Surgical simulation sterilization glove for medical teaching
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Utility models(China)
- Current Assignee / Owner
- THE FIRST HOSPITAL OF LANZHOU UNIV
- Filing Date
- 2025-06-10
- Publication Date
- 2026-05-12
AI Technical Summary
The lack of markings between sterile and non-sterile areas in existing clinical surgical gloves makes it difficult for students to judge contamination, delays in correcting operational errors, and results in high teaching costs and serious waste of resources.
Design a surgical simulation sterilization glove for medical teaching. The glove features visual identification and operational guidance, including folded marking lines, positioning scale lines, and a midpoint mark inside. The outer side is flesh-colored and the inner side is green. The capsule is pre-coated with a dye. The design provides real-time feedback and operational guidance.
实现了无菌与非无菌区域的直观显示，提高了操作准确性和教学效率，降低了教学成本，培养了规范操作习惯。
Smart Images
Figure CN224219563U_ABST
Abstract
Description
Technical Field
[0001] This application relates to the field of medical teaching equipment technology, and in particular to a surgical simulated sterile glove for medical teaching. Background Technology
[0002] Gloves are an essential tool in medical work, used in a wide range of situations. For medical students, who are future healthcare professionals, the quality of their glove use directly impacts the quality of medical care. Wearing a pair of gloves takes only about 20 seconds; improper handling can violate aseptic techniques, often without the operator's awareness. Therefore, neglecting the correct use of sterile gloves in the early stages (such as not changing them after touching non-sterile areas) can lead to difficult-to-correct bad habits and increase future occupational risks. Infections caused by contaminated gloves during procedures can result in medical accidents; medical students need to develop "zero-error" skills from an early age.
[0003] Currently, clinical-grade sterile surgical gloves are still being used in the teaching and training of medical students on surgical gloves. These gloves lack clear markings indicating sterile and non-sterile areas, making it difficult to accurately assess whether the gloves are contaminated. This significantly increases the likelihood of contamination when wearing sterile gloves, severely impacting the quality of teaching and training in sterile glove skills and posing a significant risk to future clinical procedures. Furthermore, the sterilization process of clinical-grade surgical gloves increases unnecessary teaching costs and wastes medical resources.
[0004] Analysis of existing technological defects:
[0005] 1. Lack of labeling: Clinical surgical gloves do not distinguish between sterile and non-sterile areas. Clinical gloves lack teaching guidance design, making it impossible for students to intuitively judge the extent of contamination. Incorrect operation is easily solidified.
[0006] 2. High cost: Teaching and training require sterile gloves (priced at 2.9 yuan per pair), with an average annual consumption of 3-4 pairs per student, resulting in a waste of medical resources;
[0007] 3. Delayed error correction: In traditional teaching, teachers need to check students' operations one by one, which makes it impossible to achieve real-time self-assessment and results in low teaching efficiency;
[0008] 4. Prone to unintentional contamination: The single color and the speed of wearing gloves make it difficult to distinguish visually during operation, thus leading to bad operating habits. Utility Model Content
[0009] This application provides a surgical simulated sterile glove for medical teaching, which solves the problems of difficulty in judging contamination, delayed correction of operational errors, and waste of resources in teaching scenarios caused by traditional clinical gloves through visual identification and operation guidance design.
[0010] This application provides a surgical simulated sterilization glove for medical teaching, including a glove with a sealed bottom and a pouch at the fingertips. The glove has a folding mark and a positioning scale line, with a midpoint mark on the folding mark and positioning scale line. The folding mark, positioning scale line and midpoint mark are all located on the inside of the glove.
[0011] As an improvement, the capsules are placed on the palmar side of each finger of the glove. The capsules need to be pre-sprayed with a light-colored dye during training, and they can be colored in the green and white non-sterile areas.
[0012] As an improvement, the distance from the fold mark to the edge is equal to the distance from the tip of the middle finger to the base of the palm, which is the standard folding distance for wearing sterile gloves.
