Let X 1, ..., X n be independent and identically distributed random variables and W n = W n (X 1, ..., X n ) be an estimator of parameter ?. Denote T n = (W n ? ? 0)/s n , where s n 2 is a variance estimator of W n . ...Let X 1, ..., X n be independent and identically distributed random variables and W n = W n (X 1, ..., X n ) be an estimator of parameter ?. Denote T n = (W n ? ? 0)/s n , where s n 2 is a variance estimator of W n . In this paper a general result on the limiting distributions of the non-central studentized statistic T n is given. Especially, when s n 2 is the jacknife estimate of variance, it is shown that the limit could be normal, a weighted χ 2 distribution, a stable distribution, or a mixture of normal and stable distribution. Applications to the power of the studentized U- and L- tests are also discussed.展开更多
Based on random left truncated and right censored data we investigate the one-term Edgeworth expansion for the Studentized product-limit estimator, and show that the Edgeworth expansion is close to the exact distribut...Based on random left truncated and right censored data we investigate the one-term Edgeworth expansion for the Studentized product-limit estimator, and show that the Edgeworth expansion is close to the exact distribution of the Studentized product-limit estimator with a remainder of On(su-1/2).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
"Xizang has completely changed my lifestyle."As he spoke,Aleksei Perchuko,an international student at Xizang University,showed reporters the publication he had released overseas about traveling in Xizang.He ..."Xizang has completely changed my lifestyle."As he spoke,Aleksei Perchuko,an international student at Xizang University,showed reporters the publication he had released overseas about traveling in Xizang.He said with a smile,"Originally,I visited Xizang as a tourist;however,I have since become an expert in travel to Xizang."He even employed standard Tibetan to characterize Xizang as genuinely"Yagoodo"(meaning fantastic in Tibetan).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
AIM:To determine the prevalence of tropia,phoria,and abnormality of near point of convergence(NPC),along with associated ocular symptoms,in high school students.METHODS:This cross-sectional study was conducted in Erbi...AIM:To determine the prevalence of tropia,phoria,and abnormality of near point of convergence(NPC),along with associated ocular symptoms,in high school students.METHODS:This cross-sectional study was conducted in Erbil,Iraq.The target population consisted of high school students selected through a multi-stage cluster sampling method.Comprehensive visual examinations were performed for all students,including measurement of uncorrected and corrected visual acuity,objective and subjective refraction,and distance and near cover tests.NPC was evaluated using a single 6/12 visual target mounted on a centrally positioned Gulden fixation stick.Ocular symptoms were investigated through interviews.RESULTS:Of the 996 selected students,921 participated in the study.Of them,543(58.96%)were female,and their ages ranged from 13 to 22y.The prevalence of tropia was 3.58%[95%confidence interval(CI):2.38%-4.78%],observed in 3.44%of males and 3.68%of females.Exotropia(1.95%,95%CI:1.06%-2.85%)was more common than esotropia(1.52%,95%CI:0.73%-2.31%).The 15.42%(95%CI:13.09%-17.75%)of students had phoria.Exophoria(13.79%,95%CI:11.56%-16.02%)was significantly more prevalent than esophoria(1.63%,95%CI:0.81%-2.45%).The prevalence of NPC abnormality in the total study population was 24.97%(95%CI:22.18%-27.77%).It was 26.72%(95%CI:22.26%-31.18%)in males and 23.76%(95%CI:20.18%-27.34%)in females(P=0.307).The most common symptom in phoria was headache(86.62%,95%CI:81.02%-92.22%),followed by tired or sore eyes(61.97%,95%CI:53.99%-69.96%).The most common symptoms in tropia were blurry vision(93.94%,95%CI:79.77%-99.26%)and difficulty concentrating(87.88%,95%CI:76.74%-99.01%).CONCLUSION:Among Erbil’s high school students,the prevalence of strabismus,particularly the exodeviation type,is relatively high,and a significant percentage of students have NPC abnormalities.Addressing and correcting these binocular vision problems,due to their associated visual symptoms,can lead to an improvement in students’quality of life and academic performance.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
Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential facto...Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.展开更多
