Effects of Health Education with Problem-Based Learning Approaches on the Knowledge, Attitude, Practice and Coping Skills of Women with High-Risk Pregnancies in Plateau Areas

Objective: Given the unique cultural background, way of life, and physical environment of the Tibetan Plateau, this study aims to investigate the effects of health education using problem-based learning (PBL) approaches on the knowledge, attitude, practice, and coping skills of women with high-risk pregnancies in this region. Methods: 76 high-risk pregnancy cases were enrolled at Tibet’s Linzhi People’s Hospital between September 2023 and April 2024. 30 patients admitted between September 2023 and December 2023 were selected as the control group and were performed with regular patient education. 46 patients admitted between January 2024 and April 2024 were selected as the observation group and were performed regular patient education with problem-based learning approaches. Two groups’ performance on their health knowledge, attitude, practice and coping skills before and after interventions were evaluated, and patient satisfaction were measured at the end of the study. Results: There was no statistical significance (P P P Conclusions: Health education with problem-based learning approaches is worth promoting as it can help high-risk pregnant women in plateau areas develop better health knowledge, attitude and practice and healthier coping skills. Also, it can improve patient sanctification.

Research on Compatible Mode of Self-directed Learning and Cooperative Learning in Blended Teaching of Basic English Course

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.

Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

Effects of Mobile-Assisted Language Learning on Young Learners’Linguistic Skills

Mobile-assisted language learning(MALL)has been regarded as an excellent tool in the field of language acquisition as modern technology develops.The popularity of using mobile devices in education makes it possible for people to learn languages through platforms like tablets and smartphones from anywhere and at any time.However,the application of MALL in a collaborative student-centered environment has received comparatively little attention.Since spoken fluency and vocabulary size are the two crucial components of language proficiency,this study aims to investigate if young learners can improve their native language level through learning online beyond the classroom.The quantitative data reveal that MALL does make a difference in students’linguistic skills.The results show that the incorporation of mobile applications into language learning could better help learners achieve the learning outcomes and improve their communication skills than simply using conventional methods.In addition,the data of the questionnaire exposed some issues that need to be continuously improved.The viable suggestions are also discussed to share ideas about building a more sustainable learning environment in a data-driven age.

Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

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.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

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^2 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.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

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.

The effect of self-observation on the self-directed learning ability of nursing students: An experimental study

Background: Patients expect nurses to be both technically competent and psychosocially skilled. Enhancing the quality of patient care and patient safety in healthcare settings has increased, resulting in limited opportunities for students to practice clinical skills in healthcare settings. Achieving competence in these skills is viewed as an essential task to be completed during the school curriculum. Objective: The purpose of this study was to evaluate the use of self-observation through cellular recordings as an adjunct to the clinical skills teaching of a blood sugar test to undergraduate nursing. Design: The research design consisted of pre- and post-test consecutive experimental design through a control group. Settings: This study targeted nursing students enrolled in baccalaureate programs running in Korea. Participant: The participants were 64 students including 34 for the experimental group and 30 for the control group. Methods: Those in the control group received standard teaching methods using lectures and skills classes and facilitated the use of self-study methods. Those in the experimental group received standard teaching using lectures and skills classes and facilitated use of cell phone recorded self-observation. The self-confidence of practicing a blood sugar test, satisfaction with the learning method, self-study participation, level of interest in nursing practice, and self-directed learning ability were measured using questionnaires. Results: Significant between-groups differences were detected in self-confidence of practicing a blood sugar test (t = 2.067, p = 0.043), satisfaction with the learning method (t = 2.818, p = 0.044), self-study participation (χ2 = 7.635, p = 0.022), and average self-directed learning ability (t = 3.202, p = 0.002). Conclusions: Self-observation through cellular phone recordings is an effective learning method as an adjunct to teach clinical skills.

Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

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.

Self-directed learning readiness and social problem solving of nursing students in Macao

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.

Nursing Students’ Readiness for Self-Directed Learning and Its Effect on Learning Outcome in South-West Nigeria

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.

Adolescent suicide risk factors and the integration of socialemotional skills in school-based prevention programs

Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.

