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.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

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.

Effects of ginsenoside of stem and leaf combined with choline on learning and memory ability of rat models with Alzheimer diseases

BACKGROUND： Central adrenergic nerve and 5-serotonergic nerve can influence central cholinergic nerve on learning and memory and make easy for study; however, ginsenoside of stem and leaf （GSL） can improve functions of central adrenergic nerve; moreover, 5-serotonergic nerve and the combination with choline can produce synergistic effect and enhance learning and memory ability so as to improve learning and memory disorder of patients with Alzheimer disease （AD）. OBJECTIVE ： To observe the effects of GSL combining with choline on learning and memory of AD model rats DESIGN ： Randomized grouping design and controlled animal study SETIING ： Department of Pharmacology, Taishan Medical College MATERIALS ： The experiment was carried out in the Pharmacological Department of Medical College of Jilin University from October 1996 to January 1997. Forty healthy male Wistar rats of clean grade were randomly divided into 5 groups, including sham-injury group, model group, GSL group, choline group and combination group, with 8 rats in each group. Main medications： GSL with the volume more than 92.8% was provided by Department of Chemistry, Norman Bethune Medical College of Jilin University. Panaxatriol, the main component, was detected with thin layer scanning technique and regarded as the index of GSL quality [（55±1）%, CV= 2%, n = 5]. Choline was provided by the Third Shanghai Laboratory Factory. METHODS ： 150 nmol quinolinic acid was used to damage bilateral Meynert basal nuclei of adult rats so as to establish AD models. Rats in GSL, choline and combination groups were intragastric administrated with 400 mg/kg GSL, 200 mg/kg choline （20 mL/kg）, and both respectively last for 17 days starting from two days before operation. Rats in sham-injury group and model group were perfused with the same volume of distilled water once in each morning for the same days. （1） Passive avoidance step-down test： Five minutes later, rats jumped up safe platform when they were shocked with 36 V alternating current. If rats jumped down from the platform and the feet touched railings, the response was wrong. Numbers of wrong response were recorded within 3 minutes, and then the test was redone after 24 hours. （2） Morris water-maze spatial localization task： Swimming from jumping-off to platform directly was regarded as right response. Additionally, 4 successively right responses were regarded as the standard. Each rat was trained 10 times a day with 120 s per time for 3 successive days. The interval was 30 s. Three days later, numbers of right response were recorded. The training times were increased to 30 for unlearned rats. （3） Measurement of activity of choline acetylase in cerebral cortex： Rats were sacrificed at 17 days after operation to obtain cerebral cortex to measure activity of choline acetylase with radiochemistry technique. （4） Synergistic effect： It was expressed as Q value： Q value = factual incorporative effect/anticipant incorporative effect; Q ≥ 1 was regarded as synergistic effect. Anticipant incorporative effect = （EA＋EB-EA·EB）, EA and EB were single timing effect, respectively in GSL group and choline group. E（step-down test and Morris water maze test） = （x in model group - factual value in medicine groups）/x in model group; E （activity of choline acetylase） = （factual value in medicine groups -xin model group）/xin model group. MAIN OUTCOME MEASURES ： （1） Passive avoidance step-down test and Morris water-maze spatial localization task in the study of learning and memory; （2） activity of choline acetylase. RESULTS ： All 40 rats were involved in the final analysis. （1） Passive avoidance response： At learning phase on first day and retesting phase on the next day, numbers of wrong responses within 3 minutes were more in model group than sham operation group, and there was significant difference [（5.88±1.46）, （2.25±0.87） times; （2.63±1.06）, （0.50±0.53） times; P 〈 0.01]; numbers of wrong responses within 3 minutes were less in combination group than model group, and there was significant difference [learning phase： （1.12±0.83）, （5.88±1.46） times; retesting phase： （0.38±0.74）, （2.63±1.06）times, P 〈 0.01]; moreover, effect was stronger than that in GSL group and choline group. The Q value was 1.07 and 1.59, respectively and it showed synergistic effect. Spatial localization task： Training times were more in model group than sham operation group, and there was significant difference [（2.9±2.5）, （12.6±3.5） times; P 〈 0.01]. Training times were less in combination group than model group, and there was significant difference [（11.8±2.4）, （27.9±2.5） times, P 〈 0.01]; moreover, effect was stronger than that in GSL group and choline group. The Q value was 1.07 and it showed synergistic effect. （3） Activity of choline acetylase： Activity was lower in model group than sham operation group, and there was significant difference [（30.56±8.33）, （61.11 ±8.33） nkat/g; P 〈 0.01]. Activity was higher in combination group than model group and there was significant difference [（50.00±8.33）, （30.56±8.33） nkat/g, P 〈 0.01];moreover, effect was stronger than that in GSL group and choline group. The Q value was 1.5 and it showed synergistic effect. CONCLUSZON： GSL in combination with choline can synergically improve the disorder of learning and memory of AD model rats. Its mechanism may be involved in enhancing the function of central cholinergic system.

