Enhancement of Innovation Competence of College Students Majoring in Mathematics Education through Curriculum Optimization

The innovation competence of K-12 education teachers undoubtedly plays a crucial role in fostering the innovation abilities of their students.K-12 mathematics education equips students with the critical thinking and problem-solving skills essential for their future studies in colleges and universities,helping them grasp complex techniques to address challenges in everyday life and their careers.Therefore,it is of great significance to study strategies for improving the innovation competence of college students majoring in Mathematics Education,as they will likely become K-12 education mathematics teachers directly after graduating from colleges or universities.In this paper,we study strategies for enhancing the innovation competence of college students majoring in Mathematics Education through curriculum optimization.We analyze and explain in detail the importance of innovation competence for college students majoring in Mathematics Education and the difficulties encountered in enhancing college students’innovation competence.With the help of the analysis of the importance and challenges of enhancing college students’innovation competence,we propose several strategies to improve the innovation competence of college students majoring in Mathematics Education based on curriculum optimization.The findings presented in this paper can be applied to develop strategies for college students majoring in Physics and Chemistry Education.

Current Status of Key Competencies among Medical Students: A Latent Profile Analysis

The purpose of this study was to understand the overall level of key competencies of medical students and explore the potential profile of key competencies, promoting quality education, and improving the quality talent cultivation in medical colleges. A stratified random sampling method selected 734 medical students from four medical colleges in Chongqing Province of China. A general information questionnaire and a key competencies survey questionnaire were used to conduct the survey. The overall score and scores of each dimension of key competencies were analyzed. Latent profile analysis was conducted to classify the key competencies of medical students and compare the distribution differences of demographic variables among different categories. The results showed that 26% of medical students have never heard of the concept of key competencies, and 59% of them are not familiar with the content related to key competencies. The score of key competencies is 3.66 ± 0.60, with the highest score in the dimension of responsibility and the lowest score in the dimension of humanistic accomplishment. The latent profile analysis classified them into three categories: “low key competencies group (14.71%)”, “medium key competencies group (36.79%)”, and “high key competencies group (48.50%)”. The R3STEP regression analysis results showed statistically significant differences in educational level and whether they served as student cadres among different key competencies categories of medical students. This paper discusses three different potential key competencies categories among medical students, and the overall level of key competencies is relatively good. However, medical students lack a comprehensive and systematic understanding of key competencies. Humanistic accomplishment, healthy living, and practical innovation are the three dimensions with lower scores and should be given more attention. Medical colleges should integrate the concept of key competencies into teaching and implement it in medical practice to cultivate more high-quality medical talents for society.

Chinese University Students’Self-evaluation in Core Competences for the 21st Century

This study aimed to explore university students’perceptions on the possession of core competencies for the 21st century.A crosssectional survey research using a self-report questionnaire involving 40 Likert-type items was used to collect data from 5,042 university students in China who voluntarily participated.Analysis with Rasch rating scale model found the data fitted the Rasch model well.The results showed that Chinese university students considered themselves as having acquired most of the competencies to some extent,especially in Character and Civic Literacy and Interpersonal Communication,but less so in Global and International Perspective and Creativity and Problem Solving.

Implementation of an international medical student pen-pal club:survey outcomes of perceptions in cultural competency and global health

Background:Pen-pal clubs(PPC)are used worldwide for students to learn about different cultures and other skillsets without the need for travel.Many medical students are interested in global health opportunities abroad but costs,scheduling,and other barriers allow few to participate in such experiences.It is important that medical students have nuanced global medical perspectives and can contribute to the global medical community.Objective:The purpose of this study is to demonstrate that an international medical student PPC improves medical students'perspectives of cultural competency and global health engagement.Methods:In 2021,a novel medical student PPC was established that began between an American and Japanese medical school.Following a shareholders meeting,it was decided that the number of medical schools involved globally be expanded through previous institutional affiliations and online presences.In total,the club connected 50 American medical students and 52 medical students from 17 high-and middle-income countries.The primary form of communication was online;pen-pals were encouraged to communicate monthly using provided topics,although frequency and way of communication was their discretion.In February 2022,American PPC members were emailed a qualitative survey to assess the PPC's impact.Results:The survey was completed by 42%of American PPC members,95%of which were 22-26 years.Participants were preclinical medical students,60%whom were female and the majority either white(47%)or Asian(43%).Overall,the PPC positively influenced American medical students'perception of global medicine,medical education,and their cultural competency after joining the PPC compared to prior(P=0.004).Conclusion:PPCs encourage medical students to think from a global perspective and foster open-mindedness within varying social and cultural contexts.Having a global communication platform for students during medical school education may be an additional way to train aspiring global leaders.

