This study investigated the political,economic,social,and cultural environment perceptions on international students that define their acculturation and health related quality of life.Participants were 117 internation...This study investigated the political,economic,social,and cultural environment perceptions on international students that define their acculturation and health related quality of life.Participants were 117 international students from 32 countries attending a Chinese university(females=43%,mean age=21.17 years,SD=4.45 years).They reported on their acculturation to China and physical and psychological well-being.Results from t-tests and correlation analyses indicate political liberals had more positive attitudes toward China than the conservatives,and higher self-reported physical and psychological results.Higher scores on the“interdependence”dimension of self-construal,as well as the“extraversion”and“emotional stability”dimensions of personality traits,were associated with more positive views of China and better health outcomes.These findings are consistent with Berry’s framework for acculturation,which posits that individual-level variables are related to cultural adaptation,and that cultural adaptation is associated with improved physical and mental health.International student offices at host universities should implement comprehensive support programs,including language assistance,cultural orientation,and social integration initiatives to effectively enhance the health related quality of life of international students.展开更多
The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in aca...The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in academic contexts have been well documented,a knowledge gap exists in our understanding of how AI has changed students’approach to thesis writing and supervisor feedback.This study contributes to the knowledge of the AI-motivated issues in thesis supervision with insights from in-depth interviews with eight EFL thesis students at an English-medium-instruction university with a compulsory thesis component.Findings suggest that the traditional expectations of thesis supervision have changed due to AI use.As lower-order issues can be addressed with AI,students now expect content and research process-related guidance.While AI poses considerable challenges due to interaction patterns,information relevance,and accuracy,students are learning to successfully navigate these challenges while taking full advantage of editing and language instruction functions that AI provides,thus significantly reducing their and their supervisors’workload and logistics.Since these skills take time to develop,universities are advised to actively incorporate AI instruction in the Writing Center operations.Further suggestions on AI integration in the supervision process are provided.展开更多
Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remai...Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remains a critical need to develop cultural competence in nursing. This study investigated how nursing students in rural Indonesia enhance their cultural competence through education and practice. Methods: This study employed a qualitative descriptive phenomenological approach. It conducted face-to-face interviews with 32 students across 6 regions, selected purposively. Thematic analysis was employed to evaluate the results. Results: Five themes emerge in this research: perceptions of cultural competence, learning cultural competence in the classroom, practical experience, learning expectations related to cultural competence, and cultural learning barriers. Conclusions: Enhancing cultural competence necessitates enriched curricula, adept clinical mentors, and continual student evaluation. This iterative assessment informs tailored strategies for nurturing cultural proficiency.展开更多
Although numerousfindings show that people experience both positive and negative experiences with regards to solitude,the relationship between solitude capacity and emotional experience remains unclear.The current stud...Although numerousfindings show that people experience both positive and negative experiences with regards to solitude,the relationship between solitude capacity and emotional experience remains unclear.The current study investigated the extent to which emotion regulation may play a suppressive role in the relationship between solitude capacity and emotional experience.Questionnaires on solitude capacity,emotion regulation,and emotional experience were completed by a sample of Chinese college students(n=844;432 females;Meanage=19.79 years,SD=1.43 years).The results of the indirect effect test showed that cognitive reappraisal suppresses the prediction of solitude capacity on positive emotions,while the solitude capacity prediction of negative emotions was suppressed by both cognitive reappraisal and expressive suppression.This suggests that solitude capacity does not predict emotional experience directly,but instead is realized through an antagonistic system consisting of adaptive and nonadaptive emotion regulation strategies.Thesefindings provide cross-sectional empirical support for the ecological niche hypothesis of solitude,and are of theoretical significance in clarifying the role of internal mechanisms of solitude capacity on the human emotional experience.展开更多
Parental educational anxiety has become a social symptom in China,and rural primary school students’mothers exhibit unique educational anxieties due to their special living environment.Based on interviews with 10 rur...Parental educational anxiety has become a social symptom in China,and rural primary school students’mothers exhibit unique educational anxieties due to their special living environment.Based on interviews with 10 rural primary school students’mothers,five typical educational anxiety experiences were selected for analysis,and themes such as rural life burden,children’s learning habits,mothers’educational expectations,mothers’educational methods,mothers’emotional state,deviation between reality and expectations,homework guidance ability,mothers’educational level,and attitudes towards children’s future development were refined.The root causes of educational anxiety among rural primary school students’mothers include the deviation between children’s actual performance and mothers’educational expectations,the sense of disparity under social comparison,physical and mental exhaustion caused by role overload,anxiety triggered by excessive economic burden,and a sense of powerlessness towards children’s educational outcomes.To alleviate the educational anxiety of rural primary school students’mothers,mothers should actively adjust themselves,fathers should actively participate in their children’s education,society should create a healthy atmosphere,and schools should strengthen family education guidance.展开更多
