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| Times | Unit content |
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| No. 1 | Get of your mind, understand ACI |
| Basis: ACT—cognitive defusion |
| Location: ward; time: after the end of basic treatment in the morning; supplies: knowledge album, mobile phone. |
| (1) Encourage patients to express their views on ACI and their understanding of its health knowledge. |
| (2) Ask the usual way to understand ACI and help patients distinguish the true and false online information, so as to avoid network fraud. |
| (3) Health education: use picture books of ACI knowledge with pictures and pictures to explain the knowledge of ACI symptoms to patients, including the inducing factors of ACI, the inevitability of disease recurrence and impaired limb function after ACI, and the methods of limb rehabilitation training. |
| (4) Use stories or metaphors to help patients understand that ideas are ideas, the status quo is the status quo, and ideas cannot exist without the context of the status quo. |
| Objective: after the first psychological nursing, patients can correctly understand the disease, to help patients pull open the distance between the ideas and status quo. |
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| No. 2 | Into your life, accept status quo |
| Basis: ACT—acceptance |
| Location: experimental ward (warm, safe and private environment); time: after the basic treatment in the afternoon, before dinner; equipment: wireless audio. |
| (1) Encourage patients to express ideas: encourage patients to describe their own worries or fears after the occurrence of the disease thoughts, inner feelings, such as disease treatment, work, life, intimate relationship, and other aspects. |
| (2) Negative thoughts normalization: tell patients in the face of the disease, negative emotions is a normal reaction, is the psychological defense instinct, and dos not resist, so as to reduce some unnecessary negative emotions and psychological burden and avoid thinking in the exhaustive. |
| (3) Positive thoughts: encourage patients to share the measures taken to deal with the above thoughts or feelings and the effect and praise the positive behavior. |
| (4) Accept the status quo: let the patient close his eyes, take a deep breath, and choose a comfortable and relaxed posture to lie or sit well and guide. Allow them to comprehend that inner suffering is common and that we all experience bad feelings when confronted with such issues. Only by embracing the existing quo can you improve yourself by feeling pleased and calm rather than suffering. |
| (5) Let patients say to themselves: because I have to face the disease seriously, so I am anxious; I could not sleep because I was trying to figure out how to live my life. Because I realize how important health is, I cannot get depressed. |
| Objective: after the second psychological care, patients learn to accept the status quo and remain open to the inner experience they previously avoided. |
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| No. 3 | Observe the self, understand the self |
| Basis: ACT—self-as-context |
| Location: experimental ward; time: after basic treatment in the morning; equipment: white paper, pencil, paper, and glue. |
| (1) Self-portrait: let the patient draw a self-portrait of himself on the paper, a simple outline can be. |
| (2) Write labels: write their own or others’ views on their own, their eating habits, living habits, mentality, personality, occupation, etc., the more complete the better. |
| (3) Labeling: ask the patient to stick these labels on their self-portrait. |
| (4) Guide the patient to remove the label |
| (5) Let the patient tear the label when retelling: this is not me, other people’s view is only other people’s view; this is not me, I just occasionally have anxiety, need to change; this is not me. Depression is not good for recovery and needs to change. This is not me, I believe I can change bad habits, I am changing. This is not me, the disease is just accidental, not inevitable, I will change. |
| Objective: after the third psychological nursing, patients learn to observe themselves and understand themselves. Let patients realize that “I am who I am” |
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| No. 4 | Flexible attention to the now |
| Basis: ACT—flexible attention to the now |
| Location: experimental ward; time: after the basic treatment in the afternoon, before dinner; equipment: wireless audio |
| (1) Guide patients to perceive the present: mobilize the five senses, namely, touch, hearing, smell, vision, and taste. First deep breath smooth mood, guide the patient gently close your eyes and experience the feeling of body contact with the bed/floor/seat, experience the temperature of the room, listen to the voices around, trying to explore in the environment, slowly open your eyes, can be seen inside view of the color, and touch the objects around, hand experience and items, the sense of touch. |
| (2) Encourage the patient to describe the current feelings: guide the patient to describe in as much detail as possible. |
| (3) Be aware of other guides of the present moment: every morning, tell yourself, “I see the light, the darkness will pass, and I will be better.” Every time you eat, tell yourself, “I am replacing nutrition in order to recover quickly.” Every day when receiving infusion therapy, tell yourself, “I will actively work with the medical staff, we will fight the sickness together, I have the courage, and I will be better.” Every time I take a test, I tell myself not to worry; if it’s good to find the problem, please assist me in finding the hidden trouble; tell yourself this every day before going to bed: I should rest, rest is to raise enough spirit, believe that tomorrow will be better. |
| Objective: after the 4th psychological care, patients can be aware of the present and strengthen the positive belief. |
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| No. 5 | Clarify values, clarify direction |
| Basis: ACT—valuing |
| Location: experimental ward; time: after the basic treatment in the afternoon, before dinner; equipment: white paper, pencil, and paper basket. |
| (1) Clarification value |
| (2) Help patients to clarify their self-worth: help patients to clarify what is the most important value at present. |
| If your life were a book or a TV show, what would you want the ending to be? According to the patient’s answer, guide the patient’s positive value direction. |
| Objective: after the fifth psychological nursing, patients clear self-worth direction, and have a positive attitude to face the status quo. |
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| No. 6 | Set goals, commit to action |
| Basis: ACT—committed action |
| Location: experimental ward; time: after the basic treatment in the afternoon, before dinner; equipment: white paper and pencil. |
| (1) Goal setting: to help patients develop specific goals based on value orientation, so that patients are in the leading position in the development of specific plans. Help patients to select suitable and difficult goals for their current situation. |
(2) Commitment to action: in the training or in the realization of the goal, there may be setbacks, once again triggered negative emotions, and actively guide the patient.
Objective: after the 6th psychological care, patients make goals in line with their current situation, and commit to action |
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| No. 7 | Relax and sleep peacefully |
| Basis: ACT—mindfulness and acceptance |
| Location: experimental ward; time: after dinner; equipment: wireless audio. |
| (1) To guide patients with abdominal breathing: use music with guidance language to focus patients’ attention on breathing and every part of the body, relax the body, and avoid entering complex inner activities again. Guide words (speaking slowly): choose a comfortable lying position, preferably a supine position, close your eyes, take a deep breath, put your hands on your abdomen, feel the breath, breath and breath. |
| (2) Let the patient be familiar with the music and guide language to relax the body: slowly speak each part of the patient’s body, let the patient be familiar with the guide language, to avoid the patient cannot keep up with the guide language and anxious. Let patients relax their body and mind and sleep peacefully. |
(3) Recommend some hypnotic guidance to patients
Objective: after the 7th psychological nursing, patients learn relaxation techniques. |
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