Exploration on Teaching Reform of Medical Functional Experimental Science for International Students

Medical Functional Experiment Science, a bridge between basic medicine and clinical medicine, integrates classical experimental teaching contents of three courses including physiology, pathophysiology and pharmacology. This course not only helps students to verify and reinforce theoretical knowledge, but also cultivates their capability of scientific thinking to discover and solve problems. Based on the characteristics of international students and current situation of the teaching platform in the laboratory at Yangtze University, this paper discusses a series of problems in the Medical Functional Experiment Science teaching for international students and puts forward some measures for teaching reform including optimizing experimental content, innovating experimental teaching methods and establishing effective experimental evaluation mode, in order to cultivate more international medical students with innovative ability.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Problems-Based Learning during COVID-19 Pandemic: Experiences by Nursing Students

Introduction: Problems-based learning (PBL) methodology seeks challenges in the daily life context, where students protagonise their own learning using new technologies as the ideal means to find updated and adequate information, for its processing and dissemination towards a better active and participative role. The aim was to analyze the usefulness and importance of PBL, as a strategy of significant learning in daily experiences of nursing students during the COVID-19 pandemic. Method: The study was qualitative and phenomenological, with 15 informant students of the Module “Attention to addictions in the health area” aged 20 - 25 years, enrolled in the sixth semester of nursing from a public university. Data were collected through oral testimonies, texts, and semi-structured interviews of relevant aspects to them in their everyday life facing the COVID-19 pandemic, telling their experiences. Students signed an informed consent, and the qualitative analysis followed De Souza Minayo. Results: Four categories emerged: Category 1. Students’ experiences along pandemic;1.1, Positive experiences;1.2, Negative experiences. Category 2. Students’ knowledge and abilities for self-care along pandemic. Category 3. Abilities to promote problem solving. Category 4. Impact and usefulness of PBL in students’ experiences for health education;4.1, Positive impact of PBL;4.2 Negative impact of PBL. Conclusion: PBL is very useful for significant learning. It opens knowledge, developing skills to face, support, debate, evaluate and make decisions;it does incorporate critical thinking and problem solving. PBL does encourage collaborative work.

Nursing students’ experiences of caring for dying patients and their families: a systematic review and meta-synthesis

Objective: Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students' experiences would enhance teachers' ability in helping students. This study aims to describe available evidence about nursing students' experiences when caring for dying patients and their families.Methods: A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were nursing students, experience, care, end-of-life, and dying. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis.Results: Eighteen English and two Chinese studies were selected in this review. Four themes were emerged:(1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients.(2) Students with the patients' families: students advocated more caring for patients' families.(3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students.(4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings;students experienced professional and personal development during the caring for dying patients.Conclusions: Nursing students' abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.

Educational Experiences of Undergraduate Male Nursing Students: A Focus Group Study

Background: The educational experiences of undergraduate male nursing students in developing countries such as Jordan have yet to be fully investigated in the literature. Purpose: The purpose of this study was to explore the educational experiences of Jordanian undergraduate male nursing students. Methods: A qualitative research design using inductive content analysis approach was used to explore educational experiences of undergraduate male nursing students at a prominent public university. Focus group interviews were used to obtain information of an interactive, conversational nature from male nursing students and to gain in-depth insight regarding their educational experiences. Twenty undergraduate male nursing participants representing the four academic levels of a nursing program were recruited. Four focus groups ranging between 4 - 6 students were used to gather data. Inductive content analysis was used. Results: Three themes emerged from this study: “nursing: a deliberate choice”, “nursing is wonderful yet challenging”, and “nursing is not for men”. Students articulated that they deliberately chose to study nursing and to enter this academic field. Participants indicated that studying nursing was a wonderful experience that was intertwined with several challenges. Students from different levels explicitly emphasized that they were challenged and bombarded with enduring negative stereotypes and negative societal views regarding males in nursing. Conclusions and Implications: Findings illustrated that educational experiences of undergraduate male nursing students varied between wonderful experiences upon deliberate entry into nursing programs to enduring negative stereotypes and views regarding male nurses. Nursing educators are expected to comprehend the educational experiences of their students, particularly male students, and provide counseling, role-modeling and support as needed. Additionally, nurse educators should encourage all students to manage gender related problems by emphasizing a nurse’s role identity without gender segregation or discrimination.

