh; the yang-reinforcing and tissue-promoting gauze (yang-reinforcing and tissue-promoting gauze, etc., main ingredients of astragalus and angelica, etc.) can mobilize local positive energy.

[0054] Furthermore, Step 6 of the teaching evaluation specifically includes:

[0055] Operational proficiency: select the gauze that matches the wound;

[0056] Theoretical mastery: Describe the behavioral logic of Chinese medicine dialectics;

[0057] Psychological adaptability: the number of times and duration of active contact with food wounds.

[0058] The above steps can abstract the initial fear and reduce it without generating negative associations. It can also create a more realistic wound situation and allow students to undergo a step-by-step desensitization to their fear emotions.

[0059] Furthermore, the psychological adaptation training method in step five includes drawing wound graphics, simulating cutting wounds on white radish, and simulating infected wounds on rotten pumpkins. The psychological adaptation training method is scored and the training progress is evaluated. The evaluation is divided into three stages, and each stage is scored. For example, the score for drawing wound graphics is 6-10 points, the score for simulating cutting wounds on radish is 3-5 points, and the score for simulating infected wounds on rotten pumpkins is 0-2 points. The lower the score, the lower the fear, until there is no fear anymore.

[0060] Specifically, the tools required for the above method include but are not limited to:

[0061] Dynamic simulation module: temperature-controlled incubator (temperature between 20-100°C), pressure loading device (pressure between 0-1000°C).

[0062] Traditional Chinese Medicine Dialectical Tool: Three-color card, comparing the three colors of damp-heat syndrome (brown), blood stasis syndrome (purple), and yang deficiency syndrome (white).

[0063] Psychological training components: fear self-checklist, drawings, fresh ingredients and spoiled ingredients.

[0064] The above is only a preferred specific embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any technician familiar with this technical field, within the technical scope disclosed by the present invention, who makes equivalent replacements or changes based on the technical solutions and inventive concepts of the present invention, should be covered by the scope of protection of the present invention.

Claims

1. A wound teaching model, characterized in that: The following steps are involved: Step 1: Establish a food material wound mapping database: including the moisture content, texture, and tissue structure of the food materials in the database, and classify the food materials to match different wound types; Step 2: Construct dynamic wounds: Use physical and chemical methods to make the food material present the wound evolution process; Step 3: According to TCM dialectics: Classify the wound into damp-heat syndrome, blood stasis syndrome, or yang deficiency syndrome based on the color of the wound surface and the concentration of exudate; Step 4: Wound treatment: Clean, debride, select medicines based on symptoms, and bandage the wound in sequence; Step 5: Conduct psychological adaptation training, using a three-step exposure method: abstract drawing, non-corrupted food, and corrupted food. Step 6: Teaching evaluation, scoring and feedback are provided based on operational proficiency, theoretical mastery, and psychological adaptability.

2. A wound teaching model according to claim 1, characterized in that: The water-rich ingredients in step one include winter melon and white radish, which have a water content greater than or equal to 90%, and are used to simulate burns or acute trauma, infected wounds, etc.; pumpkin, which has a water content between 80% and 90% and is easily corrupted, and is used to simulate infected sores and ischemic wounds in diabetic patients; and pumpkin skin with a hardness greater than 40HA is used to simulate hard scab wounds.

3. A wound teaching model according to claim 1, characterized in that: The step 2 of constructing a dynamic wound includes: The evolution of pressure injury, the stages of winter melon under 500g pressure are: 0-6 hours the wound shows thinning of the epidermis, 6-12 hours the wound softens, 12-24 hours the wound breaks down; Infection process simulation: The burned area of ​​a pumpkin exposed to temperatures above 60 degrees Celsius will experience the following symptoms: softening within 2 hours, oozing within 24 hours, and corruption within 48 hours, followed by a foul odor. Exacerbation of chronic ulcers: Add yellow-brown, green and other food colorings to the white radish wound to simulate exudate. If the exudate is thick, the coloring can be mixed with lotus root powder, glutinous rice flour, etc.

4. A wound teaching model according to claim 1, characterized in that: The presentation status of the TCM dialectics standard in step 3 includes: Damp-heat syndrome: add reddish-brown dye to rotten food to simulate pus; Blood stasis syndrome: simulate purple acne by freezing purple sweet potato slices; Yang deficiency syndrome: simulate exudate by adding transparent gel to white radish.

5. A wound teaching model according to claim 4, characterized in that: The syndrome differentiation and medicine selection in step 4 includes: selecting the gauze strips for removing dead tissue and promoting tissue regeneration for the damp-heat syndrome, selecting the gauze strips for activating blood circulation and promoting tissue regeneration for the blood stasis syndrome, and selecting the gauze strips for restoring yang and promoting tissue regeneration for the yang deficiency syndrome.

6. A wound teaching model according to claim 1, characterized in that: The psychological adaptation training method in step five includes drawing wound graphics, simulating cut wounds on radishes, and simulating infected wounds with rotten pumpkins.

7. A wound teaching model according to claim 5, characterized in that: The teaching evaluation in step 6 specifically includes: The described proficiency in operation: selecting the gauze strip that matches the wound; The degree of mastery of the theory: describing the behavioral logic of TCM dialectics; The psychological adaptability is determined by the number of times and duration of active contact with food wounds.

8. A wound teaching model according to claim 6, characterized in that: The psychological adaptation training method is scored and the training progress is evaluated.

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