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.

College English Teaching Based on the Theory of Core Competencies

The core competencies of college students can influence their further learning,employment,and personal development.This paper explores college English teaching from the three aspects of core competencies:cultural foundation,self-development,and social participation.Adapting to the challenges posed by the new era for the cultivation of foreign language talents,the paper aims to improve students’cultural literacy,independent learning,the ability of problem discovery and problem solving,and critical cultural thinking,so as to make them more competitive in employment and entrepreneurship.

Exploring internship nursing students’ perception of gerontological nursing competencies: A descriptive study at Cairo University Hospitals

Objective:This research study explores the perceptions of gerontological nursing competencies,attitudes toward older individuals,and the willingness to provide care for the elderly among internship nursing students.Materials and Methods:A convenience sample of 350 internship nursing students from Cairo University Faculty of Nursing participated in the study.Data were collected using a set of comprehensive tools,including personal data and work experience assessment,the Hartford geriatric nurse competency tool,Kogan’s attitudes toward old people scale,and the modified elderly patient care inventory.Results:Descriptive analysis revealed balanced gender representation,with 60%identifying as female.Seventy percent of participants reported prior experience in gerontological care.Self-assessed competency scores indicated moderate proficiency in communication,physiological changes,and functional status assessment.Areas such as pain management and restraint use demonstrated potential gaps in self-perceived skills.Attitudes toward older individuals were predominantly positive,and the willingness to provide care showed positive tendencies,with a minor degree of hesitation noted.Conclusion:The findings underscore the need for targeted interventions in nursing education to address competency gaps,enhance positive attitudes,and alleviate potential hesitations in caregiving for older individuals.As the elderly population continues to grow,nursing education programs must prepare future practitioners to deliver comprehensive and compassionate care tailored to the unique needs of older adults.

Core competencies and perceived training needs of nurses in the background of Internet plus nursing service:a qualitative descriptive study

Background:The Internet plus nursing service program is being piloted in China,which has become a new home nursing service model led by nurses.To enable safe and effective homecare service delivery,nurses working in the program need a high level of competency.However,the content of these core competencies and the training needs of nurses for Internet plus nursing services are still unknown.Aim:To describe nurses’perceptions of core competencies and training needs to work in the Internet plus nursing service program,thereby providing a reference for the development of training programs.Methods:A qualitative descriptive study using semi-structured interviews was conducted on 15 nurses with experience of working in the Internet plus nursing service program.Interviews were audio-recorded and transcribed verbatim,and the data were analyzed using thematic analysis.Results:Core competencies involved comprehensive assessment competence,direct care practice competence,health education and consulting competence,risk estimation and response competence,and communication competence.Training needs involved complex operational items,knowledge of chronic disease management,professional communication,risk identification and response,nursing standards,norms,and procedures,and utilization of information technology.Conclusions:The training system may be developed based on nurses’core competencies and their training needs to promote professional development of the Internet plus nursing service.

Cultivation of Students’Four Core Competencies in American English Class

In the 21^st century,students’core competencies will be the main competitive factors in a fast-changing society.Stu⁃dents will benefit a lot from them in their future job hunting and life-long learning.Developing their students’competencies be⁃comes a first and foremost task in American English class.

On the Cultivation of Chinese Middle School Students’English Communicative Competence

In order to cultivate middle school students’English communicative competence,CLT has become an influential ap⁃proach.Some ways need to be adopted such as reform of teaching materials,transformation of English teachers’role and change of students’role and testing system.

Validation of the index for the core competence of nurses leading discharge planning for older patients in China

Objective:With the continuous advancement of aging in China,the number of older inpatients has increased sharply.Older patients have a high demand for planning their discharge services.Nurses serve as the leader of discharge planning for patients;there is a lack of reliable evaluation tool to evaluate the core competitiveness of nurses who implement discharge planning for older patients in China.The purpose of this study was to validate the index for the core competence of nurses who lead discharge planning for older patients developed by a project team through the Delphi method in the early stage.Methods:A cross-sectional questionnaire survey with 3-stage stratified sampling was used to select 1075 nurses from 17 public general hospitals in Ningxia,China.Results:The index consists of 4 first-level indicators,13 second-level indicators,and 57 third-level indicators.The results show that 57 third-level indicators had good discrimination.With exploratory factor analysis(EFA),4 common factors that explained 72.79%of the total variance were extracted.The Cronbach's a was 0.98,and the retest reliability within a 14-d interval was 0.86.The confirmatory factor analysis(CFA)results show that the fit of the index structure was good.The criterion validity was 0.73.Conclusions:The index presented excellent psychometric proper ties and can be used to measure the core competence of nurses in implementing discharge planning for older patients in China.