Communication Skills Training for Residents: Which Variables Predict Learning of Skills?

Objective: This study aimed to determine variables associated (predictors and correlates) with the learning of assessment and supportive skills in the context of a communication skills training for medical residents. Methods: Learning was measured by comparing residents’ communication skills in a simulated consultation before and after a communication skills training. Communication skills were transcribed and tagged with a computer-assisted program. Potential variables associated with learning (residents’ characteristics, contextual characteristics and pre-training communication skills) were measured before the training and entered in regression analysis. Results: Fifty-six residents followed the training between 2002 and 2006. Poor pre-training assessment and supportive skills predicted the respective learning of these skills. Better assessment skills’ learning was predicted by copings (i.e. lower level of emotional coping), lower levels of self-efficacy and depersonalization. Better supportive skills’ learning was predicted by a lower work experience and associated with a higher training attendance rate. Conclusions: Predictors and correlates of assessment and supportive skills learning were different. Trainers needed to detect certain residents’ characteristics (i.e. depersonalization) in order to optimize assessment skills learning. Trainers needed to be aware that supportive skills are difficult to learn and to teach and may need more training hours.

Computer Assisted Learning for Improving Cattle Palpation Skills of Veterinary Students

This study investigated the effect of a computer assisted learning (CAL) tool on the development of skills in palpation of the reproductive tract of the cow per rectum (rectal palpation) by fourth-year students in a Bachelor of Veterinary Science (BVSc) degree program. A secondary aim was to determine if animal welfare could be improved by the CAL intervention. The CAL tool was developed to provide: vivid, three-dimensional interactive graphics of the relevant anatomy and skills;a comprehensive glossary of terminology used in association with the skills;and formative assessment tasks. Prior to its introduction to the course, industry stakeholders assessed the CAL tool graphics as an accurate depiction of the procedures. Two consecutive cohorts of students were surveyed prior to (n = 91) and after the CAL intervention (n = 111). Responses to student surveys suggested that post-intervention skills were learned at approximately the same rate as pre-intervention. However, tutor surveys indicated that students in the pre-intervention group may have had insufficient understanding for accurate self-assessment compared to post-intervention students. According to tutors, substantially more students in the post-intervention group gained practical skills at an improved rate and to a higher level of competency. Both student and tutor surveys indicated that there was a minimal discomfort to animals in these practical classes. From an animal welfare point-of-view, it was concluded that the intervention would not result in a reduction in the number of animals required during practical sessions. However, due to the preparation and reinforcement provided by the CAL tool, animals were used more efficiently by students after the intervention, resulting in the attainment of a higher level of skill. Knowledge gained from this study may be relevant to other disciplines requiring students to develop practical skills associated with animals or humans.

Efficacy of Student-Centered Conceptual Teaching Approach (SCCTA) on the Learning Skills of Nursing Students

Background: The BS-Nursing in the Philippines has an intensive curriculum at par with international standards to cater the learning needs of the students to make them globally competitive suitable for the demands of health care jobs abroad. Objective: This study is intended to highlight an innovative student-centered teaching strategy termed as Student-Centered Conceptual Teaching Approach (SCCTA) believed to enhance the retention and critical thinking skills of nursing students compared to traditional teaching approach. Method: A Quantitative Methodology specifically Comparison Group Pre-test/ Post-test design was employed and both quantitative and qualitative data were gathered. These were analyzed using mean, standard deviation, and t test. Third year BS-Nursing students served as the participants of the study. Results: Findings show that the pretest score profile of the participants in the control and experimental group obtained a p value of less than 0.001 α = 0.05;thus, indicating that their learning skills are below average. Furthermore, the posttest score profile of the participants in the control group obtained a p value of less than 0.001 at α = 0.05 indicating that their skills are still below average. The post-test score profile of the participants in the experimental, conversely, obtained p values of less than 0.001, and 0.11935, respectively at α = 0.05, suggesting that the participants made significant improvements in their learning skills. Whereas, the mean gains of both groups obtained p values of less than 0.001 at α = 0.05. This means that the participants had considerable learning in the above mentioned skills. However, there is a significant difference in the mean gains between the two groups due to the fact that the p values in all aforementioned skills are less than 0.001 at α = 0.05. Conclusion: The significantly different responses between the groups show clearly that the participants of the experimental group learned better with the use SCCTA.