Dementia-related contact experience,attitudes,and the level of knowledge in medical vocational college students

BACKGROUND Dementia is a severe neurological and psychological disease that occurs in older adults worldwide.The knowledge and attitude of medical-vocational college students play an important role in supporting primary healthcare systems.AIM To investigate the level of knowledge,contact experience,and attitudes toward dementia among medical-vocational college students in China.METHODS A cross-sectional survey was conducted,and 3-year medical and medical-related students from eight vocational colleges in Anhui province were recruited.The contact experience,attitudes,and knowledge level of students toward dementia were assessed using a questionnaire designed according to the Chinese version of the Alzheimer’s Disease Knowledge Scale(ADKS).RESULTS A total of 2444 medical and medical-related students completed the survey,of whom 86.7% of respondents had interests and concerns regarding Alzheimer’s disease(AD),and 29.2% of respondents had experiences of contact with dementia patients.Overall attitudes toward dementia were negative.Only 35.4% of students were interested in participating in the caregiving of dementia patients.The mean score of students’ knowledge about AD as assessed by the ADKS was 21.16(standard deviation,3.43) out of 30.CONCLUSION Dementia-related knowledge of medical-vocational college students was at a medium level,and their overall attitudes toward dementia were negative.

A Bifactor Analysis Approach to Construct Validity and Reliability of the Affective Exercise Experience Questionnaire among Chinese College Students

Affective exercise experience as an emerging theoretical concept has great potential to provide a more nuanced understanding of individual factors that influence exercise behavior.However,concerning the Affective Exercise Experiences(AFFEXX)questionnaire,it has not been examined yet whether the structural score of the AFFEXX is a useful index to predict physical activity(refers to any bodily movement produced by skeletal muscles that requires energy expenditure).Furthermore,there is currently a gap in knowledge regarding the psychological mechanisms that can explain the relationship between affective exercise experiences and the level of physical activity(PA).In order to adress these gaps in the literature,we conducted two studies among Chinese collge students that aimed(i)to investigated whether the total score of the three AFFEXX-C constructs(antecedent appraisals,core affective exercise experiences,and attraction-antipathy towards exercise)is a relaible indicator that can be utilized in research and pratical settings and(ii)to evalute the specific psychological mechanisms that can explain the relationship between affective exercise experience and PA.In Study 1,we recruited 801 voluntary Chinese college students for bifactor and correlational analyses.In Study 2,875 Chinese college students were enrolled to verify our findings from Study 1 and to explore the aforementioned mechanism.Results from the bifactor analyses supported our hypothesis that the total scores of the three AFFEXX-C constructs can be used among Chinese college students to establish a link with PA.Additionally,our results suggested that core affective exercise experiences and attraction-antipathy mediated the relationship between antecedent appraisals and the level of moderate-to-vigorous intensity PA.Therefore,measuring affective exercise experiences using the AFFEXX-C,specifically the total scores of each individual construct may be a useful approach to predict future PA levels.

Effects of Study-Abroad Experiences on Chinese Students’ L2 Learning Activities and Study-Abroad Motivations

This study explores how overseas exchange opportunities might influence Chinese students ’engagement in L2 learning activities and how far such opportunities may satisfy their motivation to study abroad. The analysis of the data, collected and filtered from carefully designed questionnaires and interviews, showed that students ’ L2 learning activities and study-abroad motivations underwent changes after their overseas experiences. Regarding the former, the overseas environment was the cause of the change because it provided students with more chances to talk with native speakers and increased the frequency of their using L2 in their daily life. Regarding the latter, the decline of the students ’ major study-abroad motivations was partly because they tended to treat L2 learning as a tool for realizing other goals and partly because the students had got other important motivations. In view of these findings, suggestions were raised to help future students get better prepared for their overseas study or short-term exchange life.