[0013] As an improvement, the distance from the positioning scale line to the sealing edge is the distance from the tip of the middle finger to the base of the middle finger of the glove, to avoid misalignment between the glove and the fingers, and to prevent the non-sterile surface from touching the sterile surface of the already worn glove.
[0014] As an improvement, the midpoint marker is an isosceles triangle with the apex pointing towards the edge and the base aligned with the fold mark line and positioning scale line. The midpoint marker is located on the center line of the glove. The function of the midpoint marker is to reference the position of the glove. When the midpoint of the glove matches the midpoint of the hand, the glove is less likely to become misaligned.
[0015] As an improvement, the outside of the glove is flesh-colored and the inside is green. The inside of the glove has a white wristband, which serves as a simulated clinical non-sterile warning area.
[0016] Compared with existing technologies, the advantages of this utility model are as follows: the visual warning system with color partitioning of inner and outer layers intuitively displays sterile and non-sterile areas, helping students accurately judge the contamination status of gloves; the operation guidance scale lines guide students to wear and operate correctly, improving the error tolerance rate; this design provides real-time feedback from both visual and operational dimensions, improving teaching efficiency, cultivating students' standardized operating habits, and has significant economic benefits and teaching value. Attached Figure Description
[0017] The accompanying drawings are provided to further illustrate the technical solution of this utility model and constitute a part of the specification. They are used together with the embodiments of this application to explain the technical solution of this utility model and do not constitute a limitation on the technical solution of this utility model.
[0018] Figure 1 Structural schematic diagrams provided for embodiments of this application;
[0019] Figure 2 A front view provided for an embodiment of this application;
[0020] Figure 3A side view provided for an embodiment of this application;
[0021] Figure 4 A cross-sectional view of section AA provided for an embodiment of this application;
[0022] Figure 5 This is a schematic diagram of the inspection status provided for an embodiment of this application.
[0023] The components include: 1. Gloves; 11. Edge sealing; 12. Pouch; 13. Reverse fold marking line; 14. Positioning scale line; 15. Midpoint mark; 16. White wristband; 17. Pouch print. Detailed Implementation
[0024] The technical solutions of the embodiments of this application will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this application, and not all embodiments. Based on the embodiments of this application, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of this application.
[0025] It should be noted that all directional indicators (such as up, down, left, right, front, back, etc.) in this utility model embodiment are only used to explain the relative positional relationship and movement of each component in a certain specific posture (as shown in the figure). If the specific posture changes, the directional indicator will also change accordingly.
[0026] The terms "first" and "second" are used for descriptive purposes only and should not be construed as indicating or implying relative importance or implicitly specifying the number of technical features indicated. Therefore, a feature defined as "first" or "second" may explicitly or implicitly include one or more of that feature. In the description of this application, unless otherwise stated, "a plurality of" means two or more.
[0027] In the description of this application, it should be noted that, unless otherwise expressly specified and limited, the terms "connected" and "linked" should be interpreted broadly, for example, as a fixed connection, a detachable connection, or an integral connection. Those skilled in the art can understand the specific meaning of the above terms in this application based on the specific circumstances. Furthermore, when describing pipelines, the terms "connected" and "linked" as used in this application have the meaning of establishing electrical connection. The specific meaning needs to be understood in conjunction with the context.
[0028] In the embodiments of this application, the terms "exemplary" or "for example" are used to indicate that something is an example, illustration, or description. Any embodiment or design that is described as "exemplary" or "for example" in the embodiments of this application should not be construed as being more preferred or advantageous than other embodiments or design. Specifically, the use of the terms "exemplary" or "for example" is intended to present the relevant concepts in a specific manner.
[0029] like Figures 1-5 A surgical simulated sterile glove for medical teaching includes a glove 1, wherein the bottom of the glove 1 is provided with a sealing edge 11, the fingertips of the glove 1 are provided with a pouch 12, the glove 1 is provided with a folding mark line 13 and a positioning scale line 14, the folding mark line 13 and the positioning scale line 14 are provided with a midpoint mark 15, and the folding mark line 13, the positioning scale line 14 and the midpoint mark 15 are all located on the inside of the glove 1.