Learning from the wisdom and insights of others remains one of the most effective paths to progress.This is the driving force behind our commitment to experience sharing.The March/April issue features three renowned i...Learning from the wisdom and insights of others remains one of the most effective paths to progress.This is the driving force behind our commitment to experience sharing.The March/April issue features three renowned international standardization experts who share their journeys,the strategic"hows and whys"of global participation,and the critical role of stakeholder engagement in shaping the future of the industry.展开更多
Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims t...Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims to synthesize existing evidence on the mental health and well-being of doctoral students and to identify key factors and intervention strategies reported in the literature.Methods:A systematic review was conducted to examine the determinants and interventions related to doctoral students’mental health and well-being.Relevant studies were comprehensively searched in Web of Science,PubMed,Scopus,and EBSCO,with the final search conducted on September 19,2025.Records were screened according to predefined criteria:empirical studies on doctoral students’mental health or well-being published in English were included,while non-empirical,non-English,and non-doctoral-student-focused studies were excluded.A total of 56 studies were included after rigorous screening.Results:Doctoral students’mental health and well-being are shaped by multiple interacting factors across individual,academic,interpersonal,organizational,and environmental levels.Moreover,variations in gender,identity,discipline,study stage,and institutional context may further exacerbate or mitigate psychological distress.Existing intervention studies primarily focus on three approaches:psychologically oriented training,practice-based behavioral and learning programs,and relationship-or support network-based initiatives.Conclusion:This review offers integrated evidence on doctoral students’mental health and well-being and highlights the need for universities to assume greater responsibility in developing systematic and responsive support mechanisms.Current research remains limited by insufficient cross-cultural comparison,a lack of intersectional perspectives,and a scarcity of large-scale,long-term evaluations of intervention effectiveness.Future studies should give greater attention to institutional contexts and vulnerable groups while expanding the scope and rigor of intervention research.展开更多
Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cros...Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cross-sectional study using a convenience sampling method was conducted with 350 university students from 3 institutions(2 public and 1 private),who par ticipated in this study.Data were collected through a self-repor ted questionnaire.Data analysis employed descriptive statistics,and multivariate linear regression was executed through the SPSS program(version 26)(IBM Corporation,Armonk,New York,United States)at 5% level of significance.Results:The findings revealed that 30% of the surveyed students reported never experiencing bullying,41.1% indicated rare exposure,20% reported occasional bullying,4.3% noted frequent exposure,and 4.6% reported constant exposure.Statistical analysis identified university and academic year as significant predictors of bullying.The university exhibited significance(B=-0.403,P≤0.05),while the academic year was also a significant predictor(B=0.213,P≤0.05).Conclusions:Given the prevalence and predictors identified,this study recommends the implementation of policies in universities to safeguard students from bullying.These policies should specifically target the most affected individuals.展开更多
Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interv...Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interventions have been shown to help students develop healthy stress coping strategies.The purpose of this systematic review and meta-analysis was to examine the diverse array of coping interventions and what characteristics of coping interventions were most effective at decreasing stress among healthcare students.Methods:Any intervention designed to address coping for academic stress was included among medical,dental,nursing,physician assistant,allied health,veterinary,psychology,etc.students.A comprehensive literature search was completed to include multiple databases,Ancestry,and hand-searching from EBSCO and Google Scholar articles.A final total of 17 studies were included.Standardized mean difference effect sizes(ES)were synthesized across studies using a random-effects model in the Comprehensive Meta-Analysis Software for changes in coping levels in healthcare students.Moderator analyses were performed to explore the study,intervention,and participants’characteristics.The risk of bias was assessed by RoB2 and ROBINS-I.Results:Coping interventions significantly reduced stress outcomes among healthcare students(d=0.74;95%CI[0.48–1.01],95%PI[−0.41–1.90],p<0.001,Q=228.49,I^(2)=93.0%,T=0.52,T^(2)=0.28,p<0.001).Moderator analysis showed that interventions with stress education,established professional guidance,and fewer hours led to better stress management outcomes.Conclusions:This study demonstrates that coping interventions produce an overall moderate-to-large effect on stress reduction.Future research investigating coping interventions on academic and long-term outcomes would be beneficial.展开更多
Helps students to promote lifelong learning ability and giveing them outstanding and unique Melbourne Experience is the University of Melbourne' s commitment to the students.Ten years ago,the University of Melbour...Helps students to promote lifelong learning ability and giveing them outstanding and unique Melbourne Experience is the University of Melbourne' s commitment to the students.Ten years ago,the University of Melbourne announced a major institutional reform in order to grow esteem,to improve the quality and to take up some of the challenges of international higher education competition.The Melbourne Curriculum was characterized by distinctive Melbourne Experience which are contribute to excellent classroom experience,research experience,practice experience,e- learning experience as follows:undergraduate courses focus on flexibility and preliminary,postgraduate courses focus on diversity and feasibility,practical courses focus on applicability and situationality,online courses focus on timeliness and interactivity.The development of Melbourne Curriculum highlights that we should pay particular attention to improving the quality of talent training and promoting the development of university centered on the curriculum reform,to promoting lifelong learning ability and directing research throughout the teaching process,to developing career skill and guiding with employability skills framework,to improving the quality of online courses and establishing reputation of a famous university on a new platform.展开更多
Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental ...Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental trajectories of discrimination perception,vocational identity,and psychological resilience in this population.It further examined the longitudinal mediating role of vocational identity in the relationship between discrimination perception and psychological resilience.Methods:A total of 526 students from five vocational high schools in Guangdong,China,were assessed via convenience sampling at two time points:baseline(T1,September 2023)and six-month follow-up(T2,March 2024).Measures of discrimination perception,psychological resilience,and vocational identity were administered.Data were analyzed using a cross-lagged panel model to test for bidirectional relationships.Results:Over the six-month period,students showed significant decreases in discrimination perception and vocational identity,but a significant increase in psychological resilience.The cross-lagged model revealed significant bidirectional relationships:discrimination perception and psychological resilience negatively predicted each other over time(β=−0.124,p<0.01;β=−0.200,p<0.001),while psychological resilience and vocational identity positively predicted each other(β=0.084,p<0.05;β=0.076,p<0.05).The mediation analysis revealed a dual-pathway mechanism.T1 discrimination perception exerted both a significant direct negative effect on T2 psychological resilience(β=−0.332,p<0.001)and a significant indirect positive effect via T1 vocational identity(indirect effect=0.020,95%CI[0.001,0.046]).This confirms a partial mediating role,indicating that vocational identity functions as a compensatory mechanism,transforming the experience of discrimination perception into a potential source of psychological resilience.Conclusions:For vocational high school students,perception of discrimination directly undermines psychological resilience,but also indirectly fosters it through the positive development of vocational identity.These findings highlight vocational identity as a pivotal mechanism in the complex relationship between social adversity and mental resilience.展开更多
Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitio...Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.展开更多
Objective:Nurse-led virtual outpatient clinics are now a familiar component of healthcare delivery across many disciplines,including cancer care,or thopedics,rheumatology,and gastroenterology.However,establishing a nu...Objective:Nurse-led virtual outpatient clinics are now a familiar component of healthcare delivery across many disciplines,including cancer care,or thopedics,rheumatology,and gastroenterology.However,establishing a nurse-led vir tual clinic is challenging for nursing management,par ticularly regarding resources.We aimed to investigate nursing practices and processes and patient experiences in relation to vir tual outpatient clinics.Methods:This was a cross-sectional,descriptive study using mixed data collection methods.Patients(n=324)from 4 specialist clinics completed the Virtual Clinics Patient Satisfaction Questionnaire(VCSQ)survey.Five Nurse Specialists participated in a focus group interview.Results:Most participants(86.3%)reported being satisfied/very satisfied with the virtual clinics,particularly those that were nurse-led.Nurse specialists identified electronic health records(EHRs)and additional IT and administrative support as important for efficiency and effectiveness of the clinics.Conclusions:Nurse-led virtual clinics can be an effective and efficient way to provide care to patients.Nurse managers need to ensure supportive structures are in place,for example,dedicated administrators,IT support and infrastructure,education/training,and relevant policies/procedures.The success of nurse-led virtual services requires key infrastructure to support nursing staff and sustain this service.展开更多
BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this ...BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this relationship remain unclear.AIM To investigate emotion regulation habits impact on students negative emotions during lockdown,using the coronavirus disease 2019 pandemic as a case example.METHODS During the coronavirus disease 2019 lockdown,an online cross-sectional survey was conducted at a Chinese university.Emotional states were assessed using the Depression,Anxiety,and Stress Scale-21(DASS-21),while demographic data and emotion regulation habits were collected concurrently.Data analysis was performed using SPSS version 27.0 and includedχ^(2)-tests for intergroup comparisons,Spearman’s rank-order correlation coefficient analysis to examine associations,and stepwise linear regression modeling to explore the relationships between emotion regulation habits and emotional states.Statistical significance was set atα=0.05.RESULTS Among the 494 valid questionnaires analyzed,the prevalence rates of negative emotional states were as follows:Depression(65.0%),anxiety(69.4%),and stress(50.8%).DASS-21 scores(mean±SD)demonstrated significant symptomatology:Total(48.77±34.88),depression(16.21±12.18),anxiety(14.90±11.91),and stress(17.64±12.07).Significant positive intercorrelations were observed among all DASS-21 subscales(P<0.01).Regression analysis identified key predictors of negative emotions(P<0.05):Risk factors included late-night frequency and academic pressure,while protective factors were the frequency of parental contact and the number of same-gender friends.Additionally,compensatory spending and binge eating positively predicted all negative emotion scores(β>0,P<0.01),whereas appropriate recreational activities negatively predicted these scores(β<0,P<0.01).CONCLUSION High negative emotion prevalence occurred among confined students.Recreational activities were protective,while compensatory spending and binge eating were risk factors,necessitating guided emotion regulation.展开更多
Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role ...Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role of social appearance anxiety and physical activity.Methods:We recruited 2161 female college students from nine universities in China via convenience sampling.Data was collected via an online questionnaire.Eating behavior was assessed via the Eating Behavior Scale short form(EBS-SF),depression was measured via the Center for Epidemiological Studies Depression Scale(CES-D),social appearance anxiety was evaluated via the Social Appearance Anxiety Scale,and physical activity was assessed via a single-item question.Descriptive statistics were analyzed via SPSS 26.0,and moderated mediation analysis was conducted via PROCESS version 3.5.Results:Unhealthy eating behavior was significantly associated with higher levels of depression(β=0.285,p<0.001).Social appearance anxiety mediated this relationship,accounting for 46%of the total effect(β=0.132,95%CI=[0.108,0.158]).The interaction effect between eating behavior and physical activity was significantly and negatively correlated with depression(β=−0.052,p<0.01).The association between eating behavior and depression was stronger under conditions of low physical activity(β=0.210,p<0.001)than under conditions of high physical activity(β=0.105,p<0.001).Conclusions:Integrating nutritional guidance,body image acceptance training,and exercise promotion into campus mental health programs is crucial for addressing depression in female college students.Future research should use longitudinal designs and broader participant ranges to increase the general applicability of the findings.展开更多
Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support ...Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support for the creation of a student-centered,formalized clinical teaching system that meets the actual needs of nursing students.Methods:The quantitative research method of discrete choice experiment was adopted,and the questionnaire was designed based on the random utility theory.Through a systematic literature review,semi-structured interviews,and two rounds of Delphi expert consultations,six core attributes of the instructor,namely educational qualifications,teaching methods,frequency of individualized guidance,operational practice opportunities,feedback timeliness,and instructor title,and their corresponding levels were determined.The study period was from January 2024 to January 2025,and 158 undergraduate nursing students who chose to intern at Deyang People’s Hospital were selected as the research subjects.A survey tool with 12 choice sets was created using Ngene software,and then statistical analysis was performed on the obtained data using the conditional Logit model to measure the impact of each attribute on the choice behavior of nursing students.Results:The results showed that the conditional Logit model fitted well(likelihood ratio chi-square=85.32,p<0.001).The analysis results indicated that the most important teaching attributes for undergraduate nursing students were,in order:the academic qualifications of the teaching instructor(master vs.Junior college,β=0.42,p<0.01),individualized guidance frequency(daily vs.Weekly,β=0.38,p<0.01),operational practice opportunities(more vs.less,β=0.31,p<0.05),and the timeliness of feedback(timely versus delayed,β=0.29,p<0.05).The influence of the title of the instructor was not statistically significant(p>0.05).Conclusion:Undergraduate nursing students show a clear and systematic preference structure for clinical teaching,with a high expectation of frequent personalized guidance from highly educated teachers,as well as sufficient operational opportunities and timely teaching feedback.展开更多
With the advancement of globalization,South Korea has become a key destination for international students.However,these students often face challenges in adapting to daily life,particularly when using mobile banking a...With the advancement of globalization,South Korea has become a key destination for international students.However,these students often face challenges in adapting to daily life,particularly when using mobile banking applications,due to insufficient language support,cultural differences,and complex operational procedures.This study focuses on Chinese international students and analyzes the UI/UX design of mobile banking applications offered by Kookmin Bank and Hana Bank.Through literature reviews and surveys,the study identifies limitations in language adaptability,functionality layout,user interaction,and cultural adaptation,proposing concrete design improvements.The findings indicate that optimizing UI/UX design can significantly enhance international students’user experience and strengthen the global competitiveness of South Korean mobile banking services.This research provides reference material for designing for multicultural user groups and aims to promote research and practice in cross-cultural UI/UX design.展开更多
Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune ...Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune Hospital of Shanxi from July 2023 to July 2024 were selected and grouped using a random number method.The control group received a conventional training program,while the observation group received a modified Peyton’s four-step teaching and training program.The DOPS scores and teaching satisfaction scores of the two groups of undergraduate medical students were compared.Results:After intervention,the scores of each dimension of the DOPS for the undergraduate medical students in the observation group were higher than those in the control group.The teaching satisfaction scores of the undergraduate medical students after teaching were lower in the control group than in the observation group.The differences between the two groups were statistically significant(P<0.05).Conclusion:The modified Peyton’s four-step teaching program developed in this study can promote teaching and learning methods for undergraduate medical students,improve teaching satisfaction levels,and help administrators stabilize the medical team.展开更多
Objective: Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of...Objective: Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students' experiences would enhance teachers' ability in helping students. This study aims to describe available evidence about nursing students' experiences when caring for dying patients and their families.Methods: A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were nursing students, experience, care, end-of-life, and dying. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis.Results: Eighteen English and two Chinese studies were selected in this review. Four themes were emerged:(1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients.(2) Students with the patients' families: students advocated more caring for patients' families.(3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students.(4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings;students experienced professional and personal development during the caring for dying patients.Conclusions: Nursing students' abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.展开更多
文摘This study investigated the political,economic,social,and cultural environment perceptions on international students that define their acculturation and health related quality of life.Participants were 117 international students from 32 countries attending a Chinese university(females=43%,mean age=21.17 years,SD=4.45 years).They reported on their acculturation to China and physical and psychological well-being.Results from t-tests and correlation analyses indicate political liberals had more positive attitudes toward China than the conservatives,and higher self-reported physical and psychological results.Higher scores on the“interdependence”dimension of self-construal,as well as the“extraversion”and“emotional stability”dimensions of personality traits,were associated with more positive views of China and better health outcomes.These findings are consistent with Berry’s framework for acculturation,which posits that individual-level variables are related to cultural adaptation,and that cultural adaptation is associated with improved physical and mental health.International student offices at host universities should implement comprehensive support programs,including language assistance,cultural orientation,and social integration initiatives to effectively enhance the health related quality of life of international students.
