With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simu...With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simultaneously,the profession demands stronger self-directed learning capabilities from practitioners.To address these issues,this study develops a“Five-in-One”self-directed learning model comprising five interrelated dimensions:goal orientation,instructional regulation,cognitive development,technological resources,and process monitoring.The application of this model has significantly improved course evaluation outcomes,enhanced faculty teaching and research capacity,strengthened students’practical and innovative skills,and expanded the course’s reach and social impact.The model thus provides both a theoretical framework and a practical pathway for the reform of similar applied courses.展开更多
This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3...This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3%,female=88.7%;mean age=20.86 years;SD=1.75 years).The participants completed surveys on academic self-efficacy(Academic Self-efficacy Scale),learning engagement(Learning Engagement Scale),and self-directed learning ability(Self-directed Learning Instrument).Hayes regression-based PROCESS macro analysis revealed that learning engagement mediated the relationship between academic self-efficacy and self-directed learning ability.The hierarchical regression analysis showed higher academic self-efficacy to be associated with self-directed learning ability.Additionally learning engagement was associated with higher self-directed learning ability.Based on thesefindings,there is a need for interventions to improve students’self-directed learning ability through increasing their academic self-efficacy and enhancing learning engagement.展开更多
In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning...In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning approaches.On the online teaching platform,students mainly learn knowledge-based content by self-directed learning,while practising their language skills by cooperative learning in flipped classroom activities.On one hand,it advocates student-centered strategy so as to improve students autonomous learning ability;on the other hand,teachers serve as a guide to organize the classroom activities;meanwhile,they give timely feedback to students in order to promote students’learning ability.In blended teaching model,this mutually compatible and reinforcing model of self-directed learning and cooperative learning is undoubtedly helpful to improve the teaching efficiency.展开更多
Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursi...Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.展开更多
Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The ...Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.展开更多
Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship be...Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.展开更多
Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship be...Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.展开更多
Objective The aims of this study were to describe nursing students′self-directed learning readiness and social problem solving and test their correlations in Macao.Methods This descriptive cross-sectional study was c...Objective The aims of this study were to describe nursing students′self-directed learning readiness and social problem solving and test their correlations in Macao.Methods This descriptive cross-sectional study was conducted on 140baccalaureate nursing students.A stratified random sampling was performed.The Self-directed Learning Readiness(SDLR)Scale and Chinese Social Problem-Solving Inventory-Revised(C-SPSI-R)were used.Results The response rate was 79.3%.Students possessed readiness for self-directed learning(mean 149.09±12.53,51.4%at high level,48.6%at low level).Regarding to social problem solving,the mean scores of each subscale were 9.35±3.25(Rational Problem Solving,RPS),10.26±3.23(Positive Problem Orientation,PPO),8.14±4.06(Negative Problem Orientation,NPO),5.67±4.44(Avoidance Style,AS),and 4.84±3.03(Impulsivity/Carelessness Style,ICS).SDLR was positively related to RPS and PPO,but was negatively related to AS.Conclusion Half of students possessed stronger readiness for self-directed learning.Students had a belief in the ability to solve problems,and adopted relevant strategies in solving problems.However,students still had negative and dysfunctional orientation and defective attempts in solving problems.Self-directed learning was positively related to positive and constructive orientation,but was negatively related to defective problem-solving pattern.Nurse educators should create educational climates for promoting student confidence and mutual responsibility for learning and their thinking process for problem solving.展开更多
Background: Patients expect nurses to be both technically competent and psychosocially skilled. Enhancing the quality of patient care and patient safety in healthcare settings has increased, resulting in limited oppor...Background: Patients expect nurses to be both technically competent and psychosocially skilled. Enhancing the quality of patient care and patient safety in healthcare settings has increased, resulting in limited opportunities for students to practice clinical skills in healthcare settings. Achieving competence in these skills is viewed as an essential task to be completed during the school curriculum. Objective: The purpose of this study was to evaluate the use of self-observation through cellular recordings as an adjunct to the clinical skills teaching of a blood sugar test to undergraduate nursing. Design: The research design consisted of pre- and post-test consecutive experimental design through a control group. Settings: This study targeted nursing students enrolled in baccalaureate programs running in Korea. Participant: The participants were 64 students including 34 for the experimental group and 30 for the control group. Methods: Those in the control group received standard teaching methods using lectures and skills classes and facilitated the use of self-study methods. Those in the experimental group received standard teaching using lectures and skills classes and facilitated use of cell phone recorded self-observation. The self-confidence of practicing a blood sugar test, satisfaction with the learning method, self-study participation, level of interest in nursing practice, and self-directed learning ability were measured using questionnaires. Results: Significant between-groups differences were detected in self-confidence of practicing a blood sugar test (t = 2.067, p = 0.043), satisfaction with the learning method (t = 2.818, p = 0.044), self-study participation (χ2 = 7.635, p = 0.022), and average self-directed learning ability (t = 3.202, p = 0.002). Conclusions: Self-observation through cellular phone recordings is an effective learning method as an adjunct to teach clinical skills.展开更多
Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate...Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.展开更多
Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive profession...Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive professionals. Nursing students are expected to embrace SDL and develop these skills. However, there has been no evidence of this innovative process in South-West Nigeria. This study seeks to evaluate nursing students’ readiness for SDL and its effect on learning outcome. This quasi-experimental study purposively utilized 229 nursing students as participants. Baseline (P1) data was collected using Gugliemino’s SDL readiness scale (SDLRS) and a validated-structured questionnaire. Participants had a pre-test to assess knowledge at P1 followed by 6 weeks interaction using SDL on selected topics in Medical-surgical nursing and the same test at post-intervention (P2). Using a 50-point scale, knowledge was categorized as good ≥ 25 and poor < 25 and SDLRS on a 290-point scale was categorized as below average 5 - 201, average 202 - 226 and above average 227 - 290. Descriptive statistics, Chi-square test, t-test and linear regression analysis were used for analysis at p = 0.05. Nursing students’ SDLRS was average;mean = 203 ± 23.0. A significant difference exists between nursing students with good knowledge at P1 and P2. At P1, 39.2% had good knowledge, mean = 22.2 ± 6.3, and 90.1% at P2, mean = 30.6 ± 5.4, p < 0.05 also a significant relationship exist between SDLR and learning outcome at P2;p < 0.05. With the nursing students’ average SDL readiness level having a significant effect on learning outcome. Nursing training institutions should provide necessary resources to embrace SDL as a main-line teaching method to ensure competent life-long professionals.展开更多
In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed l...In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.展开更多
In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed l...In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.展开更多
Early identification and treatment of stroke can greatly improve patient outcomes and quality of life.Although clinical tests such as the Cincinnati Pre-hospital Stroke Scale(CPSS)and the Face Arm Speech Test(FAST)are...Early identification and treatment of stroke can greatly improve patient outcomes and quality of life.Although clinical tests such as the Cincinnati Pre-hospital Stroke Scale(CPSS)and the Face Arm Speech Test(FAST)are commonly used for stroke screening,accurate administration is dependent on specialized training.In this study,we proposed a novel multimodal deep learning approach,based on the FAST,for assessing suspected stroke patients exhibiting symptoms such as limb weakness,facial paresis,and speech disorders in acute settings.We collected a dataset comprising videos and audio recordings of emergency room patients performing designated limb movements,facial expressions,and speech tests based on the FAST.We compared the constructed deep learning model,which was designed to process multi-modal datasets,with six prior models that achieved good action classification performance,including the I3D,SlowFast,X3D,TPN,TimeSformer,and MViT.We found that the findings of our deep learning model had a higher clinical value compared with the other approaches.Moreover,the multi-modal model outperformed its single-module variants,highlighting the benefit of utilizing multiple types of patient data,such as action videos and speech audio.These results indicate that a multi-modal deep learning model combined with the FAST could greatly improve the accuracy and sensitivity of early stroke identification of stroke,thus providing a practical and powerful tool for assessing stroke patients in an emergency clinical setting.展开更多
With the rapid development of artificial intelligence,the Internet of Things(IoT)can deploy various machine learning algorithms for network and application management.In the IoT environment,many sensors and devices ge...With the rapid development of artificial intelligence,the Internet of Things(IoT)can deploy various machine learning algorithms for network and application management.In the IoT environment,many sensors and devices generatemassive data,but data security and privacy protection have become a serious challenge.Federated learning(FL)can achieve many intelligent IoT applications by training models on local devices and allowing AI training on distributed IoT devices without data sharing.This review aims to deeply explore the combination of FL and the IoT,and analyze the application of federated learning in the IoT from the aspects of security and privacy protection.In this paper,we first describe the potential advantages of FL and the challenges faced by current IoT systems in the fields of network burden and privacy security.Next,we focus on exploring and analyzing the advantages of the combination of FL on the Internet,including privacy security,attack detection,efficient communication of the IoT,and enhanced learning quality.We also list various application scenarios of FL on the IoT.Finally,we propose several open research challenges and possible solutions.展开更多
基金Hebei Province Higher Education Teaching Reform Research and Practice Program(Project No.:2022GJJG467)。
文摘With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simultaneously,the profession demands stronger self-directed learning capabilities from practitioners.To address these issues,this study develops a“Five-in-One”self-directed learning model comprising five interrelated dimensions:goal orientation,instructional regulation,cognitive development,technological resources,and process monitoring.The application of this model has significantly improved course evaluation outcomes,enhanced faculty teaching and research capacity,strengthened students’practical and innovative skills,and expanded the course’s reach and social impact.The model thus provides both a theoretical framework and a practical pathway for the reform of similar applied courses.