Objectives This study aimed to analyse the benefits of a gamified clinical supervision strategy during hospital-based training,particularly regarding the development of critical and reflective thinking among undergrad...Objectives This study aimed to analyse the benefits of a gamified clinical supervision strategy during hospital-based training,particularly regarding the development of critical and reflective thinking among undergraduate nursing students.Methods From April to July 2023,second-year nursing students who undertaking a nine-week clinical placement in a cardiology ward in northern Portugal were selected.Following a two-week diagnostic phase,students participated in a six-week gamified supervision programme comprising weekly 60-min sessions:infection-control decision-making;technical-procedural reasoning;guided emotional and ethical reflection;and clinical reasoning quiz on cardiology topics.Students completed weekly Structured Reflection Guide entries;supervisors recorded structured field notes after each session;and,after the intervention,students answered a post-intervention questionnaire and participated in focus groups.Qualitative data(reflections,field notes,open-ended questionnaire items,and focus-group transcripts)were analyzed using Bardin’s content analysis;quantitative questionnaire items were summarized descriptively.Results All seven students completed the six gamified sessions and submitted weekly reflection entries.Five students(71.4%)completed the questionnaire.Across data sources,students reported that gamified activities supported knowledge consolidation,teamwork,and clinical reasoning.Questionnaire data showed that all respondents(n=5,100%)strongly agreed that gamification enhanced their learning and should be maintained in clinical training.Reflections and focus groups revealed recurring themes related to emotional expression,sense of belonging,and difficulties using structured reflection tools,particularly in terms of comprehension and timing.Conclusion The gamified supervision strategy integrated into clinical training provided structured opportunities for practical engagement,collaborative work,and guided reflection.These findings suggest that gamification may support the development of reflective and critical-thinking processes in authentic clinical environments.展开更多
To help university students know more about standards,and attract them to par ticipate in s tandardization ac tivities,the International Standardization Youth Star Competition was initiated by the International Standa...To help university students know more about standards,and attract them to par ticipate in s tandardization ac tivities,the International Standardization Youth Star Competition was initiated by the International Standardization Outstanding Contribution Award Foundation(ISOCAF)in 2023,and has been held since then for three consecutive years in China.The 2025 Competition attracted 236 teams nationwide who demonstrated great enthusiasm for engaging in the standardization undertaking.The SPECIAL REPORT column presents the series reports on the competition,which is expected to inspire more young minds to step forward,innovate with purpose,and shape a future where standards unite ambition with impact.展开更多
The rapid development of new-quality productive forces(NQPF)has intensified the demand for high-level innovative talent.As a representative of NQPF,generative artificial intelligence(GenAI)offers powerful tools to res...The rapid development of new-quality productive forces(NQPF)has intensified the demand for high-level innovative talent.As a representative of NQPF,generative artificial intelligence(GenAI)offers powerful tools to reshape talent cultivation but also presents significant challenges,including skill hollowing,ethical risks,and a growing disconnect between education and industry needs.Currently,graduate-level software engineering education struggles with outdated curricula and insufficient alignment with practical demands.In this paper,we propose a dual-core collaborative framework driven by“GenAI technology”and“industry demand”.Under this framework,we design a four-dimensional capability development path to enhance graduate students’innovation in software engineering practice.This path focuses on①scientific research innovation,②engineering problem-solving,③cross-domain collaborative evolution,and④ethical risk governance.The proposed approach promotes a shift from traditional knowledge transfer to human-machine collaborative innovation,aligning talent cultivation with the demands of the NQPF.展开更多
Nursing education in Indonesia experienced a number of changes during the new normal.The biopsychosocial health status reveals how students can complete their studies well at nursing school in the new normal.A quantit...Nursing education in Indonesia experienced a number of changes during the new normal.The biopsychosocial health status reveals how students can complete their studies well at nursing school in the new normal.A quantitative,descriptive correlational study sampled 368 student nurses from2 universities.This study used a biopsychosocial questionnaire,which included biological,physiological,and social dimensions.In this study,there was no significant demographic student nurse relationship with the biological,psychological,and social dimensions of health,at P-value 0.05(Age P=0.70,P=0.27,P=0.93)sex(P=1,P=0.919,P=0.5),as well as grade level(P=0.9,P=0.37,P=0.64).Student nurses were dynamic,such as process input,resulting in coping adaptation and the ability to care for themselves.There was a relationship between both universities with a psychological dimension and a P-value of 0.049.In terms of Generation Z technology,both universities played a role.Lifestyle influences can lead to intense feelings of isolation and loneliness in some teens,including self-negativity,fear of missing out on information,and shame about not meeting appropriate standards for social media.The influence of an unhealthy lifestyle impacts stress and anxiety.The student nurses assigned considered themselves to be“healthy”in terms of their biopsychosocial health status.Student nurses continued to develop in their biopsychosocial health by utilizing different coping strategies to adapt and adjust to their environment in their school of nursing.展开更多
Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a qu...Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a questionnaire survey was conducted among 292 nursing students from a medical college in Jiangxi Province, using the Peer Caring Behavior Scale and the Jefferson Scale of Empathy. Results: The score for peer caring behavior among undergraduate nursing students was 85.00 (78.00-92.00), and the score for empathy was 101.00 (92.00-110.00). A positive correlation was found between the two (r = 0.362, p < 0.05). Conclusion: The level of peer caring behavior among undergraduate nursing students is above average, while their empathy level is moderate, with a positive correlation between the two. This suggests that nursing educators should strengthen the development of peer caring behavior, which may help enhance the empathy of undergraduate nursing students.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
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
Objectives This study aimed to compare the effectiveness of the semi-virtual simulation and traditional simulation teaching models based on the Standards of Best Practice(SOBP)according to the International Nursing As...Objectives This study aimed to compare the effectiveness of the semi-virtual simulation and traditional simulation teaching models based on the Standards of Best Practice(SOBP)according to the International Nursing Association for Clinical Simulation and Learning(INACSL)in the Adult Nursing course.Methods This study used a quasi-experimental design.A total of 94 third-year nursing students from a university in Beijing between November and December 2022 were recruited as participants.An innovative semi-virtual simulation teaching model was designed based on the SOBP established by the INACSL.In the Adult Nursing course,both the semi-virtual and traditional simulation teaching models were implemented.At the end of the simulation sessions,participants completed the Chinese version of the Simulation Effectiveness Tool-Modified(SET-M)to assess the effectiveness of the two teaching models.Results All nursing students completed the simulation sessions.There was no difference(t=−0.93,P=0.353)in the total scores between the semi-virtual simulation teaching model(50.87±5.30)and the traditional simulation teaching model(50.37±5.16).However,there was a statistically significant difference(t=−2.65,P=0.010)in the prebriefing section(semi-virtual simulation:5.60±0.71;traditional simulation:5.33±0.78).In contrast,no statistically significant differences were found for the scenario and debriefing sections(P>0.05).At the individual item level,statistical differences(P<0.05)between the two models were identified for items 1 and 9,but not for the remaining items(P>0.05).By analyzing the open-ended question,it was found that both simulation models were effective,and students’comments were similar.Conclusions The study demonstrated equivalent effectiveness between the semi-virtual and traditional simulation teaching models.Semi-virtual simulation teaching model could offer a more flexible and feasible approach to simulation teaching.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
基金supported in part by Hong Kong UST (Grant No. DAG05/06.SC)Hong Kong RGC CERG(Grant No. 602206)+1 种基金supported by National Natural Science Foundation (Grant No.10801118)the PhD Programs Foundation of the Ministry of Education of China (Grant No. 200803351094)
文摘Let X 1, ..., X n be independent and identically distributed random variables and W n = W n (X 1, ..., X n ) be an estimator of parameter ?. Denote T n = (W n ? ? 0)/s n , where s n 2 is a variance estimator of W n . In this paper a general result on the limiting distributions of the non-central studentized statistic T n is given. Especially, when s n 2 is the jacknife estimate of variance, it is shown that the limit could be normal, a weighted χ 2 distribution, a stable distribution, or a mixture of normal and stable distribution. Applications to the power of the studentized U- and L- tests are also discussed.
文摘Based on random left truncated and right censored data we investigate the one-term Edgeworth expansion for the Studentized product-limit estimator, and show that the Edgeworth expansion is close to the exact distribution of the Studentized product-limit estimator with a remainder of On(su-1/2).
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"Xizang has completely changed my lifestyle."As he spoke,Aleksei Perchuko,an international student at Xizang University,showed reporters the publication he had released overseas about traveling in Xizang.He said with a smile,"Originally,I visited Xizang as a tourist;however,I have since become an expert in travel to Xizang."He even employed standard Tibetan to characterize Xizang as genuinely"Yagoodo"(meaning fantastic in Tibetan).