文摘The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in academic contexts have been well documented,a knowledge gap exists in our understanding of how AI has changed students’approach to thesis writing and supervisor feedback.This study contributes to the knowledge of the AI-motivated issues in thesis supervision with insights from in-depth interviews with eight EFL thesis students at an English-medium-instruction university with a compulsory thesis component.Findings suggest that the traditional expectations of thesis supervision have changed due to AI use.As lower-order issues can be addressed with AI,students now expect content and research process-related guidance.While AI poses considerable challenges due to interaction patterns,information relevance,and accuracy,students are learning to successfully navigate these challenges while taking full advantage of editing and language instruction functions that AI provides,thus significantly reducing their and their supervisors’workload and logistics.Since these skills take time to develop,universities are advised to actively incorporate AI instruction in the Writing Center operations.Further suggestions on AI integration in the supervision process are provided.
基金supported by an internal grant from Universitas Citra Bangsa(Number 6/VI/LP3M/UCB/22).
文摘Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remains a critical need to develop cultural competence in nursing. This study investigated how nursing students in rural Indonesia enhance their cultural competence through education and practice. Methods: This study employed a qualitative descriptive phenomenological approach. It conducted face-to-face interviews with 32 students across 6 regions, selected purposively. Thematic analysis was employed to evaluate the results. Results: Five themes emerge in this research: perceptions of cultural competence, learning cultural competence in the classroom, practical experience, learning expectations related to cultural competence, and cultural learning barriers. Conclusions: Enhancing cultural competence necessitates enriched curricula, adept clinical mentors, and continual student evaluation. This iterative assessment informs tailored strategies for nurturing cultural proficiency.
基金supported by grants from the Doctoral Research Project of Yan’an University(2003-205040349)the 2022 General Special Scientific Research Plan Project of the Shaanxi Provincial Department of Education(YDZZYB23-40)the Social Science Foundation of Shaanxi Province(2023P013 and 2024P028).
文摘Although numerousfindings show that people experience both positive and negative experiences with regards to solitude,the relationship between solitude capacity and emotional experience remains unclear.The current study investigated the extent to which emotion regulation may play a suppressive role in the relationship between solitude capacity and emotional experience.Questionnaires on solitude capacity,emotion regulation,and emotional experience were completed by a sample of Chinese college students(n=844;432 females;Meanage=19.79 years,SD=1.43 years).The results of the indirect effect test showed that cognitive reappraisal suppresses the prediction of solitude capacity on positive emotions,while the solitude capacity prediction of negative emotions was suppressed by both cognitive reappraisal and expressive suppression.This suggests that solitude capacity does not predict emotional experience directly,but instead is realized through an antagonistic system consisting of adaptive and nonadaptive emotion regulation strategies.Thesefindings provide cross-sectional empirical support for the ecological niche hypothesis of solitude,and are of theoretical significance in clarifying the role of internal mechanisms of solitude capacity on the human emotional experience.
基金Hunan Provincial Social Science Foundation“A Phenomenological Study on the Educational Life Experiences of Rural Young Teachers”(20YBA017)。
文摘Parental educational anxiety has become a social symptom in China,and rural primary school students’mothers exhibit unique educational anxieties due to their special living environment.Based on interviews with 10 rural primary school students’mothers,five typical educational anxiety experiences were selected for analysis,and themes such as rural life burden,children’s learning habits,mothers’educational expectations,mothers’educational methods,mothers’emotional state,deviation between reality and expectations,homework guidance ability,mothers’educational level,and attitudes towards children’s future development were refined.The root causes of educational anxiety among rural primary school students’mothers include the deviation between children’s actual performance and mothers’educational expectations,the sense of disparity under social comparison,physical and mental exhaustion caused by role overload,anxiety triggered by excessive economic burden,and a sense of powerlessness towards children’s educational outcomes.To alleviate the educational anxiety of rural primary school students’mothers,mothers should actively adjust themselves,fathers should actively participate in their children’s education,society should create a healthy atmosphere,and schools should strengthen family education guidance.
文摘Learning from the wisdom and insights of others remains one of the most effective paths to progress.This is the driving force behind our commitment to experience sharing.The March/April issue features three renowned international standardization experts who share their journeys,the strategic"hows and whys"of global participation,and the critical role of stakeholder engagement in shaping the future of the industry.
