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
This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work...This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work culture and intention to transfer learning.The sample comprized 429 final-year apprentices in Guangdong province,China(females=69.9%,Engineering&Medicine=69%,mean age=20.99,SD=1.60).The apprentices completed standardized measures of motivation to learn,transfer self-efficacy perceived content validity,mentoring function,and continuous learning work culture.Structural equation modeling was used to analyze the data.Results showed perceived content validity,mentoring function,continuous learning culture to predict intention to transfer learning.Of these factors,perceived content validity was the strongest predictor of intention to transfer learning.Of these factors,perceived content validity was the most influential predictor of intention to transfer learning.The motivation to learn and transfer self-efficacy sequentially mediated the relationship between mentoring function and intention to learning transfer to be stronger than by either alone.Although perceived content validity and continuous learning culture exhibited no significant direct effects on intention to transfer learning,they demonstrated positive indirect associations with intention to transfer via motivation to learn and transfer self-efficacy.These study findings extend the applications of the learning transfer framework to individuals undergoing apprenticeship training which also would apply to other a long-term work-based learning programs.展开更多
To address the issue of neglecting scenarios involving joint operations and collaborative drone swarm operations in air combat target intent recognition.This paper proposes a transfer learning-based intention predicti...To address the issue of neglecting scenarios involving joint operations and collaborative drone swarm operations in air combat target intent recognition.This paper proposes a transfer learning-based intention prediction model for drone formation targets in air combat.This model recognizes the intentions of multiple aerial targets by extracting spatial features among the targets at each moment.Simulation results demonstrate that,compared to classical intention recognition models,the proposed model in this paper achieves higher accuracy in identifying the intentions of drone swarm targets in air combat scenarios.展开更多
This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised ...This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised 540 Chinese senior secondary school students between the ages of 15–18(51.67%boys;Mage=16.56 years;SDage=0.90).They completed surveys on the Teacher-Student Relationship Scale,the Selection,Optimization,and Compensation(SOC)Scale,the Peer Relationship Scale for Children and Adolescents,and the Learning Engagement Scale.The results following regression analysis showed that teacher-student relationship predicted higher learning engagement among senior secondary school students.Intentional self-regulation partially mediated the link between teacher-student relationship and learning engagement for higher learning engagement.Peer relationship moderated the relationships between teacher-student relationship and learning engagement and moderated the relationship between teacher-student relationship and intentional self-regulation for higher learning engagement.Thesefindings imply learning engagement can be enhanced by optimizing teacher-student relationship and strengthening intentional self-regulation interventions.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: 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
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
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
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
Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own...Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.展开更多
Semi-supervised new intent discovery is a significant research focus in natural language understanding.To address the limitations of current semi-supervised training data and the underutilization of implicit informati...Semi-supervised new intent discovery is a significant research focus in natural language understanding.To address the limitations of current semi-supervised training data and the underutilization of implicit information,a Semi-supervised New Intent Discovery for Elastic Neighborhood Syntactic Elimination and Fusion model(SNID-ENSEF)is proposed.Syntactic elimination contrast learning leverages verb-dominant syntactic features,systematically replacing specific words to enhance data diversity.The radius of the positive sample neighborhood is elastically adjusted to eliminate invalid samples and improve training efficiency.A neighborhood sample fusion strategy,based on sample distribution patterns,dynamically adjusts neighborhood size and fuses sample vectors to reduce noise and improve implicit information utilization and discovery accuracy.Experimental results show that SNID-ENSEF achieves average improvements of 0.88%,1.27%,and 1.30%in Normalized Mutual Information(NMI),Accuracy(ACC),and Adjusted Rand Index(ARI),respectively,outperforming PTJN,DPN,MTP-CLNN,and DWG models on the Banking77,StackOverflow,and Clinc150 datasets.The code is available at https://github.com/qsdesz/SNID-ENSEF,accessed on 16 January 2025.展开更多
Drawing on the innovations in current Chinese EFL context, the last decade has witnessed much progress in the filed of vocabulary teaching and learning. Driven by the computer- based teaching mode, more vocabulary lea...Drawing on the innovations in current Chinese EFL context, the last decade has witnessed much progress in the filed of vocabulary teaching and learning. Driven by the computer- based teaching mode, more vocabulary learning strategies were promoted to meet demand in the college syllabus. Vocabulary learning has entered a new era. The use, rather than the knowledge of the vocabulary, is highlighted. The aim of vocabulary learning has changed from the enlargement of vocabulary size to the productive use of the vocabulary, which is stressed in the new college syllabus issued in 2007.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.