Comparing Basic Social Competencies among Nursing Students before and during the Pandemic

Background: Due to the COVID-19 pandemic, the practical curriculum in over 80% of Japanese nursing universities is shorted. The study aimed to clarify the change in basic social competencies among nursing students by comparing their scores before and during the pandemic. Method: Retrospective data from 235 responses from 3rd-grade nursing students were analyzed. The data were separated into two groups—158 respondents before-pandemic and 77 respondents during-pandemic. Respondents were asked to complete a measurement scale two months after the beginning of the 3rd-grade module. Results: Our results showed the during-pandemic group’s averages were higher than the before-pandemic group’s. During the pandemic, nursing students using home-based online learning could not self-evaluate accurately because they could not practice in the field. Conclusion: Nursing students who were studying during the during-pandemic self-assessed themselves higher than those who were studying during the before-pandemic because they could not compare with the other students, and the results showed that misunderstandings may arise.

Effect of “Four Passes” Training and Assessment of Nurse Specialty Knowledge on the Cultivation of Core Competence of Clinical Nurses

Background: With the development of high quality nursing service, hospitals put forward higher requirements for nurses’ service level. In recent years, the number and quality of specialized nurses remain to be improved despite the remarkable achievements in the construction of specialized nurses. Objective: This study intended to explore a standardized training mode for nurses oriented by training and assessment of nursespecialty knowledge and to summarize the practical experience of this mode. Methods: The training and assessment program was formulated by starting from the objectives of training clinical front-line nursing staff in our hospital, and the standard training and assessment were carried out from four aspects: the specialized disease knowledge, the condition observation and reporting ability, emergency and severe disease nursing, and perioperative accelerated rehabilitation guidance. These four items are hereinafter referred to as “Four Passes” training and assessment, and it was practiced in the assessment and training of nurses in our hospital from 2020 to 2022. Results: A total of 915 front-line caregivers were surveyed in our study, including 772 nurses and 143 doctors. After two years of implementation, the self-evaluation of nurses increased from (2.96 ± 0.79) points to (3.64 ± 0.78) points, and the evaluation score by doctors increased from (3.94 ± 0.74) points to (4.26 ± 0.72) points. The core competence of specialty increased from (69.22 ± 16.53) points to (85.42 ± 14.44) points. The scores of all dimensions after training were higher than those before training, with statistical significances. Conclusion: The “Four Passes” training and assessment of nurse specialty knowledge can fully mobilize the enthusiasm of managers and nurses in all departments, ensure solid specialty knowledge, improve nurses’ core competence, improve nursing quality, and create a harmonious relationship between nurses and patients as well as between doctors and patients.

Effectiveness of experiential teaching method on the development of nursing students’skill competence:a systematic review and meta-analysis

Objective:Skill competence is essential for nursing students and experiential teaching method has become increasingly popular in China’s nursing education.To systematically evaluate the effects of experiential teaching method on the development of nursing students’skill competence,and to provide evidence for nursing education.Methods:The China National Knowledge Infrastructure,VIP,Wanfang Data,PubMed,and Web of Science databases were searched from their inception until November 28,2019.We screened the studies according to inclusion and exclusion criteria,extracted the data,and assessed the quality.Then,a meta-analysis was conducted.Results:Totally 15 studies were included,and 1,633 nursing students were analyzed by Review Manager5.3 and Stata15.1 software.The results show that the experiential teaching method can significantly improve nursing students’nursing skills such as training(SMD=1.05,95%CI:0.95–1.16,P=0.000),learning interest(ES=0.93,95%CI:0.79–1.06),ability to analyze and solve problems(ES=0.75,95%CI:0.55–0.94),ability to judge and innovative thinking(ES=1.01,95%CI:0.77–1.25),abilities of understanding and perception(ES=0.59,95%CI:0.34–0.83),and teaching satisfaction(ES=1.26,95%CI:1.13–1.4).Conclusions:The results suggest that the experiential teaching method is more effective for the nursing students’skill competence than traditional teaching in China.However,due to the heterogeneity and bias risk,a large sample and high-quality studies are needed in future to confirm its effectiveness.

