Purpose:To explore the relationship between digital literacy and the employability of college students,and to investigate the mechanism by which future time perspective and career decision self-efficacy play a role.Me...Purpose:To explore the relationship between digital literacy and the employability of college students,and to investigate the mechanism by which future time perspective and career decision self-efficacy play a role.Method:A survey was conducted on 577 college students using the Digital Literacy Scale,Employability Scale,Career Decision Self-Efficacy Scale,and Future Time Perspective Scale.Results:(1)Digital literacy,future time perspective,career decision self-efficacy,and employability are all significantly positively correlated with each other(r=0.65-0.78,P<0.001).(2)Digital literacy significantly positively predicts future time perspective,career decision self-efficacy,and employability.At the same time,future time perspective and career decision self-efficacy can both positively predict employability significantly.(3)Future time perspective and career decision self-efficacy have a parallel mediating effect between digital literacy and the employability of vocational undergraduate students.Conclusion:Digital literacy can directly affect college students’employability and can also indirectly affect college students’employability through future time perspective and career decision self-efficacy.展开更多
A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for t...A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for the experimental group (n = 17), whereas no significant difference was found between the pre-test and the post- test for the control group (n = 17). In the pre-test, there was no significant difference between the experimental group and the control group, and obvious difference between the two groups was found in the post-test. This indicated that the group training was effective on improving the CDMSE of the college students whose scores of CDMSE were below 27% point of the total students.展开更多
Objective:To assess the effectiveness of simulation-based learning regarding the management of post-COVID complications in terms of knowledge,clinical decision-making ability,and self-efficacy among nursing students.M...Objective:To assess the effectiveness of simulation-based learning regarding the management of post-COVID complications in terms of knowledge,clinical decision-making ability,and self-efficacy among nursing students.Methods:This was a quasi-experimental study conducted among 1152nd-year nursing students.The participants were selected by a simple random sampling technique.The participants were divided into an experimental(n=56)and a comparison group(n=59)by a random table method.Data were analyzed using descriptive and inferential statistics with SPSS version 20.Results:There were significant differences in mean post-test knowledge scores(P=0.03)and mean post-test self-efficacy scores(P=0.001)between the experimental and the comparison groups while the difference in mean post-test clinical decision-making ability scores between the two groups was non-significant(P=0.07).A positive correlation was found between knowledge and clinical decision-making ability in pre-test(P=0.03)and in post-test(P<0.001)and a non-significant correlation was found between pre-test knowledge and self-efficacy score(P=0.52)among the experimental group.Conclusions:Simulation-based learning regarding the management of post-COVID complications is effective among nursing students.Simulation labs should be established in health care settings where simulation training can be provided for updating the knowledge,clinical decision-making ability,and self-efficacy of nursing personnel during program installment and continuous nursing education.展开更多
基金Guangdong Business and Technology University Undergraduate Vocational Education Reform Project(GDGSGY2023007)。
文摘Purpose:To explore the relationship between digital literacy and the employability of college students,and to investigate the mechanism by which future time perspective and career decision self-efficacy play a role.Method:A survey was conducted on 577 college students using the Digital Literacy Scale,Employability Scale,Career Decision Self-Efficacy Scale,and Future Time Perspective Scale.Results:(1)Digital literacy,future time perspective,career decision self-efficacy,and employability are all significantly positively correlated with each other(r=0.65-0.78,P<0.001).(2)Digital literacy significantly positively predicts future time perspective,career decision self-efficacy,and employability.At the same time,future time perspective and career decision self-efficacy can both positively predict employability significantly.(3)Future time perspective and career decision self-efficacy have a parallel mediating effect between digital literacy and the employability of vocational undergraduate students.Conclusion:Digital literacy can directly affect college students’employability and can also indirectly affect college students’employability through future time perspective and career decision self-efficacy.
文摘A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for the experimental group (n = 17), whereas no significant difference was found between the pre-test and the post- test for the control group (n = 17). In the pre-test, there was no significant difference between the experimental group and the control group, and obvious difference between the two groups was found in the post-test. This indicated that the group training was effective on improving the CDMSE of the college students whose scores of CDMSE were below 27% point of the total students.
文摘Objective:To assess the effectiveness of simulation-based learning regarding the management of post-COVID complications in terms of knowledge,clinical decision-making ability,and self-efficacy among nursing students.Methods:This was a quasi-experimental study conducted among 1152nd-year nursing students.The participants were selected by a simple random sampling technique.The participants were divided into an experimental(n=56)and a comparison group(n=59)by a random table method.Data were analyzed using descriptive and inferential statistics with SPSS version 20.Results:There were significant differences in mean post-test knowledge scores(P=0.03)and mean post-test self-efficacy scores(P=0.001)between the experimental and the comparison groups while the difference in mean post-test clinical decision-making ability scores between the two groups was non-significant(P=0.07).A positive correlation was found between knowledge and clinical decision-making ability in pre-test(P=0.03)and in post-test(P<0.001)and a non-significant correlation was found between pre-test knowledge and self-efficacy score(P=0.52)among the experimental group.Conclusions:Simulation-based learning regarding the management of post-COVID complications is effective among nursing students.Simulation labs should be established in health care settings where simulation training can be provided for updating the knowledge,clinical decision-making ability,and self-efficacy of nursing personnel during program installment and continuous nursing education.
