Entrepreneurship training:its influences on innovation potentials among nursing students

Objective:To evaluate the influences of entrepreneurship training on the innovation potential among nursing students.Methods:A quasi-experimental design was utilized to conduct this study.The study was conducted in the classroom at the faculty of nursing,and the“i Hub”center at Ain Shams University(ASU)in Cairo,Egypt.A purposive sample of 42 nursing students who participated in the“Ain Shams University-innovate”competition from the Faculty of Nursing of ASU were included in this study.Data collection tools included(1)Nursing students'innovation skills assessment questionnaire and(2)Innovative projects evaluation tool.Results:There was a statistically significant difference between the mean scores of nursing students'total innovation skills pre-and post-implementation of entrepreneurship training,where P-value<0.05.Conclusions:The results of the current study support the research hypothesis because the implementation of entrepreneurship training positively affects nursing students'innovation potential.Developing entrepreneurship education in nursing and integrating it into nursing programs will stimulate creativity,innovation,and entrepreneurship among nursing students and health care services.

Changes in Health Consciousness of Nursing Students in Japan after Acquiring Medical Care Knowledge from a Nursing School

Background: Health consciousness in daily life is very important because lifestyle habits, such as dietary and exercise habits, sleep, and smoking, are involved in the development and progression of lifestyle-related diseases, such as cancer, heart diseases, stroke, liver diseases, kidney diseases, and diabetes. Purpose: In this study, we surveyed to see if the health consciousness increased and what behaviors in daily life changed in students of a nursing school (Seiwa Nursing College, Tokyo, Japan) after they learned medical care knowledge required to become a nurse. Results: After learning medical care knowledge for 3 years, the students were found to have a higher level of health consciousness in the third year than they did in the first year. They applied the medical care knowledge they learned in daily life. All data were collected in 2019. Conclusions: The medical care knowledge learned in a nursing school was demonstrated to serve as information to increase the health consciousness.

Internal and External Consciousness of Japanese Students’Intercul­tural Language Communication

Japanese strictly distinguish between inside and outside,that is,they have a strong sense of inside and outside.The character has penetrated the study and life of Japanese students.Living in a different cultural environment,Japanese students are more influenced by Internal and External Consciousness in cross-cultural communication.The purpose is to draw out the influence of Internal and External Consciousness on the intercultural communication of Japanese students and put forward targeted teaching strategies accordingly by listing the misunderstandings among Japanese students in intercultural communication through the HSK dynamic corpus of Beijing Language and Culture University.

Relationships among achievement motivation,meta-learning capacity and creativity tendencies among Chinese baccalaureate nursing students

capacity and creativity tendencies among Chinese baccalaureate nursing students.Design:Cross-sectional study design.Methods:A convenient sample of 445 baccalaureate nursing students were surveyed in two universities in Tianjin,China.Students completed a questionnaire that included their demographic information,Achievement Motivation Scale,Meta-Learning Capacity Questionnaire,and Creativity Tendencies Scale.Pearson correlation was performed to test the correlation among achievement motivation,meta-learning capacity and creativity tendencies.Hierarchical linear regression analyses were performed to explore the mediating role of meta-learning capacity.Results:The participants had moderate levels of achievement motivation(mean score 2.383±0.240)and meta-learning capacity(mean score 1.505±0.241)and a medium-high level of creativity tendency(mean score 1.841±0.288).Creativity tendencies was significantly associated with both achievement motivation and meta-learning capacity(both P<0.01).Furthermore,meta-learning capacity mediated the relationship between achievement motivation and high creativity tendencies.Conclusion:The study hypotheses were supported.Higher achievement motivation,and meta-learning capacity can increase creativity tendencies of baccalaureate nursing students,and meta-learning capacity was found to mediate the relationship between achievement motivation and creativity tendencies.Nursing educators should pay attention to the positive role of meta-learning capacity in nursing students’learning,and make them more confident when they finish their studies.

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.