基金funded by Hanshan Normal University School-Level Research Initiation Program(grant numbers QD202244QD2024207)+3 种基金the Guangdong Higher Education Society’s“Fourteenth Five-Year”Plan 2024 Higher Education Research(grant number 24GYB43)the 2024 Guangdong Provincial Undergraduate Teaching Quality and Teaching Reform Engineering Project:Excellence Program for Cultivating Publicly-Funded Pre-service Teachers for Primary Education in the Context of Rural Revitalizationthe Hanshan Normal University Guangdong East Regional Education Collaborative Innovation Research Centerfunded by these sources.
文摘This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity,mentoring function,continuous learning work culture and intention to transfer learning.The sample comprized 429 final-year apprentices in Guangdong province,China(females=69.9%,Engineering&Medicine=69%,mean age=20.99,SD=1.60).The apprentices completed standardized measures of motivation to learn,transfer self-efficacy perceived content validity,mentoring function,and continuous learning work culture.Structural equation modeling was used to analyze the data.Results showed perceived content validity,mentoring function,continuous learning culture to predict intention to transfer learning.Of these factors,perceived content validity was the strongest predictor of intention to transfer learning.Of these factors,perceived content validity was the most influential predictor of intention to transfer learning.The motivation to learn and transfer self-efficacy sequentially mediated the relationship between mentoring function and intention to learning transfer to be stronger than by either alone.Although perceived content validity and continuous learning culture exhibited no significant direct effects on intention to transfer learning,they demonstrated positive indirect associations with intention to transfer via motivation to learn and transfer self-efficacy.These study findings extend the applications of the learning transfer framework to individuals undergoing apprenticeship training which also would apply to other a long-term work-based learning programs.
文摘To address the issue of neglecting scenarios involving joint operations and collaborative drone swarm operations in air combat target intent recognition.This paper proposes a transfer learning-based intention prediction model for drone formation targets in air combat.This model recognizes the intentions of multiple aerial targets by extracting spatial features among the targets at each moment.Simulation results demonstrate that,compared to classical intention recognition models,the proposed model in this paper achieves higher accuracy in identifying the intentions of drone swarm targets in air combat scenarios.
文摘This study investigated the role of intentional self-regulation and the moderating role of peer relationship in the relationship between teacher-student relationship and learning engagement.The study sample comprised 540 Chinese senior secondary school students between the ages of 15–18(51.67%boys;Mage=16.56 years;SDage=0.90).They completed surveys on the Teacher-Student Relationship Scale,the Selection,Optimization,and Compensation(SOC)Scale,the Peer Relationship Scale for Children and Adolescents,and the Learning Engagement Scale.The results following regression analysis showed that teacher-student relationship predicted higher learning engagement among senior secondary school students.Intentional self-regulation partially mediated the link between teacher-student relationship and learning engagement for higher learning engagement.Peer relationship moderated the relationships between teacher-student relationship and learning engagement and moderated the relationship between teacher-student relationship and intentional self-regulation for higher learning engagement.Thesefindings imply learning engagement can be enhanced by optimizing teacher-student relationship and strengthening intentional self-regulation interventions.
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: 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Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.
基金supported by Research Projects of the Nature Science Foundation of Hebei Province(F2021402005).
文摘Semi-supervised new intent discovery is a significant research focus in natural language understanding.To address the limitations of current semi-supervised training data and the underutilization of implicit information,a Semi-supervised New Intent Discovery for Elastic Neighborhood Syntactic Elimination and Fusion model(SNID-ENSEF)is proposed.Syntactic elimination contrast learning leverages verb-dominant syntactic features,systematically replacing specific words to enhance data diversity.The radius of the positive sample neighborhood is elastically adjusted to eliminate invalid samples and improve training efficiency.A neighborhood sample fusion strategy,based on sample distribution patterns,dynamically adjusts neighborhood size and fuses sample vectors to reduce noise and improve implicit information utilization and discovery accuracy.Experimental results show that SNID-ENSEF achieves average improvements of 0.88%,1.27%,and 1.30%in Normalized Mutual Information(NMI),Accuracy(ACC),and Adjusted Rand Index(ARI),respectively,outperforming PTJN,DPN,MTP-CLNN,and DWG models on the Banking77,StackOverflow,and Clinc150 datasets.The code is available at https://github.com/qsdesz/SNID-ENSEF,accessed on 16 January 2025.
文摘Drawing on the innovations in current Chinese EFL context, the last decade has witnessed much progress in the filed of vocabulary teaching and learning. Driven by the computer- based teaching mode, more vocabulary learning strategies were promoted to meet demand in the college syllabus. Vocabulary learning has entered a new era. The use, rather than the knowledge of the vocabulary, is highlighted. The aim of vocabulary learning has changed from the enlargement of vocabulary size to the productive use of the vocabulary, which is stressed in the new college syllabus issued in 2007.
