Is Distance Education the Answer to the Nursing Shortage?

This study examined the effectiveness of distance education compared with campus based learning among nursing students. Distance education in nursing curricula is increasing. Academic nurse leaders must demonstrate the effectiveness of distance learning. This study is unique in that two cohorts, distance learners and campus learners, were taught synchronously by the same faculty member. Quantitative measures of student learning outcomes were compared using SPSS. There were no significant differences in learning outcomes between distance learners and campus learners. This study provides empiric support for distance education as a means to address the nursing shortage.

Campus Connectedness and Its Relationship to Stress, Anxiety and Depression among Nepalese Undergraduate Nursing Students

Background: Campus connectedness is a kind of social connectedness that determines the students’ perception of their belonging to the other populace of the campus that includes students, teachers, administrators, and other staff. Campus connectedness plays a significant role in determining stress, anxiety, and depression among students. The purpose of the study was to examine the relationship of campus connectedness to stress, anxiety, and depression among nursing students. Methods: This cross-sectional analytical study was conducted among 680 undergraduate nursing students from nine nursing colleges affiliated with a university in Kathmandu Valley. Data were collected from June 1, 2018, through July 10, 2018. Depression, Anxiety, Stress Scale and Campus Connectedness Scale were used to collect data. The data were analyzed using Statistical Package for Social Sciences version 23. A one-way multivariate analysis of variance (MANOVA) test was used to examine the relationship of campus connectedness to stress, anxiety, and depression. Discriminant analysis was done as a follow-up procedure to MANOVA. Results: Students had moderate to extremely severe levels of depression (51.7%), anxiety (72.9%) and stress (47%). High campus connectedness score was observed (M = 62.42;SD = 9.79). Statistically significant differences were found among the levels of campus connectedness on the outcome variables, Wilks’ lambda (λ) = 0.90, F(3, 676) = 24.56, p < 0.001. Depression demonstrated the strongest relationship with the discriminant function. Conclusions: There was a significant relationship of campus connectedness to stress, anxiety, and depression. Despite the high level of campus connectedness, students had moderate to severe levels of stress, anxiety, and depression. The campus adminstration must take measures and efforts to provide conducive environment and counseling services for the wellbeing of their students.

Discussion on the Social Ethics of Campus Credit

Campus loans refer to the behavior of students borrowing money from all kinds of loan platforms.Some data show that the student group,especially college students,will pass the economic pressure of online loan,so in recent years,the college financial service industry has become one of the fastest growing product categories of P2P finance.However,because college students lack certain financial awareness and protection awareness,and if there is no fixed income source,the loan behavior will be easily used by criminals and fall into the trap of bad campus loans.From the relevant reports,the campus loan has become a social problem,and the social impact brought by it is increasingly dangerous to the social order.

Enhancing Campus Culture and Strengthening the Cultivation of Student Behavior

Campus culture is not only a symbol of culture and the style of studying,but also the overall atmosphere that helps students establish correct world outlook,values,and outlook on life.It leads the cultivation of student behavior and shapes the character of students.However,due to the openness of colleges and universities,the impact of informatization,the rapid development of society,and other factors,the campus culture in colleges and universities is affected by various aspects,and the cultivation of student behavior is bound to be affected.In this complex environment,how to promote campus culture in such a way to promote the cultivation of student behavior has become a topic of interest.The Central Committee of the Communist Party of China clearly put forward the“Opinions on Further Strengthening and Improving Ideological and Political Education”under the State Council,stating that campus culture plays an important role in educating people and it is necessary to construct a campus culture that embodies socialist characteristics,school characteristics,and the characteristics of the times[1].

Place and Belonging: How Rural Primary School Principals can Promote Boarders’ Development by Building their Sense of Belonging to School?

Rural boarding schools in compulsory education in China have proliferated with school merger program.This paper analyzes the relationship between school belonging and student development and the factors that influence students'sense of belonging in rural boarding schools.The paper examines how principals in rural boarding schools in China can promote student development by building a sense of belonging.The paper argues that building this sense of belonging can serve as a solution to the current problems affecting rural boarding schools,improve the quality of rural primary education,and promote student development.

Consumption Motivation and Behavior of College Students in Western-style Fast Food Restaurants on Campus

Based on the questionnaire survey data of college students in Wuhan,this paper studied the motivation of consumption behavior of college students in western-style fast food restaurants on campus,and built a relationship model for consumption motivation and behavior. The results indicate that the consumption motivation of college students in western-style fast food restaurants includes six types: social motivation,conformity motivation,show-off motivation,self-hedonic motivation,quality-pursuing motivation,and self-gift giving motivation. The overall characteristics of college students' consumption behavior in western-style fast food restaurants include six characteristics: consumption period,consumption frequency,ways of information access,consumption amount,product preference,and consumption willingness. There are significant differences in the consumption behavior between different college students. Different college students are different in consumption period,consumption frequency,ways of information access,consumption amount,product preference,and consumption willingness. Based on the above results,it came up with pertinent marketing recommendations.

