Challenges Experienced by Nurse Educators in Promoting Acquisition of Clinical Reasoning Skills by the Undergraduate Nursing Students: A Qualitative Exploratory Study

Background: Clinical reasoning is an essential skill for nursing students since it is required to solve difficulties that arise in complex clinical settings. However, teaching and learning clinical reasoning skills is difficult because of its complexity. This study, therefore aimed at exploring the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: A qualitative exploratory research design was used in this study. The participants were purposively sampled and recruited into the study. Data were collected using semi-structured interview guides. Thematic analysis method was used to analyze the collected data The principles of beneficence, respect of human dignity and justice were observed. Results: The findings have shown that clinical learning environment, lacked material and human resources. The students had no interest to learn the skill. There was also knowledge gap between nurse educators and clinical nurses. Lack of role model was also an issue and limited time exposure. Conclusion: The study revealed that nurse educators encounter various challenges in promoting the acquisition of clinical reasoning skills among undergraduate nursing students. Training institutions and hospitals should periodically revise the curriculum and provide sufficient resources to facilitate effective teaching and learning of clinical reasoning. Nurse educators must also update their knowledge and skills through continuous professional development if they are to transfer the skill effectively.

Assessing the Levels of Clinical Reasoning Skills Using Self-Assessment of Clinical Reflection and Reasoning in Undergraduate Nursing Students: A Descriptive Comparative Study

Background: Clinical reasoning is a critical cognitive skill that enables undergraduate nursing students to make clinically sound decisions. A lapse in clinical reasoning can result in unintended harm to patients. The aim of the study was to assess and compare the levels of clinical reasoning skills between third year and fourth year undergraduate nursing students. Methods: The study utilized a descriptive comparative research design, based on the positivism paradigm. 410 undergraduate nursing students were systematically sampled and recruited into the study. The researchers used the Self-Assessment of Clinical Reflection and Reasoning questionnaire to collect data on clinical reasoning skills from third- and fourth-year nursing students while adhering to ethical principles of human dignity. Descriptive statistics were done to analyse the level of clinical reasoning and an independent sample t-test was performed to compare the clinical reasoning skills of the student. A p value of 0.05 was accepted. Results: The results of the study revealed that the mean clinical reasoning scores of the undergraduate nursing students were knowledge/theory application (M = 3.84;SD = 1.04);decision-making based on experience and evidence (M = 4.09;SD = 1.01);dealing with uncertainty (M = 3.93;SD = 0.87);reflection and reasoning (M = 3.77;SD = 3.88). The mean difference in clinical reasoning skills between third- and fourth-year undergraduate nursing students was not significantly different from an independent sample t-test scores (t = −1.08;p = 0.28);(t = −0.29;p = 0.73);(t = 1.19;p = 0.24);(t = −0.57;p = 0.57). Since the p-value is >0.05, the null hypothesis (H0) “there is no significantno significant difference in clinical reasoning between third year and fourth year undergraduate nursing students”, was accepted. Conclusion: This study has shown that the level of clinical reasoning skills of the undergraduate nursing students was moderate to low. This meant that the teaching methods have not been effective to improve the students clinical reasoning skills. Therefore, the training institutions should revise their curriculum by incorporating new teaching methods like simulation to enhance students’ clinical reasoning skills. In conclusion, evaluating clinical reasoning skills is crucial for addressing healthcare issues, validating teaching methods, and fostering continuous improvement in nursing education.

Analysis of the Impact of Inductive Reasoning on the Mathematical Thinking Style of Deaf and Hard-of-Hearing Students

In this paper,we combine the teaching and learning situation of deaf and hard-of-hearing students in the Linear Algebra course of the Computer Science and Technology major at the Nanjing Normal University of Special Education.Based on the cognitive style of deaf and hard-of-hearing students,we apply example induction,exhaustive induction,and mathematical induction to the teaching of Linear Algebra by utilizing specific course content.The aim is to design comprehensive teaching that caters to the cognitive style characteristics of deaf and hard-of-hearing students,strengthen their mathematical thinking styles such as quantitative thinking,algorithmic thinking,symbolic thinking,visual thinking,logical thinking,and creative thinking,and enhance the effectiveness of classroom teaching and learning outcomes in Linear Algebra for deaf and hard-of-hearing students.

The Reasons of Students’ Difficulty in Improving Their Listening in China

With the promoting of world integration,the role of English listening and speaking is becoming more and more important.English listening is attached more importance to in higher education.Although many universities and college students take different measures to improve the students’English listening abilities,it is found that it is difficult to improve the students’English listening abilities effectively.This article will analyze the reasons of students’difficulty in improving their listening in the aim at discussing the measures to improve the students’listening effectively with other educators.

On High School Students’Silence in English Classroom

With the rapid development of China and its frequent exchanges with the outside world,the importance of oral English has become more and more prominent.However,most high school students keep silent in English classes.It will not only lead to the emotional frustration of the teachers,but also impede the development of students’comprehensive abilities in English.So it is necessary to analyze the major reasons and find out some effective solutions.