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AIM:To determine the prevalence of tropia,phoria,and abnormality of near point of convergence(NPC),along with associated ocular symptoms,in high school students.METHODS:This cross-sectional study was conducted in Erbil,Iraq.The target population consisted of high school students selected through a multi-stage cluster sampling method.Comprehensive visual examinations were performed for all students,including measurement of uncorrected and corrected visual acuity,objective and subjective refraction,and distance and near cover tests.NPC was evaluated using a single 6/12 visual target mounted on a centrally positioned Gulden fixation stick.Ocular symptoms were investigated through interviews.RESULTS:Of the 996 selected students,921 participated in the study.Of them,543(58.96%)were female,and their ages ranged from 13 to 22y.The prevalence of tropia was 3.58%[95%confidence interval(CI):2.38%-4.78%],observed in 3.44%of males and 3.68%of females.Exotropia(1.95%,95%CI:1.06%-2.85%)was more common than esotropia(1.52%,95%CI:0.73%-2.31%).The 15.42%(95%CI:13.09%-17.75%)of students had phoria.Exophoria(13.79%,95%CI:11.56%-16.02%)was significantly more prevalent than esophoria(1.63%,95%CI:0.81%-2.45%).The prevalence of NPC abnormality in the total study population was 24.97%(95%CI:22.18%-27.77%).It was 26.72%(95%CI:22.26%-31.18%)in males and 23.76%(95%CI:20.18%-27.34%)in females(P=0.307).The most common symptom in phoria was headache(86.62%,95%CI:81.02%-92.22%),followed by tired or sore eyes(61.97%,95%CI:53.99%-69.96%).The most common symptoms in tropia were blurry vision(93.94%,95%CI:79.77%-99.26%)and difficulty concentrating(87.88%,95%CI:76.74%-99.01%).CONCLUSION:Among Erbil’s high school students,the prevalence of strabismus,particularly the exodeviation type,is relatively high,and a significant percentage of students have NPC abnormalities.Addressing and correcting these binocular vision problems,due to their associated visual symptoms,can lead to an improvement in students’quality of life and academic performance.
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.
基金supported by the 2024 Zhejiang Provincial Women’s Federation&Women’s Studies Association Research Project(202450).
文摘Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.
文摘Objectives This study aimed to analyse the benefits of a gamified clinical supervision strategy during hospital-based training,particularly regarding the development of critical and reflective thinking among undergraduate nursing students.Methods From April to July 2023,second-year nursing students who undertaking a nine-week clinical placement in a cardiology ward in northern Portugal were selected.Following a two-week diagnostic phase,students participated in a six-week gamified supervision programme comprising weekly 60-min sessions:infection-control decision-making;technical-procedural reasoning;guided emotional and ethical reflection;and clinical reasoning quiz on cardiology topics.Students completed weekly Structured Reflection Guide entries;supervisors recorded structured field notes after each session;and,after the intervention,students answered a post-intervention questionnaire and participated in focus groups.Qualitative data(reflections,field notes,open-ended questionnaire items,and focus-group transcripts)were analyzed using Bardin’s content analysis;quantitative questionnaire items were summarized descriptively.Results All seven students completed the six gamified sessions and submitted weekly reflection entries.Five students(71.4%)completed the questionnaire.Across data sources,students reported that gamified activities supported knowledge consolidation,teamwork,and clinical reasoning.Questionnaire data showed that all respondents(n=5,100%)strongly agreed that gamification enhanced their learning and should be maintained in clinical training.Reflections and focus groups revealed recurring themes related to emotional expression,sense of belonging,and difficulties using structured reflection tools,particularly in terms of comprehension and timing.Conclusion The gamified supervision strategy integrated into clinical training provided structured opportunities for practical engagement,collaborative work,and guided reflection.These findings suggest that gamification may support the development of reflective and critical-thinking processes in authentic clinical environments.
文摘To help university students know more about standards,and attract them to par ticipate in s tandardization ac tivities,the International Standardization Youth Star Competition was initiated by the International Standardization Outstanding Contribution Award Foundation(ISOCAF)in 2023,and has been held since then for three consecutive years in China.The 2025 Competition attracted 236 teams nationwide who demonstrated great enthusiasm for engaging in the standardization undertaking.The SPECIAL REPORT column presents the series reports on the competition,which is expected to inspire more young minds to step forward,innovate with purpose,and shape a future where standards unite ambition with impact.
基金supported in part by the Graduate Education Reform Research Project of Hubei University of Technology under Grant 2024YB003the Hubei University of Arts and Science,Teaching Research Project,under Grant JY2025018.