文摘Background:Mental health concerns among doctoral students have become increasingly prominent,with consistently low levels of well-being making this issue a critical focus in higher education research.This study aims to synthesize existing evidence on the mental health and well-being of doctoral students and to identify key factors and intervention strategies reported in the literature.Methods:A systematic review was conducted to examine the determinants and interventions related to doctoral students’mental health and well-being.Relevant studies were comprehensively searched in Web of Science,PubMed,Scopus,and EBSCO,with the final search conducted on September 19,2025.Records were screened according to predefined criteria:empirical studies on doctoral students’mental health or well-being published in English were included,while non-empirical,non-English,and non-doctoral-student-focused studies were excluded.A total of 56 studies were included after rigorous screening.Results:Doctoral students’mental health and well-being are shaped by multiple interacting factors across individual,academic,interpersonal,organizational,and environmental levels.Moreover,variations in gender,identity,discipline,study stage,and institutional context may further exacerbate or mitigate psychological distress.Existing intervention studies primarily focus on three approaches:psychologically oriented training,practice-based behavioral and learning programs,and relationship-or support network-based initiatives.Conclusion:This review offers integrated evidence on doctoral students’mental health and well-being and highlights the need for universities to assume greater responsibility in developing systematic and responsive support mechanisms.Current research remains limited by insufficient cross-cultural comparison,a lack of intersectional perspectives,and a scarcity of large-scale,long-term evaluations of intervention effectiveness.Future studies should give greater attention to institutional contexts and vulnerable groups while expanding the scope and rigor of intervention research.
文摘Objective:To determine the prevalence of bullying among university students in Jordan.The study also aims to identify potential predictors of bullying within the context of university students in Jordan.Methods:A cross-sectional study using a convenience sampling method was conducted with 350 university students from 3 institutions(2 public and 1 private),who par ticipated in this study.Data were collected through a self-repor ted questionnaire.Data analysis employed descriptive statistics,and multivariate linear regression was executed through the SPSS program(version 26)(IBM Corporation,Armonk,New York,United States)at 5% level of significance.Results:The findings revealed that 30% of the surveyed students reported never experiencing bullying,41.1% indicated rare exposure,20% reported occasional bullying,4.3% noted frequent exposure,and 4.6% reported constant exposure.Statistical analysis identified university and academic year as significant predictors of bullying.The university exhibited significance(B=-0.403,P≤0.05),while the academic year was also a significant predictor(B=0.213,P≤0.05).Conclusions:Given the prevalence and predictors identified,this study recommends the implementation of policies in universities to safeguard students from bullying.These policies should specifically target the most affected individuals.
文摘Objectives:Healthcare students experience significant stress due to their rigorous graduate school curricula.These levels of stress are associated with higher risks of depression,self-harm,and exhaustion.Coping interventions have been shown to help students develop healthy stress coping strategies.The purpose of this systematic review and meta-analysis was to examine the diverse array of coping interventions and what characteristics of coping interventions were most effective at decreasing stress among healthcare students.Methods:Any intervention designed to address coping for academic stress was included among medical,dental,nursing,physician assistant,allied health,veterinary,psychology,etc.students.A comprehensive literature search was completed to include multiple databases,Ancestry,and hand-searching from EBSCO and Google Scholar articles.A final total of 17 studies were included.Standardized mean difference effect sizes(ES)were synthesized across studies using a random-effects model in the Comprehensive Meta-Analysis Software for changes in coping levels in healthcare students.Moderator analyses were performed to explore the study,intervention,and participants’characteristics.The risk of bias was assessed by RoB2 and ROBINS-I.Results:Coping interventions significantly reduced stress outcomes among healthcare students(d=0.74;95%CI[0.48–1.01],95%PI[−0.41–1.90],p<0.001,Q=228.49,I^(2)=93.0%,T=0.52,T^(2)=0.28,p<0.001).Moderator analysis showed that interventions with stress education,established professional guidance,and fewer hours led to better stress management outcomes.Conclusions:This study demonstrates that coping interventions produce an overall moderate-to-large effect on stress reduction.Future research investigating coping interventions on academic and long-term outcomes would be beneficial.
文摘Helps students to promote lifelong learning ability and giveing them outstanding and unique Melbourne Experience is the University of Melbourne' s commitment to the students.Ten years ago,the University of Melbourne announced a major institutional reform in order to grow esteem,to improve the quality and to take up some of the challenges of international higher education competition.The Melbourne Curriculum was characterized by distinctive Melbourne Experience which are contribute to excellent classroom experience,research experience,practice experience,e- learning experience as follows:undergraduate courses focus on flexibility and preliminary,postgraduate courses focus on diversity and feasibility,practical courses focus on applicability and situationality,online courses focus on timeliness and interactivity.The development of Melbourne Curriculum highlights that we should pay particular attention to improving the quality of talent training and promoting the development of university centered on the curriculum reform,to promoting lifelong learning ability and directing research throughout the teaching process,to developing career skill and guiding with employability skills framework,to improving the quality of online courses and establishing reputation of a famous university on a new platform.
基金supported by the Guangdong Provincial Philosophy and Social Science“14th Five-Year Plan”Discipline Co-Construction Project(Grant No.GD22XJY14)the 2022 Guangdong Provincial Higher Education Teaching Reform Project(Grant No.Yue Jiao Gao[2023]4)Guangdong Polytechnic Normal University’s Project for Enhancing the Research Capacity of Doctoral Application Institution(Grant No.22GPNUZDJS48).