基于Android的Gather社交平台开发研究

微信和QQ等社交软件虽然很强大,但其冗杂繁复不能满足同学们的兴趣交流,例如同一所大学中,各学院学生的学习交流和生活交流。文章主要介绍的这款APP可以摆脱大型社交软件的广泛性,限于校内学生间的交流,这样可以使大学生活更加丰富多彩,例如,各学院间学生可以相互学习,学习自己想学的课程,还可以进行不同的联谊活动。这款APP中包含本学院每个同学自己填写的真实信息,以便本校内的同学进行人员查找。大学生交友最需要的是安全,这款APP避免了社会人员对学生的影响,对大学生而言,是十分安全又方便使用的。一些大学内的活动在传统社交平台无法快速得到回应,也可能淹没在其他信息之中。而在"Gather"中,却能得到很好的响应。

基于校园行为特征的学生就业画像

基于校园行为数据分析学生就业与校园行为之间的关联性是大数据背景下高校就业管理与指导工作的重点。文章以高校本科学生为研究对象,对学生基本信息和校园行为数据进行特征提取和学生标签体系的构建,通过关联规则挖掘学生就业与校园行为之间的关联,探析不同毕业去向学生的行为特征。研究发现:国内读研类学生有4种典型学生群体画像,出国出境类大学生有3种典型学生群体画像,直接就业类大学生有4种典型学生群体画像,不同的学生群体在行为规律性、消费水平和学业水平等方面存在显著区别。文章建议:提供大学生职业生涯规划指导,加强对学生心理状况的关注,开展同学结对帮扶活动。

信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系

目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。

新时代大学生心理健康及校园文化建设探究

校园文化是以校园精神为主要特征的一种群体文化内容。校园文化建设的发展方向及内容,直接对大学生心理健康水平产生潜在影响。新时代大学生心理健康教育,应利用校园文化建设做好育人培养教育引领,充分结合校园文化发展需求构建以心理健康教育为主体的文化生态,并利用环境文化发展生态建设、精神文化育人培养机制应用及制度文化教育实践活动的开展等基础策略,增强校园文化在大学生心理健康教育方面发挥的实际作用,为新时期大学生的教育成长提供心理健康教育的重要支撑。

父母教养方式对大学生心理危机的影响:感知校园氛围与自尊的链式中介作用

目的:基于生态系统理论,探究父母教养方式(积极教养方式和消极教养方式)对大学生心理危机的影响以及感知校园氛围与自尊的中介作用。方法:采用便利抽样法,于2023年9-12月选取黑龙江省某大学650名在校大学生为研究对象。采用简式父母养育方式问卷、感知校园氛围量表、自尊量表、大学生心理危机筛查量表进行问卷调查。采用Pearson相关分析探讨各量表得分的相关性。采用AMOS 24.0进行链式中介模型的构建,采用Bootstrap方法进行中介效应检验。结果:积极教养方式对心理危机的总效应显著[β=-0.509,95%CI(-0.573,-0.442),P<0.001];积极教养方式对心理危机的间接效应,即感知校园氛围、自尊的中介效应显著[β=-0.258,95%CI(-0.323,-0.199),P<0.001];积极教养方式对心理危机的直接效应显著[β=-0.252,95%CI(-0.336,-0.161),P<0.001]。消极教养方式对心理危机的总效应显著[β=0.475,95%CI(0.409,0.538),P<0.001];消极教养方式对心理危机的间接效应,即感知校园氛围、自尊的中介效应显著[β=0.252,95%CI(0.196,0.312),P<0.001];消极教养方式对心理危机的直接效应显著[β=0.223,95%CI(0.135,0.309),P<0.001]。两个链式中介模型均属于部分中介模型。结论:感知校园氛围与自尊在父母教养方式与大学生心理危机之间起链式中介作用。学校及精神卫生服务部门可对大学生心理危机影响因素进行及时干预,以减少和预防大学生心理危机的发生。