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;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.

Aminooxyacetic acid improves learning and memory in a rat model of chronic alcoholism

Chronic alcoholism seriously damages the central nervous system and leads to impaired learning and memory.Cell damage in chronic alcoholism is strongly associated with elevated levels of hydrogen sulfide（H2S） and calcium ion overload.Aminooxyacetic acid is a cystathionine-β-synthase activity inhibitor that can reduce H2S formation in the brain.This study sought to observe the effect of aminooxyacetic acid on learning and memory in a chronic alcoholism rat model.Rats were randomly divided into three groups.Rats in the control group were given pure water for 28 days.Rats in the model group were given 6% alcohol for 28 days to establish an alcoholism rat model.Rats in the aminooxyacetic acid remedy group were also given 6% alcohol for 28 days and were also intraperitoneally injected daily with aminooxyacetic acid（5 mg/kg） from day 15 to day 28.Learning and memory was tested using the Morris water maze test.The ultrastructure of mitochondria in the hippocampus was observed by electron microscopy.H2S levels in the hippocampus were measured indirectly by spectrophotometry,and ATPase activity was measured using a commercial kit.The expression of myelin basic protein was determined by immunohistochemistry and western blotting.Compared with the control group,latency and swimming distance were prolonged in the navigation test on days 2,3,and 4 in the model group.In the spatial probe test on day 5,the number of platform crosses was reduced in the model group.Cristae cracks,swelling or deformation of mitochondria appeared in the hippocampus,the hippocampal H2S level was increased,the mitochondrial ATPase activity was decreased,and the expression of myelin basic protein in the hippocampus was down-regulated in the model group compared with the control group.All the above indexes were ameliorated in the aminooxyacetic acid remedy group compared with the model group.These findings indicate that aminooxyacetic acid can improve learning and memory in a chronic alcoholism rat model,which may be associated with reduction of hippocampal H2S level and mitochondrial ATPase activity,and up-regulation of myelin basic protein levels in the hippocampus.

E-Learning中情绪认知个性化学生模型的研究

为了提高E-Learning情绪教学的适应性和教学效果,针对传统学生模型的不足,引入人格、学习情绪及学习风格。通过OCC三维情绪空间描述学习情绪和丹尼尔.沙博人格划分理论进行情绪调节,通过美国心理学家布鲁姆的认知理论描述学生的认知能力,通过Felder-Silverman学习风格并结合支持向量机技术描述学习偏好的个性化特征。将情绪、认知、学习风格相结合构建一个完善的适合E-Learning教学的学生模型。通过将此学生模型应用到E-Learning教学中,不仅可以解决网络教学系统的情感缺失,而且大大提高了实用性、智能性和个性化。

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

基于LEARNS模式的健康教育对PCI术后病人自我管理能力及生活质量的影响

目的:探讨应用LEARNS健康教育模式对经皮冠状动脉介入治疗(PCI)术后病人自我管理能力及生活质量的影响。方法:选取某三级甲等医院2022年1月—6月80例PCI术后病人为研究对象,按照随机数字表法将其分为观察组和对照组,每组40例。对照组采用术后常规健康教育模式,观察组在对照组基础上使用LEARNS健康教育模式对病人进行健康宣教,在病人干预前、后分别使用中国心血管病人生活质量评定问卷和冠心病自我管理行为量表对病人进行评估。结果:观察组病人自我管理能力和生活质量得分高于对照组(P<0.05)。结论:LEARNS健康教育模式在PCI术后病人中的应用效果显著,能够明显提高病人的自我管理能力和生活质量。

An Investigation on Telecommunication Staff＇s Acceptance of E-Learning Technology