Creative Activity and the Development of Consciousness:A Discussion With Piaget and Rudolf Steiner

This study aims to discuss the possibility of becoming conscious of certain aspects of one’s own existence through creative activity.The discussion involves Piagetian constructivism and Steiner’s ideas about human development and is justified by the contribution of creative activity to the development of autonomy,according to Piaget,and to the development of an ethical individuality,according to Steiner.The participation of adults in sessions of creative process,as well as the questions posed after this activity,asking for the relationships between what they created and their life,is evidence of practices favourable to increasing the grasping of consciousness of self and of the process of developing an ethical individuality.

A Case on Improving Students’ Creative Thinking in a Reading Class

Nowadays improving students’ creative thinking has become more and more important in an English reading class.We can stimulate students’ creating thinking by asking and answering questions and improve students’ creating thinking by predicting,imaging or guessing.We can also develop students’ creative thinking by looking for the topic or the main idea and enrich students’ creative thinking by practicing.

THEY ARE SO CREATIVE!R—EPORT ON AN EXPERIMENT TO BRING OUT STUDENTS'CREATIVE POTENTIAL

One of the frequently heard complaints from TEFL teachers is that students are too passive inlearning the textbook used for the course of Comprehensive English,and that they seldom performcreatively in the class or in doing the homework assigned.The teacher may try very hard to stimulatethe students but still fail to see much progress.This situation has induced the author to design andcarry out an experiment in teaching the course of Comprehensive English.The experiment is aimedat proving the possibility that a larger and freer arena,arranged in a more interesting way can pro-vide a better chance for students to make use of their creative power in understanding and learningEnglish texts.The result is encouraging and proves the expectations of the author.The approachused in this experiment,however,should not be applied rigidly,but with a certain degree of flexibil-ity in terms of time arrangement,the texts to be used,the number of texts for a semester and thespecific forms of tasks.

差异教育:撬动拔尖创新人才培养的“阿基米德点”

在新一轮科技革命与产业革命浪潮下,拔尖创新人才在全球竞争格局中发挥着愈加关键的作用,培养拔尖创新人才自然成为世界各国教育的主要任务。拔尖创新人才培养不仅事关国家重大战略方针的贯彻,还是新时代高质量教育体系建设的题中应有之义,更是实现人才全面自由发展的重要抓手。差异教育作为一种承认差异、尊重差异并发展差异的教育模式,分别为拔尖创新人才培养提供了理念、方法与评价上的支撑,是撬动拔尖创新人才培养的“阿基米德点”。具体而言,以“差异育人”为中心的差异教育理念承认并尊重个体具备的不同优势、天赋与潜质,让教育者明白每个学生都可以在自己的创新领域成为“拔尖”人才;以“因材施教”为核心的差异教育方法,打破传统教学“设定标准”和“定向加工”的方法原则,契合了拔尖创新人才的培养模式,让每个学生都能长善救失,获得最佳发展;以“人尽其才”为主的差异教育评价标准,通过“多把尺子”为更多拔尖创新人才提供发展机会,促使拔尖创新人才源源不断地“冒出来”。为此,在拔尖创新人才培养的实践过程中,教育者有必要有机融入差异教育的理念主张,通过树立“尊重差异”的培养理念、创设“发展差异”的培养模式以及探索“多元包容”的评价体系,为拔尖创新人才培养提供差异教育支持。

少数民族大学生中华民族共同体意识培育路径探析

新的历史时代,以民族团结为主题的各民族共同发展已经成为中国式现代化建设的重要内容。加强少数民族大学生中华民族共同体意识建设,就要以辩证唯物主义和历史唯物主义的马克思主义科学理论为指导思想,以习近平总书记关于加强和改进民族工作重要思想的立场、观点和方法为培育抓手,发挥各方合力,共同促进少数民族大学生的中华民族共同体意识教育。具体应着力抓好以下几方面的工作:一要加大少数民族大学生马克思主义民族团结理论教育;二要促进少数民族大学生对习近平新时代中国特色社会主义思想关于民族论述的正确理解;三要加强对少数民族大学生社会主义核心价值体系的培育;四要落实“石榴红”项目建设,培养少数民族大学生干部队伍。最终,使少数民族学生真正成为拥护中国共产党领导、认同社会主义核心价值观的有为之士。