负性生活事件对大学生手机依赖的影响:有调节的中介模型

目的:探究负性生活事件对大学生手机依赖的影响机制,考察归属需要和领悟社会支持在其中的中介和调节作用。方法:采用负性生活事件强度、归属需要满足程度、领悟社会支持水平和手机依赖程度的问卷对502名武汉高校大学生进行了问卷调查。结果:①负性生活事件与手机依赖显著正相关(r=0.392,P<0.01)。②归属需要满足在负性生活事件与手机依赖之间起部分中介作用(β=-0.280,t=-6.915,P<0.001,中介作用占总效应的18.64%)。③领悟社会支持对直接效应(β=0.330,t=10.997,P<0.001)和中介效应的前半段路径(β=-0.214,t=-7.060,P<0.001)起着调节作用,在直接路径中,低领悟社会支持会加剧负性生活事件对手机依赖的影响。在中介路径中,高领悟社会支持时,高负性生活事件对归属需要的影响较小,进而对手机依赖的影响较小。结论:负性生活事件能够显著预测大学生手机依赖,归属需要在负性生活事件和手机依赖之间起部分中间作用,“负性生活事件-手机依赖”的直接路径和“负性生活事件-归属需要-手机依赖”的前半段路径受到领悟社会支持的调节。

团体积极心理治疗对在校学生抑郁情绪和睡眠质量的影响研究

目的:探讨对初中在校学生实施团体积极心理治疗对其抑郁情绪与睡眠质量的影响效果。方法:选取2021年6月至2021年12月沈阳市精神卫生中心心理健康服务中心收治的初中生600例作为研究对象,按照所接受干预方式的不同分为对照组和观察组,每组300例。其中对照组不接受任何干预,观察组接受团体积极心理治疗。结果:前测结果显示,干预前2组抑郁情绪平均得分与睡眠评分结果组间差异均无统计学意义(均P>0.05);干预6个月后,组间比较后测结果,观察组抑郁情绪平均得分与睡眠评分均显著低于同一时间点对照组,差异均有统计学意义(均P<0.05)。结论:对初中在校学生实施团体积极心理治疗可以显著改善其抑郁程度,并提升学生的睡眠质量。

主体性视域下大学生参与校园安全治理问题研究

大学生参与高校校园安全治理,既是对高校治理现代化呼唤的现实回应,又是纾解高校内部权力失衡的有效行动选择,同时还是实现高校育人功能的重要逻辑。在现实高校校园安全治理情景中,主体性的缺失导致大学生参与呈现式微状态;角色模糊、权力弱化、能力欠缺和参与缺位是造成大学生主体性缺失的潜在因素。为提高大学生参与的积极性,可通过健全制度体系、搭建参与平台、塑造参与机制、开展专项培训和营造安全文化等举措,激活校园安全治理中的大学生主体性,助其实现由“旁观者”到“行动者”的角色转变。

大学生学习性投入对其就业力的影响:课程满意度的中介作用

为了探讨大学生学习性投入与其就业力水平之间的关系,分析课程满意度在其中可能发挥的中介效应,采用中国大学生学习与发展追踪研究项目调查数据开展研究。研究发现,大学生的学习性投入水平及其重要维度——学业挑战度、生师互动、校园环境支持度等一方面直接正向影响大学生就业力水平,另一方面还通过课程满意度的中介作用正向影响其就业力水平。因此,建议改善学生高阶学习行为,提升学业挑战度;建立高效师生交流互动机制,鼓励各种形式的生师互动;强化社会实践,丰富学生的学术和社会活动经验;优化大学生人际交往环境和学业支持环境,提升校园环境支持度;根据学生评教结果动态调整课程内容和教学方法,提升大学生的课程满意度,进而提升其就业力水平。

基于新时代下优秀地方传统文化推动大学生素质教育路径探索

中国优秀传统文化博大精深,各地各区域都有着丰厚的优秀传统文化资源,对当代大学生素质教育起着融合共进的作用。本文阐述了在新时代背景下,高校以高度的文化自觉与文化担当,主动适应新时代对优秀传统文化教育的新要求。文章从几个不同方面,积极探索以优秀传统文化促进大学生素质教育的有效路径与策略。

我国地方高校校园安全治理中大学生参与机制

随着校园安全治理复杂性和不确定性的增加,亟须从风险沟通面向加强大学生参与机制的整体融入。通过构建大学生参与机制的六维风险沟通新分析框架,发现我国地方高校校园安全治理中大学生参与机制存在理念薄弱性、主体碎片化、路径科层化、内容有限性、手段单一化、效果应急化等困境。上述困境的生成机制涉及理念错位、主体利益桎梏、官僚制路径依赖、维稳隐性驱动、手段“内卷化”、配套制度不充分。为此,可通过预防性参与理念、整体型参与主体、网络化参与路径、充分型参与内容、复合式参与手段、制度性参与效果的“六位一体”再造,实现对大学生参与机制困境的风险沟通治理。