基金supported by the Medical and Health Communication Research Center of Zigong Academy of Medical Sciences(No.YXJKCB-2024-06)the Demonstration Project for Consolidating the Scientific and Educational Support for Medical Talents(Scientific Research Team for improving the Service Quality of“the Elderly and the Young”).
文摘This study explored the role of learning engagement in the relationship between academic self-efficacy and self-directed learning ability among nursing students.Participants were 328 Chinese nursing students(male=11.3%,female=88.7%;mean age=20.86 years;SD=1.75 years).The participants completed surveys on academic self-efficacy(Academic Self-efficacy Scale),learning engagement(Learning Engagement Scale),and self-directed learning ability(Self-directed Learning Instrument).Hayes regression-based PROCESS macro analysis revealed that learning engagement mediated the relationship between academic self-efficacy and self-directed learning ability.The hierarchical regression analysis showed higher academic self-efficacy to be associated with self-directed learning ability.Additionally learning engagement was associated with higher self-directed learning ability.Based on thesefindings,there is a need for interventions to improve students’self-directed learning ability through increasing their academic self-efficacy and enhancing learning engagement.
文摘In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning approaches.On the online teaching platform,students mainly learn knowledge-based content by self-directed learning,while practising their language skills by cooperative learning in flipped classroom activities.On one hand,it advocates student-centered strategy so as to improve students autonomous learning ability;on the other hand,teachers serve as a guide to organize the classroom activities;meanwhile,they give timely feedback to students in order to promote students’learning ability.In blended teaching model,this mutually compatible and reinforcing model of self-directed learning and cooperative learning is undoubtedly helpful to improve the teaching efficiency.
文摘Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.
文摘Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.
文摘Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.
文摘Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.
文摘Objective The aims of this study were to describe nursing students′self-directed learning readiness and social problem solving and test their correlations in Macao.Methods This descriptive cross-sectional study was conducted on 140baccalaureate nursing students.A stratified random sampling was performed.The Self-directed Learning Readiness(SDLR)Scale and Chinese Social Problem-Solving Inventory-Revised(C-SPSI-R)were used.Results The response rate was 79.3%.Students possessed readiness for self-directed learning(mean 149.09±12.53,51.4%at high level,48.6%at low level).Regarding to social problem solving,the mean scores of each subscale were 9.35±3.25(Rational Problem Solving,RPS),10.26±3.23(Positive Problem Orientation,PPO),8.14±4.06(Negative Problem Orientation,NPO),5.67±4.44(Avoidance Style,AS),and 4.84±3.03(Impulsivity/Carelessness Style,ICS).SDLR was positively related to RPS and PPO,but was negatively related to AS.Conclusion Half of students possessed stronger readiness for self-directed learning.Students had a belief in the ability to solve problems,and adopted relevant strategies in solving problems.However,students still had negative and dysfunctional orientation and defective attempts in solving problems.Self-directed learning was positively related to positive and constructive orientation,but was negatively related to defective problem-solving pattern.Nurse educators should create educational climates for promoting student confidence and mutual responsibility for learning and their thinking process for problem solving.
文摘Background: Patients expect nurses to be both technically competent and psychosocially skilled. Enhancing the quality of patient care and patient safety in healthcare settings has increased, resulting in limited opportunities for students to practice clinical skills in healthcare settings. Achieving competence in these skills is viewed as an essential task to be completed during the school curriculum. Objective: The purpose of this study was to evaluate the use of self-observation through cellular recordings as an adjunct to the clinical skills teaching of a blood sugar test to undergraduate nursing. Design: The research design consisted of pre- and post-test consecutive experimental design through a control group. Settings: This study targeted nursing students enrolled in baccalaureate programs running in Korea. Participant: The participants were 64 students including 34 for the experimental group and 30 for the control group. Methods: Those in the control group received standard teaching methods using lectures and skills classes and facilitated the use of self-study methods. Those in the experimental group received standard teaching using lectures and skills classes and facilitated use of cell phone recorded self-observation. The self-confidence of practicing a blood sugar test, satisfaction with the learning method, self-study participation, level of interest in nursing practice, and self-directed learning ability were measured using questionnaires. Results: Significant between-groups differences were detected in self-confidence of practicing a blood sugar test (t = 2.067, p = 0.043), satisfaction with the learning method (t = 2.818, p = 0.044), self-study participation (χ2 = 7.635, p = 0.022), and average self-directed learning ability (t = 3.202, p = 0.002). Conclusions: Self-observation through cellular phone recordings is an effective learning method as an adjunct to teach clinical skills.