[0030] Providing students with clear operational guidelines in medical education helps them accurately determine the correct placement and folding method of gloves. This not only effectively avoids the risk of contamination due to improper operation but also helps students develop standardized operating habits, thereby achieving the beneficial effect of improving the quality of aseptic technique teaching.
[0031] As an improvement, the capsules 12 are placed on each finger of the glove 1. The capsules need to be pre-sprayed with a light-colored dye during training, and the dye can be developed in the green and white non-sterile areas.
[0032] This allows students to clearly understand the correct range of motion for each finger during the teaching process, preventing excessive bending or touching areas that shouldn't be touched. If a finger makes a mistake, color-coded feedback is provided, thus achieving the beneficial effect of timely correction of errors and improving students' dexterity.
[0033] As an improvement, the distance from the fold mark 13 to the edge seal 11 is equal to the distance from the tip of the middle finger to the base of the palm, which is the standard folding distance for wearing sterile gloves.
[0034] This provides students with clear folding instructions, enabling them to accurately fold the gloves to the correct position and effectively prevent the non-sterile inner surface of the folded side from contacting the sterile surface of the already worn glove, thereby achieving the beneficial effect of reducing the risk of contamination and ensuring the standardization of aseptic operation.
[0035] As an improvement, the distance from the positioning scale line 14 to the sealing edge 11 is the distance from the fingertip of the middle finger to the base of the middle finger of the glove, to avoid misalignment between the glove and the fingers, and to prevent the non-sterile surface from touching the sterile surface of the already worn glove.
[0036] This helps students wear gloves correctly, ensuring a tight fit between the gloves and fingers without misalignment, thus allowing for more flexible and free movement during operation, ultimately improving operational convenience and accuracy.
[0037] As an improvement, the midpoint mark 15 is an isosceles triangle with the apex of the midpoint mark 15 facing the edge 11 and the bottom edge abutting the fold mark line 13 and the positioning scale line 14. The midpoint mark 15 is located on the center line of the glove 1. The function of the midpoint mark is to refer to the position of the glove. When the midpoint of the glove matches the midpoint of the hand, the glove is less likely to be misaligned.
[0038] This guides students to ensure that the midpoint of the glove matches the midpoint of their hand when wearing gloves, preventing the gloves from becoming misaligned due to positional deviations. This, in turn, enhances the stability of glove wearing and reduces operational errors.
[0039] As an improvement, the outer side of glove 1 is flesh-colored and the inner side is green. The inner side of glove 1 has a white wristband 16, which simulates a clinical non-sterile warning area.
[0040] In a teaching setting, this allows students to immediately assess the contamination level of gloves. Once the inner green layer or the white wristband is exposed, contamination is confirmed. Simultaneously, the color contrast reinforces students' awareness of aseptic techniques, making them more cautious during procedures. This achieves the beneficial effects of providing immediate feedback on contamination, improving teaching effectiveness, and ensuring the safety of aseptic procedures.
[0041] Example:
[0042] I. Equipment Composition and Functional Description
[0043] Glove body 1
[0044] Material: Made of latex or nitrile, the same material as clinical surgical gloves, but the ethylene oxide sterilization process is omitted, reducing the cost per pair to 0.5-1 yuan.
[0045] Exterior Design:
[0046] Outer side: flesh-colored to simulate a clinical sterile area, covering the palm and fingers;
[0047] Inside: Green covering the palm to the base of the fingers and wrist, with a white ring 16 simulating a non-sterile warning area.
[0048] Functional structure:
[0049] Edge sealing 11: The edge at the opening of glove 1 is formed by rolling up the glove wall, making it easy to pull and less prone to damage;
[0050] Sac 12: Located at the end of the finger sleeve on the palm side of each finger, with the inside pre-coated with a light-colored dye such as fluorescent dye or water-soluble color developer;
[0051] Reverse fold mark line 13: Located on the inside of the glove at the wrist, the distance from the opening is the "distance from the tip of the middle finger to the base of the palm" in the standardized design.