Analysis of the Increasing Interest of Foreign Students to Study in China

该文运用图表等形式对近些年来华留学人员的情况进行了总结,发现其数量、地区分布等呈现逐年递增的趋势。通过分析得出,这一状况与我国学术氛围的增强、高等教育的发展进步,以及政府的大力支持有关。同时,通过数据的比较发现,在国际范围内,存在对我国高等教育发展的认识不均衡的现象,这对高校等相关部门提出了新的要求。

基于Reason模型给药错误不良个案分析

由于护生在临床实习阶段缺乏经验,与护生相关的护理不良事件频频发生。Reason提出的组织事故模型指出,在不良事件中,虽有一部分来自个人的疏忽或技术的不良,但是更大部分来自系统、程序、工作环境中的潜藏失误。本文运用Reason模型,对一例护生临床实习期间经历的护理给药错误不良事件进行分析,寻找出事件背后潜在的环境与组织漏洞,并提出相关对策,以避免类似事件再次发生。

Toward a Realization of Teaching Principles in Oral English Class:Helping Student Set up Confidence in Speaking English

Speaking is a productive skill which is completely living in the en-couragement of communicative efficiency.Comparatively Chinesestudents are quiet and shy.One of the reasons is that they don’t haveadvantage in speaking.They are afraid of making mistakes.

Reasons to pursue a career in medicine:a qualitative study in Sierra Leone

Background:Many low-income and crises-affected countries like Sierra Leone struggle with the recruitment and retention of their health professionals,particularly nurses and doctors.There are multiple factors that influence the‘recruitment to retention’pipeline.The first stage of an exploration into the issues influencing the availability of qualified health care workers may focus on the aspects which influence their entry into relevant educational programmes.This paper explores the reasons given by junior doctors in Sierra Leone for wanting to become a doctor.It also describes entry procedures into undergraduate medical education.Methods:In-depth interviews were conducted with purposively sampled junior doctors(n=15)from the only medical school in Sierra Leone in October 2013.Digital diaries and two follow-up interviews were used to explore their evolving career experiences and aspirations until November 2016.In addition,semi-structured interviews with key informants(n=20),including senior teaching staff at the medical school(n=7),were conducted.Thematic analysis was used to explore linkages and themes across cases.Results:Six themes were identified.The most commonly mentioned reasons for wanting to become a doctor were a desire to help(theme 4)and the influence of family and friends,via role modelling(theme 2)and verbal encouragement(theme 3).Other motives were an interest from a young age(theme 1),being attracted by the job prospects(theme 5),and having an intellectual and science capacity(theme 6).Junior doctors gave at least two and up to six reasons for applying to enter the medical profession.Doctors were allowed entry to the medical school largely based on their previous academic performance.Conclusions:This study showed that multiple reasons underlie the decision to apply for entrance to medical school and the decision to enter medicine is complex.These findings may inform the review of future admission procedures by the medical school in Sierra Leone and similar settings,which is a crucial step in addressing the human resource needs for healthcare that currently exist.

ADI模式下培养物理师范生科学推理能力实证研究

当下培养师范生科学推理能力的课程往往脱离真实的科学探究,基于此,本研究对A师范大学物理师范专业“物理实验教学能力训练”课程进行了改革,引入论证驱动(argument-driven inquiry,简称ADI)的教学模式。在师范生进行了一学期的学习后,应用认知网络分析法分析了他们科学推理能力的变化情况。结果表明,本教学模式可以很好地提升师范生的科学推理能力。这为在真实科学探究活动中培养师范生的科学推理能力、提升师范生的素质提供了一个可行方案。

情景模拟教学法在我国医学生教育中的应用现状与展望

情景模拟教学法通过模型、设备、人机交互以及标准化患者等手段,能够高度还原临床医学中的工作场景,有效达成既定的学习目标。这种教学模式不仅有助于提升学生的临床技能,还能激发他们的学习积极性和解决问题的能力。在中国,情景模拟教学法已逐步在临床医学本科生和住院医师规范化培训中得到应用。文章回顾了情景模拟教学法在各个学科中的应用现状,强调其在未来青年医师培养中潜在的重要教学价值。通过这种教学方法,学生能在模拟的真实环境中实践临床技能,有效准备面对实际医疗场景中的挑战和复杂情况。未来,情景模拟教学法将进一步提升医学生和医师的专业水平,为其职业发展奠定坚实基础。

当代大学生消费价值观引导探究

大学生正处于从学校向社会发展的过渡期,是一类特殊的消费群体,他们消费价值观的正确与否都会转化为相应行为,对社会发展产生重要影响。如今以积极向上、适度合理的消费价值观为主,但也不乏存在部分盲目攀比、畸形不当的过度消费观念。对待当代大学生消费价值观出现的问题,应从个人、家庭、高校和社会四个层面出发,探索大学生树立正确价值观的多维途径,实现当代大学生的全面发展。