文摘Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.
文摘Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive professionals. Nursing students are expected to embrace SDL and develop these skills. However, there has been no evidence of this innovative process in South-West Nigeria. This study seeks to evaluate nursing students’ readiness for SDL and its effect on learning outcome. This quasi-experimental study purposively utilized 229 nursing students as participants. Baseline (P1) data was collected using Gugliemino’s SDL readiness scale (SDLRS) and a validated-structured questionnaire. Participants had a pre-test to assess knowledge at P1 followed by 6 weeks interaction using SDL on selected topics in Medical-surgical nursing and the same test at post-intervention (P2). Using a 50-point scale, knowledge was categorized as good ≥ 25 and poor < 25 and SDLRS on a 290-point scale was categorized as below average 5 - 201, average 202 - 226 and above average 227 - 290. Descriptive statistics, Chi-square test, t-test and linear regression analysis were used for analysis at p = 0.05. Nursing students’ SDLRS was average;mean = 203 ± 23.0. A significant difference exists between nursing students with good knowledge at P1 and P2. At P1, 39.2% had good knowledge, mean = 22.2 ± 6.3, and 90.1% at P2, mean = 30.6 ± 5.4, p < 0.05 also a significant relationship exist between SDLR and learning outcome at P2;p < 0.05. With the nursing students’ average SDL readiness level having a significant effect on learning outcome. Nursing training institutions should provide necessary resources to embrace SDL as a main-line teaching method to ensure competent life-long professionals.
文摘In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.
文摘In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.
基金supported by the Ministry of Science and Technology of China,No.2020AAA0109605(to XL)Meizhou Major Scientific and Technological Innovation PlatformsProjects of Guangdong Provincial Science & Technology Plan Projects,No.2019A0102005(to HW).
文摘Early identification and treatment of stroke can greatly improve patient outcomes and quality of life.Although clinical tests such as the Cincinnati Pre-hospital Stroke Scale(CPSS)and the Face Arm Speech Test(FAST)are commonly used for stroke screening,accurate administration is dependent on specialized training.In this study,we proposed a novel multimodal deep learning approach,based on the FAST,for assessing suspected stroke patients exhibiting symptoms such as limb weakness,facial paresis,and speech disorders in acute settings.We collected a dataset comprising videos and audio recordings of emergency room patients performing designated limb movements,facial expressions,and speech tests based on the FAST.We compared the constructed deep learning model,which was designed to process multi-modal datasets,with six prior models that achieved good action classification performance,including the I3D,SlowFast,X3D,TPN,TimeSformer,and MViT.We found that the findings of our deep learning model had a higher clinical value compared with the other approaches.Moreover,the multi-modal model outperformed its single-module variants,highlighting the benefit of utilizing multiple types of patient data,such as action videos and speech audio.These results indicate that a multi-modal deep learning model combined with the FAST could greatly improve the accuracy and sensitivity of early stroke identification of stroke,thus providing a practical and powerful tool for assessing stroke patients in an emergency clinical setting.
基金supported by the Shandong Province Science and Technology Project(2023TSGC0509,2022TSGC2234)Qingdao Science and Technology Plan Project(23-1-5-yqpy-2-qy)Open Topic Grants of Anhui Province Key Laboratory of Intelligent Building&Building Energy Saving,Anhui Jianzhu University(IBES2024KF08).
文摘With the rapid development of artificial intelligence,the Internet of Things(IoT)can deploy various machine learning algorithms for network and application management.In the IoT environment,many sensors and devices generatemassive data,but data security and privacy protection have become a serious challenge.Federated learning(FL)can achieve many intelligent IoT applications by training models on local devices and allowing AI training on distributed IoT devices without data sharing.This review aims to deeply explore the combination of FL and the IoT,and analyze the application of federated learning in the IoT from the aspects of security and privacy protection.In this paper,we first describe the potential advantages of FL and the challenges faced by current IoT systems in the fields of network burden and privacy security.Next,we focus on exploring and analyzing the advantages of the combination of FL on the Internet,including privacy security,attack detection,efficient communication of the IoT,and enhanced learning quality.We also list various application scenarios of FL on the IoT.Finally,we propose several open research challenges and possible solutions.