[0052] Positioning scale line 14: Located on the inside of the glove, at the finger area, the distance from the opening is "the distance from the tip of the middle finger to the base of the middle finger in the glove";
[0053] Midpoint Marker 15: The apex of the isosceles triangle structure faces the opening, and the base is aligned with the fold mark line 13 and the positioning scale line 14, located on the center line of the glove.
[0054] auxiliary tools
[0055] Special light sources are available: such as ultraviolet lamps or LED light sources, which are used to excite the color development of the dye in the capsule 12.
[0056] II. Detailed Explanation of Work Process and Principles
[0057] Step 1: Pre-wearing inspection and preparation
[0058] Glove status confirmation
[0059] Students observed that the outer side of glove 1 was a flesh-colored sterile area, while the inner side was a green area with a white band around the wrist 16, which was a non-sterile area, to ensure that it was not contaminated.
[0060] The integrity of the markings on the inside of the glove 1 is confirmed by the folded mark line 13 and the positioning scale line 14.
[0061] Hand disinfection and drying
[0062] Students disinfect their hands according to standard procedures to ensure they are dry and to avoid affecting the fit of gloves 1.
[0063] Step 2: Procedure for wearing gloves
[0064] Positioning and Alignment
[0065] Midpoint Mark 15: The student aligns the top corner of the midpoint mark 15 on glove 1 with the center of the palm at the midpoint of the hand, ensuring that glove 1 matches the midline of the hand;
[0066] Folding mark 13: Students pinch the glove 1 folded back to the folding mark 13 and put it on, ensuring that the non-sterile area of the folded side does not come into contact with the sterile side of the already worn glove;
[0067] Positioning scale line 14: After wearing gloves 1 folded back to the folding mark line 13, students should push the folded area to the positioning scale line 14 with their hands to prepare for subsequent wearing.
[0068] White wristband 16: Insert your fingers into the folded part and start turning the glove inside out until the glove's edge is over the cuff. The white wristband 16 serves as a secondary warning; if it is exposed, it indicates an operational error.
[0069] Finger Wearing and Calibration
[0070] Capsule 12: When a student inserts their fingers into glove 1, if they touch the inner green area or the white band 16 on the wrist, the capsule 12 will trigger a color reaction due to pressure or friction. If the dye spreads to the outer flesh-colored area, the capsule imprint 17 indicates contamination.
[0071] Positioning scale line 14: The positioning scale line 14 ensures that when the glove 1 is pushed up and the fingers are inserted, the folded edge can be touched, avoiding the risk of contamination due to misalignment.
[0072] Step 3: Real-time feedback and error correction during operation
[0073] Pollution detection mechanism
[0074] Color change feedback: If a student touches the inner green area or the white ring 16 on the wrist with their fingers during operation, the dye in the capsule 12 will spread to the flesh-colored area on the outside of the glove, forming a clear capsule mark 17.
[0075] Special light source assistance: If fluorescent dyes are used, the color development effect needs to be observed under a special light source, such as after ultraviolet light irradiation.
[0076] Error correction
[0077] Students can immediately identify contaminated areas and adjust their operations based on color feedback or teacher observation.
[0078] If contamination cannot be avoided, the bag print 17 on gloves 1 should be cleaned and the practice repeated to avoid solidifying incorrect operating habits.
[0079] Step 4: Cleaning and Reuse After Operation
[0080] Cleaning of Glove 1
[0081] Treatment of discolored areas: If capsule 12 is discolored, wipe the inside of glove 1 with water or alcohol to restore its original color appearance.
[0082] Dye replenishment: Regularly check the remaining amount of dye in capsule 12 and replenish it as needed, such as by spraying a light-colored dye.
[0083] Reusability
[0084] Since gloves 1 are not sterilized and are made of wear-resistant material, they can be reused 50-100 times depending on the degree of cleaning, which significantly reduces teaching costs.
