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Previous studies have shown that learning engagement can significantly predict nursing students' academic achievement. Nursing educators put considerable effort into assessing and promoting students' engagement in school. However, nursing students' learning engagement in clinical practice has seldom been explored. To investigate nursing students' learning engagement and influencing factors in clinical practice and examine the effects of the clinical learning environment and professional commitment on learning engagement, specifically to verify the mediation effect of professional commitment. A cross-sectional study. The participants were from five hospitals in Jining, Shandong, China. A total of 318 nursing students who were at the end of clinical practice training (>8 months) were included in this study. The Utrecht Work Engagement Scale for Students, the Clinical Learning Environment for Nursing Scale, and the Professional Commitment Scale were used for data collection. Regression and mediating analyses were used to explore the influencing factors of clinical learning engagement and the potential mediating role of professional commitment. The participants experienced moderate levels of engagement in clinical learning. The clinical learning environment indirectly affected nursing students' learning engagement in clinical practice through professional commitment. Night shifts and educational background also contributed to learning engagement. The findings provide new perspectives on promoting nursing students' clinical learning engagement. Professional commitment might be an important mediating variable in nursing education. There is a need to take steps to improve professional commitment of nursing students. • Nursing students experienced moderate levels of learning engagement in clinical practice, which was higher than school engagement. • Clinical learning environment indirectly affected nursing students' learning engagement in clinical practice. • Professional commitment was a mediator in the relationship between clinical learning environment and learning engagement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the differences of character strengths and their predictors between only-child and non-only-child nursing students. Using data from 742 participants, linear regression was conducted. Results indicate that there was no significant differences between the two groups concerning anxiety, depression and general self-efficacy (P > 0.05). The character strengths status of only-child was better than that of non-only-child (P< 0.05) and the predictors of character strengths between the two groups had some differences. This study has suggestions on how to help nursing students to improve their character strengths. [ABSTRACT FROM AUTHOR]

Characteristics of toluene decomposition and formation of nitrogen oxide (NOx) by-products were investigated in a dielectric barrier discharge (DBD) reactor with/without catalyst at room temperature and atmospheric pressure. Four kinds of metal oxides, i.e., manganese oxide (MnOx), iron oxide (FeOx), cobalt oxide (CoOx) and copper oxide (CuO), supported on Al2O3/nickel foam, were used as catalysts. It was found that introducing catalysts could improve toluene removal efficiency, promote decomposition of by-product ozone and enhance CO2 selectivity. In addition, NOx was suppressed with the decrease of specific energy density (SED) and the increase of humidity, gas flow rate and toluene concentration, or catalyst introduction. Among the four kinds of catalysts, the CuO catalyst showed the best performance in NOx suppression. The MnOx catalyst exhibited the lowest concentration of O3 and highest CO2 selectivity but the highest concentration of NOx. A possible pathway for NOx production in DBD was discussed. The contributions of oxygen active species and hydroxyl radicals are dominant in NOx suppression. [ABSTRACT FROM AUTHOR]