Reliability and validity of the Chinese version of the Work-FamilySchool Role Conflicts Scale among nurses

Objective:To translate and validate the Chinese version of the Work-Family-School Role Conflicts Scale(WFSRCs-S)among nurses with multiple roles.Methods:A sample of 233 registered nurses pursuing an advanced degree was recruited from 8 university hospitals in 5 cities in China from March to July 2016.The original scale of WFSRCs-S was translated into Chinese and revised to reflect cultural meaning,using standard translation methodology,and its reliability and validity were assessed.Results:The content validity index of the 12-item WFSRCs-S-Chinese was 0.83,and the item level of content validity index ranged from 0.79 to 1.00.The exploratory factor analysis yielded a three-factor solution(work-school-to-family role conflict,family-school-to-work role conflict,and work-family-toschool role conflict)and explained 71.9%of the total variance for WFSRCs-S-Chinese.The Cronbach's a coefficients for the total scale and the three sub-scales were 0.87,0.79,0.78,and 0.87.The confirmatory factor analysis revealed that the measurement model was satisfied,and the test-retest reliability of WFSRCs-S-Chinese was 0.85.The WFSRCs-S-Chinese score was positively associated with burnout(r=0.36,P<0.001)and negatively related to role-related social support(r=—0.18,P=0.046),thereby establishing concurrent validity.Conclusion:The reliability and construct validity of the WFSRCs-S-Chinese suggest that this scale could be useful to assess inter-role conflicts among nurses with multiple roles in China.

Exploration of Teaching Development Strategies for Double-Qualified Teachers in University- Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Theoretical Analysis and Practical Reflection on the Role Conflict of Double-Qualified Teachers in University-Affiliated Hospitals

Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teachers,there are many hidden issues related to the development of clinical teachers.The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues.This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology.Policy recommendations are proposed,including strengthening the construction of teaching systems at the hospital organizational environment level,enhancing the role identity and teacher beliefs of clinical teachers,promoting their teaching development and academic learning,and ensuring their normal teaching investment;promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts;enhancing individual teacher beliefs,teacher role learning,and role skills.

Soviet Aid and the Construction of the Lanzhou Cyclotron

The transmission of science and technology from the Soviet Union to People’s Republic of China in the mid-twentieth century is an important research area of contemporary history of science and technology.This paper takes the construction of the cyclotron in Lanzhou,China as the case to discuss the characteristics of technology transfer from the Soviet Union to China.The review of extensive archives reveals that the construction of cyclotron took place in the framework of China’s nuclear weapons development.Although the transmission of science and technology from the Soviet Union to China fit into the one-way transmission-reception model in general,both the Chinese demand and the Soviet response had key influences on the transmission.In the early cyclotron construction,the Chinese side relied on the Soviets,and the mode of the cooperation between Soviet and Chinese engineers can be described as one of expertstudent.In the early 1960 s,the relationship between China and the Soviet Union broke down.The Soviet engineers were required to withdraw with the technical data,which created conflicts in the roles played by the Soviet engineers,most of whom chose to set the sense of professional responsibility as their highest priority.After the departure of the Soviet experts,Chinese physicists played the leading role in the project,using scientific knowledge they had,relying on the technical materials left by Soviet experts,and cooperating fully with local engineers,thus completing the cyclotron.This case can provide us with valuable clues for the understanding of transnational history of science and technology.The seemingly one-way transmission-reception model is actually influenced by the needs of both sides.While the transnational flow of knowledge is inevitably affected by political factors from both sides,the process is far more complex than it appears.