Fast Trainable Capabilities in Software Engineering-Skill Development in Learning Factories

The increasing demand for software engineers cannot completely be fulfilled by university education and conventional training approaches due to limited capacities.Accordingly,an alternative approach is necessary where potential software engineers are being educated in software engineering skills using new methods.We suggest micro tasks combined with theoretical lessons to overcome existing skill deficits and acquire fast trainable capabilities.This paper addresses the gap between demand and supply of software engineers by introducing an actionoriented and scenario-based didactical approach,which enables non-computer scientists to code.Therein,the learning content is provided in small tasks and embedded in learning factory scenarios.Therefore,different requirements for software engineers from the market side and from an academic viewpoint are analyzed and synthesized into an integrated,yet condensed skills catalogue.This enables the development of training and education units that focus on the most important skills demanded on the market.To achieve this objective,individual learning scenarios are developed.Of course,proper basic skills in coding cannot be learned over night but software programming is also no sorcery.

Perceptual Visuo-Motor Skills and Handwriting Production of Children With Learning Disabilities

This study aimed to explore the performance of the perceptual-visuomotor skills and the production of handwriting in children with Learning Disabilities.A total of 56 children participated,being a convenience sample,of both sexes,average age of eight years old,from 3rd to 5th grade level of Elementary School.The children were divided into the following groups:GI(28 children diagnosed with Learning Disabilities);GII(28 children with good academic performance,paired with GI in relation to chronological age and sex).They were evaluated individually in dysgraphic scale,visual perception development test,and fine motor evaluation.Data analysis was performed.There was a significant difference between GI and GII for the subtests of eye-hand coordination,copying,visual closure,fine motor precision,and fine manual control tests.They had difference between the groups for handwriting performance in descending and/or ascending subtests,irregularity of dimension,poor forms,and total score of Dysgraphia Scale.The results presented in this study indicate that children with Learning Disabilities can manifest significant visomotor impairment and deficit in legibility and handwriting quality,causing failures in the elaboration of sensorimotor plans that,added to the intrinsic deficit of long-term memory,result in persistent academic difficulties.

ICARE Model:Learning Model Organization That Based on Work Skills Through Saori Weaving for Special Needs Children

Purpose:(1)Study the current state and needs of learning management,focusing on work skills through Saori weaving for special needs children;(2)Develop a learning management model focusing on work skills;(3)Develop a teacher-centered learning management approach through the use of Saori weaving for special needs children;(4)Study the effectiveness of the learning management model that focuses on working with special children.Research&Development Research Results:(1)The current state and needs of learning management focused on work skills through Saori weaving for special children;(2)The learning management model emphasizing for special children is four steps:a.prepare the actual context;b.set goals;c.plan and execute;d.monitoring;and Evaluatio Saori Weaving Class has five details:(1)Inspire:I(Explain:Inspired to work for success);(2)Choose:C(Explain:Choose what you like before you can see the future do it);(3)Aim&Act:A(Explain:Work with a happy goal that has set);(4)Reflect on learning:R(Explain:Reflect on learning);(5)Experiential-Based Learning Measure by concluding:ICARE Model.The results of teacher development on learning management focused on working skills:(1)Teachers with average scores after training,35.09%was 77.98%;(2)22 trainers were able to develop a skill management plan in the 21st century at the best evaluated in 73.33%and eight persons respectively in good or 26.67%.(3)The results of the study on the effectiveness of the model showed that the extra children had a higher grade of Saori weaving.After class,75.49%were higher than the standard set of 70%and the students were satisfied with Saori weaving as the most levels.

The Differences between Second Language Learning and Skill Learning

People learn things all their lives. They learn various skills in order to live. In these skills there are language learning and many other kinds of learning. This paper is intended to show some differences between second language learning and skill learning. Theories on Second Language Acquisition and Motor Skill learning are introduced exclusively.