Undergraduate nursing students’experiences of online learning:gaining access in resource-limited circumstances

Background:In response to the need to mitigate the increase in Coronavirus Disease 2019(COVID-19)cases,nursing students undertake online learning in almost all nursing education institutions in Indonesia.These students face distinctive learning experiences,which have not yet been identified in the Indonesian context.This study aimed to explore students’experiences of online learning during the COVID-19 pandemic.Methods:We used a descriptive exploratory design.Eleven students from three nursing education institutions in Indonesia were interviewed through telephone calls or video conference applications.Results:One main theme,Gaining access in resource-limited circumstances,was developed to describe students’experience of online learning during the COVID-19 pandemic.This theme was supported by five subthemes:struggling for internet connection;becoming familiar with the applications;flexibility;supported by others;and dealing with limitations.Conclusions:This current study provides insights into what support should be provided for nursing students to manage limitations in the online learning process.

Self-Reported Experiences, Attitudes and Expectations of Infant Contacts in Medical Students;A Cross-Sectional Study in Ten Years’ Interval

Introduction: Medical students worked earlier as independent practitioners before paediatrics courses. Now it is denied. We evaluated students’ experiences of infant contacts before and after the change. Methods: A cross-sectional questionnaire study consists of students attending paediatrics courses at University of Oulu in 2004-2006 and 2014-2015. Results: 229 of 241 (95.0%) students in the first cohort and 236 of 258 (91.5%) in the second completed the questionnaire. The mean (SD) age of the students was 25.1 (3.0) and 25.9 (3.0) (p = 0.040). In both cohorts two thirds of the students were familiar with holding infants in the lap, but two thirds had never bathed an infant. A half of males and one third of females had never fed an infant. Students approximated to manage with infants and believed to manage increased with age in both cohorts (p < 0.001 vs. p = 0.019). Students’ perspective towards pediatrics as a future carrier choice declined from 30.3% to 22.0%. Conclusions: Students’ experiences in handling and care of infants are quite low before paediatrics courses. The denial not to work as independent practitioner before paediatric courses did not decrease experiences. Medical students are motivated to have infant experiences in practice.

Research on the Influencing Factors of College Students’Learning Experience in Livestreaming Courses

The learning experience of online courses has always been a hot topic.As livestreaming courses are online courses with real-time interaction between instructors and students,its learning experience directly affects the learning behavior and effect.The evaluation indicators related to online course learning experience were combined with the attitudes of scholars,enterprise practitioners,and learners in livestreaming courses.When the questionnaire was designed,the exploratory and confirmatory factors were analyzed,the Questionnaire on Learning Experience of College Students in Livestreaming Courses was developed to evaluate the learning experience of college students attending livestreaming courses.Last but not the least,based on the survey data,important factors affecting college students’learning experience in livestreaming courses,including course content,learning environment,course interaction,and learning incentives were discussed and analyzed;strategies to optimize the learning experience in livestreaming courses were proposed.

Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience

Objective:This study aimed to design an evaluation scale of traditional Chinese medicine(TCM)confidence and then evaluate its validity and reliability.Methods:Three parallel samples with TCM learning experience were included in this current study.Randomly selected 500 nursing students were included factor analysis and reliability and validity analyses.After 4 weeks,200 nursing students were recruited to retest the reliability.The evaluation tool of TCM confidence included 6 dimensions and 25 entries.Results:Cronbach's a coefficient of the evaluation scale was 0.95 and that of the 6 observed aspects were higher than 0.90,and splithalf reliability was 0.81.For the retest reliability,Cronbach's a coefficient of the evaluation scale was 0.93 and that of the 6 examined aspects was all over 0.80.The index of content validity Scale Content Validity Index(S-CVI)was 0.92 and Item Content Validity Index(I-CVI)was 0.83–1.00.Conclusions:Observed results may indicate that the designed tool can be used to assess the TCM confidence level of students with TCM studied experience and also can evaluate results of TCM education during studying TCM lectures.