[0085] III. Equipment Collaborative Working Mechanism
[0086] Feedback system
[0087] Visual feedback: Real-time visualization of contaminated areas is achieved through a two-color partitioning system consisting of flesh-colored / green / white wristband 16 and cystic imprint 17;
[0088] Tactile feedback: The colorimetric response of capsule 12 provides both tactile and visual alerts;
[0089] Operation guidance: The fold mark line 13, the positioning scale line 14 and the midpoint mark 15 provide standardized calibration of the wearing position.
[0090] Teaching closed-loop design
[0091] Students wear gloves 1 → trigger color feedback during operation → correct mistakes immediately → repeat practice → form muscle memory, and finally achieve standardized training in aseptic operation skills.
[0092] IV. Manufacturing and Usage Instructions
[0093] Manufacturing key points
[0094] Fabrication of capsule 12: A flexible capsule is embedded in the end of the inner finger cot of the glove and filled with a dye such as fluorescent dye or water-soluble color developer. It is necessary to ensure sealing and trigger sensitivity.
[0095] Labeling and printing: The fold mark line 13, the positioning scale line 14 and the midpoint mark 15 are printed with high-contrast ink to ensure clear visibility;
[0096] Color zoning: The outer flesh color and the inner green color are achieved through a double-layer coating process, and the white wristband 16 requires additional printing.
[0097] Precautions for use
[0098] Glove 1 is for teaching use only. The packaging is labeled "For teaching simulation only, non-sterile processing" to avoid clinical misuse.
[0099] The color developer needs to be checked and replenished regularly to ensure the reliability of the feedback mechanism.
[0100] V. Summary of Technical Effects
[0101] Through the above embodiments, the present invention achieves the following technical effects:
[0102] Real-time pollution feedback: Through the color reaction and color zoning design of capsule 12, students can instantly identify contaminated areas and correct erroneous operations;
[0103] Standardized operation: The folding mark 13, the positioning scale line 14, and the midpoint mark 15 ensure the accuracy of glove 1 wearing and reduce the risk of contamination;
[0104] Improved teaching efficiency: Teachers no longer need to check each student's work, and students can complete exercises through self-feedback, significantly reducing teaching costs;
[0105] Cost savings: The non-sterile design reduces the cost of a single pair of gloves by more than 70%, and the gloves are reusable, making them suitable for large-scale medical education scenarios.
[0106] The above description is merely a specific embodiment of this application, but the scope of protection of this application is not limited thereto. Any changes or substitutions within the technical scope disclosed in this application should be included within the scope of protection of this application. Therefore, the scope of protection of this application should be determined by the scope of the claims.
Claims
1. A surgical simulated sterile glove for medical teaching, comprising a glove (1), characterized in that: The glove (1) has a sealing edge (11) at the bottom, a pouch (12) at the fingertips, a fold mark (13) and a positioning scale (14) on the glove (1), a midpoint mark (15) on the fold mark (13) and the positioning scale (14), and the fold mark (13), the positioning scale (14) and the midpoint mark (15) are all located on the inside of the glove (1).
2. The surgical simulated sterile gloves for medical teaching according to claim 1, characterized in that: The pouches (12) are distributed on each finger of the glove (1).
3. The surgical simulated sterile gloves for medical teaching according to claim 1, characterized in that: The distance from the fold mark line (13) to the edge seal (11) is equal to the distance from the tip of the middle finger to the base of the palm.
4. The surgical simulated sterile gloves for medical teaching according to claim 1, characterized in that: The distance from the positioning scale line (14) to the sealing edge (11) is the distance from the tip of the middle finger to the base of the middle finger of the glove.
5. The surgical simulated sterile gloves for medical teaching according to claim 1, characterized in that: The midpoint mark (15) is an isosceles triangle with the apex of the midpoint mark (15) facing the edge (11) and the bottom edge attached to the fold mark line (13) and the positioning scale line (14). The midpoint mark (15) is located on the center line of the glove (1).
6. The surgical simulated sterile gloves for medical teaching according to claim 1, characterized in that: The outside of the glove (1) is flesh-colored and the inside is green. The inside of the glove (1) has a white wristband (16).