文摘Objectives:Psychological resilience is a critical resource for vocational high school students navigating social biases and fostering mental well-being.This six-month longitudinal study investigated the developmental trajectories of discrimination perception,vocational identity,and psychological resilience in this population.It further examined the longitudinal mediating role of vocational identity in the relationship between discrimination perception and psychological resilience.Methods:A total of 526 students from five vocational high schools in Guangdong,China,were assessed via convenience sampling at two time points:baseline(T1,September 2023)and six-month follow-up(T2,March 2024).Measures of discrimination perception,psychological resilience,and vocational identity were administered.Data were analyzed using a cross-lagged panel model to test for bidirectional relationships.Results:Over the six-month period,students showed significant decreases in discrimination perception and vocational identity,but a significant increase in psychological resilience.The cross-lagged model revealed significant bidirectional relationships:discrimination perception and psychological resilience negatively predicted each other over time(β=−0.124,p<0.01;β=−0.200,p<0.001),while psychological resilience and vocational identity positively predicted each other(β=0.084,p<0.05;β=0.076,p<0.05).The mediation analysis revealed a dual-pathway mechanism.T1 discrimination perception exerted both a significant direct negative effect on T2 psychological resilience(β=−0.332,p<0.001)and a significant indirect positive effect via T1 vocational identity(indirect effect=0.020,95%CI[0.001,0.046]).This confirms a partial mediating role,indicating that vocational identity functions as a compensatory mechanism,transforming the experience of discrimination perception into a potential source of psychological resilience.Conclusions:For vocational high school students,perception of discrimination directly undermines psychological resilience,but also indirectly fosters it through the positive development of vocational identity.These findings highlight vocational identity as a pivotal mechanism in the complex relationship between social adversity and mental resilience.
文摘Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.
基金supported by Nursing and Midwifery Practice Development Unit(NMPDU),Dublin South,Kildare,and Wicklow,Nurses preparedness for end of life conversations(No.P210537)。
文摘Objective:Nurse-led virtual outpatient clinics are now a familiar component of healthcare delivery across many disciplines,including cancer care,or thopedics,rheumatology,and gastroenterology.However,establishing a nurse-led vir tual clinic is challenging for nursing management,par ticularly regarding resources.We aimed to investigate nursing practices and processes and patient experiences in relation to vir tual outpatient clinics.Methods:This was a cross-sectional,descriptive study using mixed data collection methods.Patients(n=324)from 4 specialist clinics completed the Virtual Clinics Patient Satisfaction Questionnaire(VCSQ)survey.Five Nurse Specialists participated in a focus group interview.Results:Most participants(86.3%)reported being satisfied/very satisfied with the virtual clinics,particularly those that were nurse-led.Nurse specialists identified electronic health records(EHRs)and additional IT and administrative support as important for efficiency and effectiveness of the clinics.Conclusions:Nurse-led virtual clinics can be an effective and efficient way to provide care to patients.Nurse managers need to ensure supportive structures are in place,for example,dedicated administrators,IT support and infrastructure,education/training,and relevant policies/procedures.The success of nurse-led virtual services requires key infrastructure to support nursing staff and sustain this service.
文摘BACKGROUND The prevalence of negative emotional states,such as anxiety and depression,has increased annually.Although personal habits are known to influence emotional regulation,the precise mechanisms underlying this relationship remain unclear.AIM To investigate emotion regulation habits impact on students negative emotions during lockdown,using the coronavirus disease 2019 pandemic as a case example.METHODS During the coronavirus disease 2019 lockdown,an online cross-sectional survey was conducted at a Chinese university.Emotional states were assessed using the Depression,Anxiety,and Stress Scale-21(DASS-21),while demographic data and emotion regulation habits were collected concurrently.Data analysis was performed using SPSS version 27.0 and includedχ^(2)-tests for intergroup comparisons,Spearman’s rank-order correlation coefficient analysis to examine associations,and stepwise linear regression modeling to explore the relationships between emotion regulation habits and emotional states.Statistical significance was set atα=0.05.RESULTS Among the 494 valid questionnaires analyzed,the prevalence rates of negative emotional states were as follows:Depression(65.0%),anxiety(69.4%),and stress(50.8%).DASS-21 scores(mean±SD)demonstrated significant symptomatology:Total(48.77±34.88),depression(16.21±12.18),anxiety(14.90±11.91),and stress(17.64±12.07).Significant positive intercorrelations were observed among all DASS-21 subscales(P<0.01).Regression analysis identified key predictors of negative emotions(P<0.05):Risk factors included late-night frequency and academic pressure,while protective factors were the frequency of parental contact and the number of same-gender friends.Additionally,compensatory spending and binge eating positively predicted all negative emotion scores(β>0,P<0.01),whereas appropriate recreational activities negatively predicted these scores(β<0,P<0.01).CONCLUSION High negative emotion prevalence occurred among confined students.Recreational activities were protective,while compensatory spending and binge eating were risk factors,necessitating guided emotion regulation.