Real experience among undergraduate nursing students in learning the course of geriatric nursing : a qualitative study

Objective:To understand the real experience of nursing students majoring in geriatric nursing in learning the course of geriatric nursing,so as to provide reference for the design of this course.Methods:The semi-structured int erview was used to interview 27 sophomore nursing students in the department of geriatric nursing in a a Chinese medicine college to understand their experience of learning the course of"Geriatric Nursing",and to apply a seven-step phenomenological analy sis method for data analysis.Results:Refined 8 themes:Lack of cognition of physiological aging;focus on social issues and daily life care;adopting a blended teaching style to stimulate nursing students'interest in learning;understanding the life of the elderly from a professional point of view after class;reverence for life and realisation of life values;little attention is paid to the career of the elderly in China;Geriatric Nursing program expands the scope of employment;and fostering nursing s tudents'willingness to engage with the elderly.Conclusion:The nursing students can understand and experience to the elderly and their lives through learning the course of Geriatric Nursing,but lack the motivation to learn actively.Teachers should guid e nursing students to pre-study before class,enrich the course content,expand their knowledge outside of class,and adopt blended teaching to cultivate their perception of the elderly.

Remote Learning in Higher Education During the Pandemic: A Study of the Experiences of Chinese International Students at United Kingdom and United States Universities in 2020/21

During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chinese students,who studied in United Kingdom(UK)and United States(US)universities during the 2020/21 academic year,perceive their experiences of remote learning.As the UK and the US have two relatively advanced education systems,the arrangements of their universities for ERL and their support for international students are worth exploring.Moreover,during the ERL,a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located.Therefore,semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities,while remaining in China.The data were analyzed using the thematic analysis method.The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.

A Study on Left-behind Junior Students'Foreign Language Learning Anxiety

Since the 1960s, foreign language educators and researchers home and abroad have started to pay attention to the influence of the affective variables including language learning anxiety on foreign language learning. This thesis tried to find out the factors that may influence the foreign language learning anxiety level of left-behind students and put forward ways to help lower down the foreign language learning anxiety level of the left-behind junior middle school students.

Lebanese Student’s Experience of Benefits of High Fidelity Simulation in Nursing Education: A Qualitative Approach

Background: Simulation is perceived as an important part to the nursing clinical educational experience since it can offer a safe learning environment for the students’ clinical practice. Objective: The purpose of this study was to explore the Lebanese student’s experience of benefits of high fidelity simulation in nursing education. Design: A qualitative study using open-ended questionnaire. Setting: This study was implemented at private university in Lebanon between January and April 2015. Participants: A purposive sample was sought from those who have a simulated experience. Methods: Qualitative data were collected via interviews and analysed using a thematic approach. Findings: Four major themes were identified: “Bridging Theory to Clinical Practice”, “Developing Critical Thinking and Decision-making”, “Practicing Safely Leads to Enhancing Confidence”, “Teamwork Spirit and students’ motivation to earn and practice more”. Conclusion: Simulation was found to be an acceptable learning strategy for novice nursing students. The use of simulations is a useful and effective learning strategy. Students with a higher positive attitude towards the simulation experience displayed better learning outcomes. Thus, the integration of simulation into the learning experience of nursing students will bridge the gap between theory and practice;enhance their critical thinking and motivation aptitudes along with traditional clinical practice by sparing them a safe milieu.