文摘The rapid development of new-quality productive forces(NQPF)has intensified the demand for high-level innovative talent.As a representative of NQPF,generative artificial intelligence(GenAI)offers powerful tools to reshape talent cultivation but also presents significant challenges,including skill hollowing,ethical risks,and a growing disconnect between education and industry needs.Currently,graduate-level software engineering education struggles with outdated curricula and insufficient alignment with practical demands.In this paper,we propose a dual-core collaborative framework driven by“GenAI technology”and“industry demand”.Under this framework,we design a four-dimensional capability development path to enhance graduate students’innovation in software engineering practice.This path focuses on①scientific research innovation,②engineering problem-solving,③cross-domain collaborative evolution,and④ethical risk governance.The proposed approach promotes a shift from traditional knowledge transfer to human-machine collaborative innovation,aligning talent cultivation with the demands of the NQPF.
文摘Nursing education in Indonesia experienced a number of changes during the new normal.The biopsychosocial health status reveals how students can complete their studies well at nursing school in the new normal.A quantitative,descriptive correlational study sampled 368 student nurses from2 universities.This study used a biopsychosocial questionnaire,which included biological,physiological,and social dimensions.In this study,there was no significant demographic student nurse relationship with the biological,psychological,and social dimensions of health,at P-value 0.05(Age P=0.70,P=0.27,P=0.93)sex(P=1,P=0.919,P=0.5),as well as grade level(P=0.9,P=0.37,P=0.64).Student nurses were dynamic,such as process input,resulting in coping adaptation and the ability to care for themselves.There was a relationship between both universities with a psychological dimension and a P-value of 0.049.In terms of Generation Z technology,both universities played a role.Lifestyle influences can lead to intense feelings of isolation and loneliness in some teens,including self-negativity,fear of missing out on information,and shame about not meeting appropriate standards for social media.The influence of an unhealthy lifestyle impacts stress and anxiety.The student nurses assigned considered themselves to be“healthy”in terms of their biopsychosocial health status.Student nurses continued to develop in their biopsychosocial health by utilizing different coping strategies to adapt and adjust to their environment in their school of nursing.
基金2024 University-level Research Project of Fuzhou Medical College,Fuzhou Medical College of Nanchang University(Project No.:fykj202406)。
文摘Objective: To understand the current status of peer caring behavior and empathy among undergraduate nursing students and to explore the relationship between the two. Method: Using the convenience sampling method, a questionnaire survey was conducted among 292 nursing students from a medical college in Jiangxi Province, using the Peer Caring Behavior Scale and the Jefferson Scale of Empathy. Results: The score for peer caring behavior among undergraduate nursing students was 85.00 (78.00-92.00), and the score for empathy was 101.00 (92.00-110.00). A positive correlation was found between the two (r = 0.362, p < 0.05). Conclusion: The level of peer caring behavior among undergraduate nursing students is above average, while their empathy level is moderate, with a positive correlation between the two. This suggests that nursing educators should strengthen the development of peer caring behavior, which may help enhance the empathy of undergraduate nursing students.
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.
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Objectives This study aimed to compare the effectiveness of the semi-virtual simulation and traditional simulation teaching models based on the Standards of Best Practice(SOBP)according to the International Nursing Association for Clinical Simulation and Learning(INACSL)in the Adult Nursing course.Methods This study used a quasi-experimental design.A total of 94 third-year nursing students from a university in Beijing between November and December 2022 were recruited as participants.An innovative semi-virtual simulation teaching model was designed based on the SOBP established by the INACSL.In the Adult Nursing course,both the semi-virtual and traditional simulation teaching models were implemented.At the end of the simulation sessions,participants completed the Chinese version of the Simulation Effectiveness Tool-Modified(SET-M)to assess the effectiveness of the two teaching models.Results All nursing students completed the simulation sessions.There was no difference(t=−0.93,P=0.353)in the total scores between the semi-virtual simulation teaching model(50.87±5.30)and the traditional simulation teaching model(50.37±5.16).However,there was a statistically significant difference(t=−2.65,P=0.010)in the prebriefing section(semi-virtual simulation:5.60±0.71;traditional simulation:5.33±0.78).In contrast,no statistically significant differences were found for the scenario and debriefing sections(P>0.05).At the individual item level,statistical differences(P<0.05)between the two models were identified for items 1 and 9,but not for the remaining items(P>0.05).By analyzing the open-ended question,it was found that both simulation models were effective,and students’comments were similar.Conclusions The study demonstrated equivalent effectiveness between the semi-virtual and traditional simulation teaching models.Semi-virtual simulation teaching model could offer a more flexible and feasible approach to simulation teaching.
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.