文摘Background:Depression is prevalent among female college students,with eating behavior potentially related to this issue.This study examines the relationship between eating behavior and depression,focusing on the role of social appearance anxiety and physical activity.Methods:We recruited 2161 female college students from nine universities in China via convenience sampling.Data was collected via an online questionnaire.Eating behavior was assessed via the Eating Behavior Scale short form(EBS-SF),depression was measured via the Center for Epidemiological Studies Depression Scale(CES-D),social appearance anxiety was evaluated via the Social Appearance Anxiety Scale,and physical activity was assessed via a single-item question.Descriptive statistics were analyzed via SPSS 26.0,and moderated mediation analysis was conducted via PROCESS version 3.5.Results:Unhealthy eating behavior was significantly associated with higher levels of depression(β=0.285,p<0.001).Social appearance anxiety mediated this relationship,accounting for 46%of the total effect(β=0.132,95%CI=[0.108,0.158]).The interaction effect between eating behavior and physical activity was significantly and negatively correlated with depression(β=−0.052,p<0.01).The association between eating behavior and depression was stronger under conditions of low physical activity(β=0.210,p<0.001)than under conditions of high physical activity(β=0.105,p<0.001).Conclusions:Integrating nutritional guidance,body image acceptance training,and exercise promotion into campus mental health programs is crucial for addressing depression in female college students.Future research should use longitudinal designs and broader participant ranges to increase the general applicability of the findings.
基金Teaching Reform Research Project at Southwest Medical University(Project No.:JG2023jdyb034)Humanities and Social Sciences Research Project at Sichuan Vocational College of Nursing(Project No.:2022RWSY45)。
文摘Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support for the creation of a student-centered,formalized clinical teaching system that meets the actual needs of nursing students.Methods:The quantitative research method of discrete choice experiment was adopted,and the questionnaire was designed based on the random utility theory.Through a systematic literature review,semi-structured interviews,and two rounds of Delphi expert consultations,six core attributes of the instructor,namely educational qualifications,teaching methods,frequency of individualized guidance,operational practice opportunities,feedback timeliness,and instructor title,and their corresponding levels were determined.The study period was from January 2024 to January 2025,and 158 undergraduate nursing students who chose to intern at Deyang People’s Hospital were selected as the research subjects.A survey tool with 12 choice sets was created using Ngene software,and then statistical analysis was performed on the obtained data using the conditional Logit model to measure the impact of each attribute on the choice behavior of nursing students.Results:The results showed that the conditional Logit model fitted well(likelihood ratio chi-square=85.32,p<0.001).The analysis results indicated that the most important teaching attributes for undergraduate nursing students were,in order:the academic qualifications of the teaching instructor(master vs.Junior college,β=0.42,p<0.01),individualized guidance frequency(daily vs.Weekly,β=0.38,p<0.01),operational practice opportunities(more vs.less,β=0.31,p<0.05),and the timeliness of feedback(timely versus delayed,β=0.29,p<0.05).The influence of the title of the instructor was not statistically significant(p>0.05).Conclusion:Undergraduate nursing students show a clear and systematic preference structure for clinical teaching,with a high expectation of frequent personalized guidance from highly educated teachers,as well as sufficient operational opportunities and timely teaching feedback.
文摘With the advancement of globalization,South Korea has become a key destination for international students.However,these students often face challenges in adapting to daily life,particularly when using mobile banking applications,due to insufficient language support,cultural differences,and complex operational procedures.This study focuses on Chinese international students and analyzes the UI/UX design of mobile banking applications offered by Kookmin Bank and Hana Bank.Through literature reviews and surveys,the study identifies limitations in language adaptability,functionality layout,user interaction,and cultural adaptation,proposing concrete design improvements.The findings indicate that optimizing UI/UX design can significantly enhance international students’user experience and strengthen the global competitiveness of South Korean mobile banking services.This research provides reference material for designing for multicultural user groups and aims to promote research and practice in cross-cultural UI/UX design.
文摘Objective:To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students.Methods:100 undergraduate medical students from Bethune Hospital of Shanxi from July 2023 to July 2024 were selected and grouped using a random number method.The control group received a conventional training program,while the observation group received a modified Peyton’s four-step teaching and training program.The DOPS scores and teaching satisfaction scores of the two groups of undergraduate medical students were compared.Results:After intervention,the scores of each dimension of the DOPS for the undergraduate medical students in the observation group were higher than those in the control group.The teaching satisfaction scores of the undergraduate medical students after teaching were lower in the control group than in the observation group.The differences between the two groups were statistically significant(P<0.05).Conclusion:The modified Peyton’s four-step teaching program developed in this study can promote teaching and learning methods for undergraduate medical students,improve teaching satisfaction levels,and help administrators stabilize the medical team.
基金supported by the Macao Science and Technology Development Fund(No.FDCT 276/2017/P)
文摘Objective: Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students' experiences would enhance teachers' ability in helping students. This study aims to describe available evidence about nursing students' experiences when caring for dying patients and their families.Methods: A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were nursing students, experience, care, end-of-life, and dying. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis.Results: Eighteen English and two Chinese studies were selected in this review. Four themes were emerged:(1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients.(2) Students with the patients' families: students advocated more caring for patients' families.(3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students.(4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings;students experienced professional and personal development during the caring for dying patients.Conclusions: Nursing students' abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.