Rethink Left-Behind Experience: New Categories and Its Relationship with Aggression

Left-behind experience refers to the experience of children staying behind in their hometown under the care of only one parent or their relatives while one or both of their parents leave to work in other places.College students with left-behind experience showed higher aggression levels.To further explore the relationship between left-behind experience and aggression,the current study categorized left-behind experience using latent class analysis and explored its relationship with aggression.One thousand twenty-eight Chinese college students with left-behind experience were recruited,and their aggression levels were assessed.The results showed that there were four categories of left-behind experience:“starting from preschool,frequent contact”(35.5%),“less than 10 years in duration,limited contact”(27.0%),“starting from preschool,over 10 years in duration,limited contact”(10.9%),and“starting from school age,frequent contact”(26.6%).Overall,college students who reported frequent contact with their parents during the left-behind period showed lower levels of aggression than others did.Females were less aggressive than males in the“starting from preschool,frequent contact”left-behind situation,while males were less aggressive than females in the“starting from school age,frequent contact”situation.Thesefindings indicate that frequent contact with leaving parents contributes to decreasing aggression of college students with left-behind experience.Meanwhile,gender is an important factor in this relationship.

Research on Experimental Teaching Reform of Railway Engineering under the Training of International Students

The railway engineering major shows extremely strong applicability,with the internationalization of railway engineering teaching and communication,how to solve the problem of cultivating the international students of the railway engineering major experimental teaching is a core problem that the railway engineering majors in universities need to solve at this stage.Through reform,a new type of experimental teaching system for railway engineering specialty was constructed,that is,the experimental course system and content system determined by the international students training program were taken as the core,the construction of teachers,experimental facilities,practice bases and other conditions as the basis,and the system construction and operation organization to build an organic whole composed of four elements for guarantee.It is closely integrated with the theoretical teaching system and relatively independent.It guarantees the realization of the goal of international students training.And it can integrate and optimize the experimental teaching links,content,methods and evaluation system,and build a“gradual experimentprofessional experiment-comprehensive experiment”progressive gradient experiment teaching system.Form a benign pattern of collaborative training of laboratories,practice bases and scientific research bases,mutual promotion of teaching and scientific research,and effectively promote the improvement of students’experimental innovation ability.

First Exploration on The Reform of Experimental Examination of Physiology in Higher Vocational College Students

Objective：The purpose of this paper is to explore the application effect of diversified assessment mode in physiology experimental examination of higher vocational college students.Method：We selected 173 higher vocational college students as the research group,in the experimental assessment,adopted diversi？ ed assessment model;and selected 192 higher vocational college students as the control group,adopted the traditional assessment method.The pathological examination scores of the two groups were compared,and the research group was investigated by questionnaire.Result：The physiological end term test scores （t=1.973,p〈0.05） and experimental operation assessment scores of the research group were higher than those of the control group （t=1.624,p〈0.05）.The diversified assessment model helps to improve the learning initiative,improve learning interest,foster collaboration and communication ability,reduce learning pressure and reduce anxiety before examination.Conclusion：The diversified assessment model can highlight the cultivation of professional skills and innovation ability,enable students reserve the necessary knowledge through inquiry and cooperative learning,and conducive to sustainable development of students.B

An Investigation of Samoan Student Experiences in Two Homework Study Groups in Melbourne

This research examines Samoan student experiences in two Homework Study Groups （HSGs） in Melbourne using a researcher-practitioner approach. It highlights that school teachers need to acknowledge students＇ preferred learning methods, especially those of minority backgrounds like the Samoan participants in this investigation. A detailed exploration of the experiences of students in two HSGs finds that while students and their families place a high priority on learning, their cultural practices are not compatible with standard Western learning approaches. The HSGs provided a social space in which students could ask the teacher questions without fear of appearing foolish, in which they could apply themselves to study. It provided a physical study space away from the demands some Samoan families place on their young people, and it provided a cultural space in which the students could learn according to fa＇aSamoa （traditional values and beliefs）. This research makes a contribution to an understanding of the motivations of Melbourne-based Samoan students to learn, of what concerns them, and of impediments to their educational success. It also offers insight into the benefits that set up a specific space for students offers, when its specific intent is influencing the merging of Samoan and Western ideas to further learning.