As the information on telecommunication products updates rapidly, using E-learning in staff training becomes an edge for company operation. However, previous studies showed that staff＇s attitude toward E-learning significantly affected the outcomes of training. The purpose of this study is to investigate the acceptance of E-learning in a telecommunication company. The researchers adopted the technology acceptance model （TAM） and diffusion of innovation theory to evaluate the perceived usefulness and perceived ease of use on E-learning, in addition to employees＇ self-directed learning motivation, attitude toward computers, and organizational influence. We randomly chose 571 employees of the telecommunication entrepreneur at the Taichung office in Taiwan to participate in this survey. The result showed that employees＇ background factors such as age, job position, marital status, education level and the scale of job unit had the significant impact on behavioral intention to use E-learning. Employees＇ self-directed learning, attitude toward computers, and organizational influence respectively also had positive effects on perceived usefulness of E-learning and perceived ease of use of E-learning. Furthermore, employees＇ perceived usefulness of E-learning and perceived ease of use of E-learning also had a positive effect on behavioral intention to use E-learning systems.

基于LEARNS模式的老年共病肺部感染患者护理干预方案的构建及应用研究

目的探讨基于LEARNS模式的老年共病肺部感染患者护理干预方案的构建及应用效果。方法选取2022年3月至2024年2月淮南市某三级甲等医院收治的84例老年共病肺部感染患者为研究对象,随机分为对照组和观察组,各42例。对照组采用常规肺部感染护理模式;观察组实施基于LEARNS模式的护理干预方案,成立LEARNS模式护理干预小组,依据循证证据制订干预方案并实施。比较两组患者干预后疾病感知、自我护理能力、焦虑和抑郁状况、护理满意度及住院天数的差异。结果干预后观察组患者的疾病感知得分、焦虑和抑郁得分、住院天数均低于对照组(P<0.05),自我护理能力得分、护理满意度得分高于对照组(P<0.05)。结论基于LEARNS模式的护理干预方案可改善老年共病肺部感染患者的疾病感知压力,增强患者自我护理能力,减轻患者焦虑和抑郁水平,提升护理满意度,缩短住院时间。

对成人初显期炎症性肠病患者基于LEARNS模式健康教育的效果观察

目的探讨LEARNS模式在成人初显期炎症性肠病患者健康教育中的应用效果。方法采用方便抽样法,选择2019年6—12月某三级甲等医院消化科成人初显期炎症性肠病住院患者,采用随机数字表分为观察组和对照组,对照组采用常规健康教育,观察组基于LEARNS模式健康教育,比较2组患者干预前和干预12周末自我护理能力、知识水平和服药依从性得分情况。结果干预前2组成人初显期炎症性肠病患者自我护理、知识水平和服药依从性得分比较差异无统计学意义(P>0.05);干预12周末,观察组自我护理能力总分及各维度得分、知识水平及服药依从性评分均优于对照组,差异有统计学意义(P<0.05)。结论对成人初显期炎症性肠病患者实施LEARNS模式健康教育,可提高患者自我护理能力,增强疾病相关知识水平及服药依从性。

多变工况旋转机械剩余有用寿命深度MAML预测

针对旋转机械剩余有用寿命(Remaining Useful Life,RUL)预测中存在噪声影响以及预测网络泛化性弱的问题,提出一种基于广义互熵(Generalized Correntropy,GC)-卷积神经网络(Convolutional Neural Networks,CNN)-模型无关元学习(Model-Agnostic Meta-Learning,MAML)预测方法。ICNN通常是以振动参数对包含噪声数据的独立工况与具备足够样本数据的RUL开展预测。MAML能够明显增强ICNN初始参数泛化能力并提供大量先验知识,充分适应各类复杂工况。在各组交叉实验中,ICNN-MAML方法优于CNN,MAML学习策略可以在训练集中得到一组初始参数,经过微调后可以达到最优。损失函数消融实验表明,相对CNN方法,ICNN-MAML对预测误差非高斯分布特点起到了弱化作用,并使预测误差基本都在0附近。物理消融实验表明,随着泛化性提升,模型能够对未知与包含少数样本的任务快速学习,加入更多先验工况时获得了更优的预测结果。

LEARNS健康教育模式对维持性血液透析患者自我护理能力与生活质量的影响

目的探讨LEARNS健康教育模式在改善维持性血液透析患者自我护理能力与生活质量中的效果。方法选取2022年11月-2023年2月在笔者所在医院行维持性血液透析的终末期肾脏疾病患者121例为研究对象,采用随机数字法将其分为对照组(n=61)和干预组(n=60)。对照组接受常规健康教育,干预组采用LEARNS模式进行健康教育,比较2组自我护理能力和生活质量。结果干预后,干预组自我护理能力总分及自我护理责任感、自我护理技能维度得分均高于对照组(t=-2.269,P=0.025;t=-2.121,P=0.036;t=-2.381,P=0.019)。干预组SF-36量表各维度得分均高于对照组(均P<0.001)。结论LEARNS健康教育模式相对于常规干预方式,能更好地改善维持性血液透析患者的自我护理能力和生活质量,值得推广应用。

