Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursi...Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.展开更多
Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship be...Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.展开更多
The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated lea...The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).展开更多
The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a uni...The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a universal cure for learning problems,many adaptive language learning systems fall short of educators’expectations,partly due to a lack of standards and best practices in this area.To fill this gap,this paper proposes some major considerations in designing a high-quality assessment and learning experience in adaptive learning and ways to evaluate an adaptive learning system.The architecture of adaptive learning is decomposed,with a chain of inferences supporting the overall efficacy of an adaptive learning system presented,including user property representation,user property estimation,content representation,user interaction representation,and user interaction impact.A detailed analysis of key validity issues is provided for each inference,which motivates the major considerations in designing and evaluating assessment and learning.The paper first provides an overview of different types of assessment used in adaptive learning and an analysis of the assessment approach,priorities,and design considerations of each to optimize its use in adaptive learning.Then it proposes a framework for evaluating different aspects of an adaptive learning system.Some special connections are made to models,techniques,designs,and technologies specific to language learning and assessment,bringing more relevance to adaptive language learning solutions.Through establishing some guidelines on key aspects to evaluate and how to evaluate them,the work intends to bring more rigor to the field of adaptive language learning systems.展开更多
目的比较基于双参数MRI的深度学习模型和临床模型对临床显著性前列腺癌(clinical significant prostate cancer,csPCa)的诊断价值,并联合深度学习模型和临床指标建立混合模型,探讨混合模型对csPCa诊断效能的提升价值。材料与方法回顾性...目的比较基于双参数MRI的深度学习模型和临床模型对临床显著性前列腺癌(clinical significant prostate cancer,csPCa)的诊断价值,并联合深度学习模型和临床指标建立混合模型,探讨混合模型对csPCa诊断效能的提升价值。材料与方法回顾性分析本院2017年2月至2022年5月共531例因临床怀疑前列腺癌而行术前MRI并行后续穿刺和/或手术病理检查患者的临床及影像资料,其中csPCa 319例,非csPCa 212例。按照8∶2比例随机划分为训练集(425例)和测试集(106例)。手动勾画T2加权成像(T2-weighted imaging,T2WI)、扩散加权成像(diffusion-weighted imaging,DWI)及表观扩散系数(apparentdiffusion coefficient,ADC)图像的感兴趣区后采用DenseNet网络建立深度学习模型,采用单因素和多因素逻辑回归筛选出临床特征后建立临床模型,并使用逻辑回归联合深度学习模型和临床特征建立深度学习-临床混合模型。使用受试者工作特征(receiver operating characteristic,ROC)曲线评估模型性能,使用DeLong检验比较曲线下面积(area under the curve,AUC)。结果逻辑回归分析显示年龄、前列腺特异性抗原(prostate specific antigen,PSA)及前列腺影像报告和数据系统(prostate imaging reporting and data system,PI-RADS)评分为csPCa的独立危险因素。在测试集中,深度学习模型的AUC值为0.90[95%置信区间(confidence interval,CI):0.85~0.96],临床模型的AUC值为0.85(95%CI:0.78~0.92),两者间差异无统计学意义(P=0.245)。深度学习-临床混合模型的AUC值为0.93(95%CI:0.88~0.98),优于临床模型(P=0.034)和深度学习模型(P=0.048)。结论深度学习模型对csPCa的诊断效能与临床模型相当;深度学习-临床混合模型对csPCa的诊断效能最高,具有良好的应用价值,可作为临床诊断csPCa的辅助工具。展开更多
文摘Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.
文摘Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.
文摘The purpose of this paper is to argue the effectiveness of self-regulated learning in English education in Chinese college classroom instruction. A study is given to show whether the introduction of self-regulated learning can help improve Chinese college students' English learning, and help them perform better in the National English test-CET-4 (College English Test Level-4,).
文摘The recent emergence of adaptive language learning systems calls for conceptual work to guide the design of assessment and learning in an adaptive environment.Although adaptive learning might have been touted as a universal cure for learning problems,many adaptive language learning systems fall short of educators’expectations,partly due to a lack of standards and best practices in this area.To fill this gap,this paper proposes some major considerations in designing a high-quality assessment and learning experience in adaptive learning and ways to evaluate an adaptive learning system.The architecture of adaptive learning is decomposed,with a chain of inferences supporting the overall efficacy of an adaptive learning system presented,including user property representation,user property estimation,content representation,user interaction representation,and user interaction impact.A detailed analysis of key validity issues is provided for each inference,which motivates the major considerations in designing and evaluating assessment and learning.The paper first provides an overview of different types of assessment used in adaptive learning and an analysis of the assessment approach,priorities,and design considerations of each to optimize its use in adaptive learning.Then it proposes a framework for evaluating different aspects of an adaptive learning system.Some special connections are made to models,techniques,designs,and technologies specific to language learning and assessment,bringing more relevance to adaptive language learning solutions.Through establishing some guidelines on key aspects to evaluate and how to evaluate them,the work intends to bring more rigor to the field of adaptive language learning systems.
文摘目的比较基于双参数MRI的深度学习模型和临床模型对临床显著性前列腺癌(clinical significant prostate cancer,csPCa)的诊断价值,并联合深度学习模型和临床指标建立混合模型,探讨混合模型对csPCa诊断效能的提升价值。材料与方法回顾性分析本院2017年2月至2022年5月共531例因临床怀疑前列腺癌而行术前MRI并行后续穿刺和/或手术病理检查患者的临床及影像资料,其中csPCa 319例,非csPCa 212例。按照8∶2比例随机划分为训练集(425例)和测试集(106例)。手动勾画T2加权成像(T2-weighted imaging,T2WI)、扩散加权成像(diffusion-weighted imaging,DWI)及表观扩散系数(apparentdiffusion coefficient,ADC)图像的感兴趣区后采用DenseNet网络建立深度学习模型,采用单因素和多因素逻辑回归筛选出临床特征后建立临床模型,并使用逻辑回归联合深度学习模型和临床特征建立深度学习-临床混合模型。使用受试者工作特征(receiver operating characteristic,ROC)曲线评估模型性能,使用DeLong检验比较曲线下面积(area under the curve,AUC)。结果逻辑回归分析显示年龄、前列腺特异性抗原(prostate specific antigen,PSA)及前列腺影像报告和数据系统(prostate imaging reporting and data system,PI-RADS)评分为csPCa的独立危险因素。在测试集中,深度学习模型的AUC值为0.90[95%置信区间(confidence interval,CI):0.85~0.96],临床模型的AUC值为0.85(95%CI:0.78~0.92),两者间差异无统计学意义(P=0.245)。深度学习-临床混合模型的AUC值为0.93(95%CI:0.88~0.98),优于临床模型(P=0.034)和深度学习模型(P=0.048)。结论深度学习模型对csPCa的诊断效能与临床模型相当;深度学习-临床混合模型对csPCa的诊断效能最高,具有良好的应用价值,可作为临床诊断csPCa的辅助工具。