The Effect of Reflective Learning on Childbirth Care Competence of Midwifery Students

Background: The skills of midwives in childbirth care competence are still inadequate. This problem is influenced by limitation experience of midwifery students of childbirth care in the field of practice area. That condition related to the proportion of midwifery students and case of childbirth woman was an imbalance. Midwifery students must prepare this competence in an education with childbirth care experience from practice in the laboratory and in the field of practice. Reflective learning is an appropriate learning method that uses experience as the basis of learning to improve childbirth care competence of midwifery students. Objective: This study is to analyze the effect of reflective learning implementation in childbirth care practice to improve students’ competence. Method: This research uses quasi-experimental design with non-equivalent control group design. The respondents were midwifery students in the fourth semester who had experienced the theory of childbirth care. There were totally 64 samples, 34 samples for treatment group and 30 samples for control group. Data were analyzed by using unpaired t test, Mann Whitney U and linear regression. Results: The respondents were homogeny in motivation and grade point of average (GPA). The improvement of childbirth care competency is influenced by treatment of 19.064 with R2 = 57.7%. Conclusion: The implementation of reflective learning in childbirth care practice affected the improvement of students’ competence.

Multidimensional Rasch Analysis of Twentyfirst Century Core Competencies--Perspective of University Students in China

This study aimed to explore university students'perceptions on the importance of core competencies for the 21st century.A crosssectional survey research using a self-report questionnaire involving 48 Likert-type items was used to collect data from 869 university students in China who voluntarily participated.Multidimensional analysis with Rasch rating scale model found the data fitted the Rasch model well.The results showed that Chinese university students placed strong importance on the majority of competencies listed in the modified questionnaire of 21st Century Core Competencies for Higher Education,especially in competence groups of Interpersonal Communication and Character and Civic Literacy but less so in those of Creativity and Problem Solving and Global and International Perspective.

Intercultural Competence Development of Chinese Students After a Short-Term Study Abroad Experience

This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.

A Study on Pragmatic Competence in Using Apologies by Medical College Students

Apology becomes the focus in the field of pragmatics.As future caregivers,learning how to use English apologetic expressions is essential for the medical college students,especially in the present day of globalization.This thesis is an effort to analyze a full and accurate data on a test about the use of“I’m sorry”and“Excuse me”and a questionnaire survey about learning of“I’m sorry”and“Excuse me”,aiming at investigating the similarities and differences in using“I’m sorry”and“Excuse me”among Chinese medical college students.

Civil Engineering Students'English Metacognitive Strategies,Autono-mous Learning Competence and ListeningPerformance

In order to improve Englishlistening more effectively, the application status of metacognitive strategies and autonomouslearning competence is exploredbased on a questionnaire investigation among 120 civil engineering major in BJUT. The methods of correlation analysis and an independent sample t-test are employed.The results indicated that 1) their metacognitivestrategies, and the planning, monitoring strategy have positive significant correlations with the students'listening performance and listening auton-omous learning competence;2) There are significant differences in the use of metacognitivestrategies,the level of autonomous learn-ing competence between different levels of listening performance;3) The more accuracy of self-judgment is, the higher level Eng-lish listening performance is.

Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

Objective: The objective of this study was to evaluate the perceptions of students, lecturers, nurses and clinical lecturers regarding the ability of the National Clinical Final Examination (NCFE) to assess clinical competence, and whether the assessment was consistent with the qualifications for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. The NCFE is divided into two parts (written and bedside) and aims to evaluate third-year nursing students’ clinical competence. Methods: Data were collected at 10 universities using study-specific questionnaires. The total response rate was 84% (n = 1652). Results: The clinical lecturers indicated that there was a need for improvement in the written part of the examination in order to adequately assess clinical competence. Regarding the bedside part the clinical lecturers, nurses and students perceived that the bedside part of the examination assessed whether the student had the clinical competence required by a newly registered nurse. Conclusion: The two-part examination described in this study was perceived as useful for assessing clinical competence and for the qualification requirements for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. However, especially the written part requires further development. The model and form of assessment ought to be applicable to graduate nursing programme internationally.