智力障碍学生书面语句法偏误原因与对策分析

智力障碍学生书面语表达中存在句法偏误问题,原因主要在于,教师句法教学存在不足之处;智力障碍学生句法学习能力相对较弱;家长对待家校合作的态度不积极;汉语句法知识较难掌握。为此,需要重视职后教育,多途径提升教师专业能力;创新教育形式,多角度培养学生句法学习能力;转变家长观念,多方位发挥家校协同育人作用;优化知识体系,多渠道构建句法知识结构框架。

青年群体的情感宣泄与社交角色管理——基于大学生微信小号的调研

聚焦于微信平台上大学生使用小号的现象,通过对10位拥有微信小号的大学生进行深度访谈,探讨大学生群体如何在高度普及的社交应用中寻求隐私、身份构建与自我表达的新途径。研究发现:微信小号的使用不仅反映了大学生对“情境崩溃”的应对策略,以及以他人为对象的私人情境的情感联结需求,而且也加深了大学生以自我为对象的内省与自我认同探索,为个体提供了一个后台式的自我放松空间,通过私人情境的社会互动“工具化”,调整了他人对自我的认知。大学生使用微信小号能够赋予现实自我与社会自我新的个体意义,折射出当下大学生社交互动的创造性与个体化发展。

娄底市中学生电子烟使用现状及心理原因调查

了解娄底市中学生电子烟使用情况及心理原因,可为校园控烟工作提供依据。采用整群随机抽样方法,对娄底市中学生电子烟使用情况进行问卷调查。结果显示:娄底市中学生的电子烟知晓率为74.20%、尝试率为9.43%、使用率为3.31%,未来使用倾向率为5.62%;男生、职高生、每周零用钱较多的学生(多于60元)、成绩差的学生(主观认知)、来自单亲家庭的学生、留守儿童、有家庭成员或好朋友吸电子烟的学生、自身吸烟的学生电子烟使用风险较高,属于电子烟使用的高危人群;电子烟使用行为的心理原因有:电子烟低危害认知、高情感诱惑、高情绪困扰;高情感诱惑(OR=5.86)、高情绪困扰(OR=3.96)、电子烟低危害认知(OR=3.23),都是中学生未来使用电子烟的危险因素。因此,娄底市中学生的电子烟流行现状不容乐观,延续了国内外电子烟使用的上升趋势。

不同教学法对护生临床推理能力提升的贝叶斯网状分析

目的采用贝叶斯网状Meta分析方法评价不同教学法对护生临床推理能力提升的效果。方法检索PubMed、Cochrane library等数据库中的相关文献。结果与传统教学法相比,情景模拟教学法、团队教学法、虚拟仿真教学法均可显著提高护生临床推理能力(P<0.05)。结论情景模拟教学法、团队教学法、虚拟仿真教学法的教学效果均优于传统教学法,团队教学法在提高护生临床推理能力方面最具优势,值得推广应用,但在教学工作中应根据实际条件选择相应的方法。

大学生手机依赖与认知推理能力的关联性研究

目的 探讨大学生手机依赖与认知推理能力的关系,为引导大学生科学使用手机提供依据。方法 本研究于2022年5—7月采用手机依赖成瘾指数量表(Mobile Phone Addiction Index, MPAI)和瑞文标准推理测验(Raven's Standard Progressive Matrices, SPM)对新疆生产建设兵团某高校的1 371名大学生进行问卷调查。结果 有56.4%的大学生存在手机依赖情况。手机依赖总分和比较推理能力、抽象推理能力、两项总分均呈负相关。手机依赖的失控性维度和戒断性维度得分和认知推理能力相关指标均呈负相关(P<0.05)。男性和成绩排名靠前的大学生手机依赖与比较推理能力、抽象推理能力和两项总分均呈负相关;居住在农村和每月生活费<1 000元的大学生手机依赖与比较推理能力和两项总分均呈负相关。结论 大学生手机依赖程度与其认知推理能力呈负相关,即手机依赖程度越高,认知推理能力越低。手机依赖对大学生带来的危害不容忽视,亟待进一步开展更深入研究探讨相关机制。

大学生心理健康教育中网络成瘾的原因与对策研究

随着互联网的普及,一些大学生对网络使用不当,出现网络成瘾的问题。网络成瘾严重影响着大学生的身心健康和学业发展。文章首先分析网络成瘾的内涵,探讨大学生网络成瘾的内部原因和外部原因,然后提出高校开展大学生心理健康教育,有效应对网络成瘾问题的对策,包括采取有效的预防措施、采用合理的治疗方案、注重长期跟踪与评估等,以期为广大高校教育者提供参考和借鉴,提高大学生心理健康水平。

关注高校贫困生:问题、原因与对策

20世纪 90年代中期以来 ,我国高校贫困生人数和比例迅速增长 ,贫困生问题日益突出。这不仅严重影响了贫困生的正常生活、学业 ,而且引发越来越多的家庭和社会问题 ,制约了我国高等教育和基础教育事业的健康发展。本文在对当前我国高校贫困生问题的现状和原因进行深入分析的基础上 ,从政府、高校和社会三个层面提出了切实解决贫困生问题的对策 ,其中政府统筹、政策导向 ,尽快完善贷学金制度是解决问题的根本。