成人学习力:内涵意蕴、系统模型与增益策略

成人学习是联合国教科文组织持续关注的重要领域。成人学习力是成人学习者在终身学习活动过程中所需要的相关能力以及支持这些能力持续发展的潜在能量系统,其形成过程即成人个体走向终身学习者的成长历程。从目的论和动力论的双重视角来看,成人学习力的具体内涵不仅包括激发和提升成人学习者的自主学习意愿和能力,也充当维持终身学习活动的动力能源,直接影响着学习效率和个体学习潜能。在结构上看,成人学习力主要由基础性、表现性和调节性三大要素构成,分别对应心理、能力和元认知层面,形成一个“动机—行为—调节”三维系统模型。成人学习力的增长和提升涉及个体、教育和社会三者的相互作用。个体层面的修炼包括增强终身学习的内在认知、促进个性化经验的学习能力转化和构建目标驱动的自我导向学习范式;教育层面的增益需要消除外部学习障碍的负面影响、系统化培育学习力及开发多模态的学习力测评工具;社会层面则需致力于培育积极的终身学习文化,构建高质量的成人学习供给体系。

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

“PBL+翻转课堂”教学模式对学生自主学习能力影响的实证研究

在结合PBL和翻转课堂教学优势的基础上,在“教育概论”课程教学中采用“PBL+翻转课堂”教学模式,以研究该教学模式对学生自主学习能力提升的影响。在该教学模式正式实施前后,使用自编的《学生自主学习能力评价量表》,从学习动机、学习规划、学习环境利用、学习反思4个方面对学生进行测量,并使用软件SPSS26.0对前后测数据进行统计分析。数据分析显示,“PBL+翻转课堂”教学模式对学生自主学习能力及其包含的学习动机、学习规划、学习环境利用和学习反思方面的提升均具有显著的促进作用。

基于层次聚类法对大学生自主学习能力评价的研究

层次聚类法是一种科学、客观的评价方法,从大学生的实际情况出发,应用层次聚类法,为“互联网+”环境下大学生自主学习能力建立一个评价准则。此准则经检验,对大学生自主学习能力的判断更为公平,也为高校评判学生自主学习能力提供依据,同时在指导学生个人自主学习能力提升上也有帮助。另外,层次聚类法可助力院校和教师开展大学生自主学习能力的培养工作,培养具有高效自主学习能力的人才。

大学生创新能力预测模型的构建与应用研究

为了构建基于机器学习算法的大学生创新能力预测模型,实现对创新能力的评价和预测,通过收集大学生在课程学习、学科竞赛、论文发表和实践创新等多方面的数据,结合随机森林算法进行集成学习,综合考虑多维度数据并提取关键特征,形成了创新能力分类评价和预测模型。经过训练,该模型展现出良好的预测性能,实验结果表明其具有较高的准确性和稳定性。不仅为大学生创新能力的评价和预测提供了新的思路和方法,还有助于推动创新能力培养工作的深入发展,为高校教育创新提供有力支持。

基于BOPPPS教学模式的混合式学习在中医护理学课程教学中的应用

目的:设计BOPPPS教学模式的混合式学习方案,并探讨在中医护理学基础中的应用效果。方法:采用整群抽样法,从山东省某医学院校2018级护理本科班中随机抽取2个班级为对照组(n=109),2个班级为干预组(n=106)。对照组实施传统教学法;干预组采用基于BOPPPS教学模式的混合式学习。教学结束后发放调查问卷调查学习效果,将两组学生的学习成绩、批判性思维能力进行比较。对干预组学生发放教学效果评价问卷,并采用半结构式访谈对教师和干预组学生进行教学效果评价。结果:BOPPPS教学模式显著提高了干预组的学习成绩和批判性思维能力。教学评价部分反映了该教学方法在师生中的高认可度和对教学满意度的提升。结论:BOPPPS教学模式的混合式学习为今后的教学改革提供了科学依据,推动了BOPPPS教学模式在其他课程和领域的运用,为培养更多具有高级思维能力的护理专业人才铺平道路。