面向大学生创新能力培养的建构主义三段式问题教学法研究

为了培养大学生的创新能力,运用建构主义和知识学习三阶段论理论,采用问题提出教学法,结合问题哲学思想,创新性提出建构主义三段式问题教学法,将教学分为课堂前、课堂中、课堂后三个进程,分别进行学生自学、师生合学、师生研学。针对知识学习三阶段的不同学习目标,在三个阶段组织不同师生互动和学习活动,运用不同类型的问题发挥兴趣驱动作用、知识组织作用、情境迁移作用,达到建构知识、发展创新能力的目的。

Cultivation of Innovation Consciousness in English Graduation Thesis

This paper starts with the analysis of the lack of students'innovation consciousness in the topic selection,and aims to improve the teachers cultivation of students innovation consciousness in the process of students topic selection.Five guidelines:guide students to bring forth new ideas in“minor topic selection”,combine with the practical situation of the major,seek for innovation in the intersection of multiple disciplines,seek for innovation in previous research problems and seek for innovation in problem discussion.

基于统计过程的小学生“数据意识”培养探索

统计素养应是人们身处这个数据时代所必备的素养之一,而在大部分研究者看来,这一素养的养成需要建立在统计过程之上。从学生学习统计的角度出发,研究认为,统计过程应该包括问题与目的、数据收集、数据整理与表示、数据分析与解释、判断与决策五个方面。基于此,作为统计素养中的组成部分“数据意识”来说,它的培养需要突显真实性、选择性、交互性、批判性以及反思性等要义。鉴于此,“百分数”内容在“新课标”中的变化使其具有培养小学生“数据意识”的代表性,且在统计过程之下,研究认为可以通过基于真实情境引发统计问题、联结已知选择合适统计量、借助多元表征理解统计量、运用统计量对话判断与决策以及反思统计过程留有学习余地来促进“数据意识”的培养,进而为小学阶段相关统计内容的教学提供参考。

破除和谐师生关系景观化的迷思

和谐师生关系意指师生间、师生与教育环境间达成的协调统一关系。通过解放固有角色、注重发展过程、体会交互共生,构筑了和谐师生关系的理想样态。和谐师生关系能够促进学生整全发展,驱动教师个体成长,推动教与学的共同进步。但以“有意识的表演和作秀”为特征的景观化现象瓦解了师生关系异质性的发展内核,致使学生的主体性假象被推崇、师生关系的发展过程被虚化、师生关系的育人价值被遮蔽,偏离了和谐师生关系的真实向度。超越景观化现象需复归其中具体的“人”,除了从师生的内在视角提出可行方案,还需要家庭、学校、社会协力共助,通过唤醒师生主观意识与过程性思维,达到和谐师生关系的自主、自觉发展,在彰显育人价值、营造健康氛围的过程中走出和谐师生关系景观化的局限。

创新责任感量表在中国大学生群体中的初步修订

为了对Morrison和Phelps编制的创新责任感量表进行改编和修订,并考察其对中国大学生群体创新责任感水平测量的适用性,对1 886名大学生进行问卷调查,另对其中182名大学生在6个月后进行重测,采用大五人格问卷的尽责性分量表、大学生创新能力调查问卷作为效标进行检验。结果发现,探索性因素分析与验证性因子分析的数据结果都支持单因子结构模型;3个样本的内部一致性信度在0.911~0.924之间,6个月后的重测信度为0.832;相关分析结果显示,创新责任感与尽责性、创新能力显著正相关。结果表明修订后的中文版创新责任感量表的信度和效度均良好,可用作评估中国大学生创新责任感水平的测量工具。