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• Developing evidence-based practice (EBP) skills is crucial for nurses to safely and effectively work within organizational contexts; • Students reported significant improvements in EBP dimensions of competence, knowledge and attitudes after the EBEPA; • Implementing teaching strategies support students in acquiring EBN competences and empower them in decision-making. The incorporation of EBP into practice remains a challenge of the nursing profession. Several studies highlighted the limited engagement of nursing students in utilizing evidence-based practice (EBP) and their difficulty in perceiving the relevance of scientific evidence in daily practice. This study aimed to measure the acquisition of EBP skills among nursing students following the implementation of an innovative educational intervention that connected academic settings with training environments. To assess the effectiveness of the educational intervention, a before-after study was carried out. The EBP Competency Questionnaire scale (EBP-COQ) was used to assess student's EBP competencies before and after the educational intervention, as well as at the end of their clinical training. A repeated-measures ANOVA was performed to compare the three tests' averages. After the educational intervention and upon completion of clinical training, students reported significant improvements in the subscales of competence, knowledge, and in the overall score. Our results underline the importance of implementing teaching strategies to support students in acquiring EBP competences and empower them in decision-making. [ABSTRACT FROM AUTHOR]

TikTok has lately been discussed as a potential educational tool, as students are used to the content model, which can allow, among other things, microlearning strategies and the development of communication skills. As a social media platform, TikTok enables access to current trends, therefore becoming a source for business intelligence and marketing professionals and can also be associated with theoretical and pedagogical tools to teach the subject. This study analyzes the impact of the use of TikTok as a learning tool to develop business intelligence skills by comparing student groups exposed to a more traditional approach to the subject with those who used the platform to understand, test and process market data. The sample was formed by international business students from Peru and Colombia. Results showed that TikTok significantly impacted the performance of students in groups with high experience and familiarity with the platform. However, low experience led to a negative perception and a nom significant result on students' performance. [ABSTRACT FROM AUTHOR]

• Parent's epistemological beliefs about the nature of mathematics were not related to how often children engaged with numeracy activities at home. • Parents' dynamic belief about the nature of mathematics were positively related to their use of indirect teaching strategies. • Frequency of home numeracy activities and parents' use of indirect teaching strategies were linked with children's numeracy abilities through numeracy interest. • This study demonstrated the importance of helping parents to appreciate the dynamic nature of mathematics, and of coaching parents how to guide children's numeracy learning. Many existing home numeracy models focus only on the roles of home activities in children's numeracy abilities. Parents' beliefs, teaching strategies, and children's numeracy interest are seldom considered. As such, this study investigated the relations between parents' epistemological beliefs about mathematics, how often children engaged with numeracy activities at home, parents' use of indirect teaching strategies, children's early interest and ability in numeracy. Three hundred twenty-seven Hong Kong kindergarteners and their parents participated in the study. After controlling for the children's gender, age, non-verbal intelligence and language abilities, results showed that parents' dynamic beliefs about the nature of mathematics were associated with their use of indirect teaching strategies. The frequency of home numeracy activities and parents' use of indirect teaching strategies were linked with children's numeracy abilities through numeracy interest. Our findings demonstrate the importance of helping parents to appreciate the dynamic nature of mathematics, and of coaching parents how to guide children's numeracy learning. [ABSTRACT FROM AUTHOR]

The level of safety and efficiency of technological processes operation largely depends on the qualifications of operating personnel. In continuous processes of such industries as chemical, mining, processing, energy, etc., it is common practice to use computer simulators to master the skills of making the right decisions in emergency conditions or ability to choose an efficient mode of operation. With the aim of controlling the safety level of work, it is required to have an opportunity to evaluate the efficiency of methods and learning outcomes. There is no single approach to learning outcomes using simulator trainings at energy-providing enterprises with continuous and technological processes. The main task of such enterprises is to train students with a set of knowledge and skills that will ensure the required level of safety and operational efficiency. This research proposes the technique for training, which includes the sequence of theoretical and practical exercises, metrics for automatic recording of students' actions and criteria for assessing training efficiency. The authors have tested the proposed sequence of theoretical and practical exercises on the simulator on groups of engineering students. The results of the students' execution of practical tasks on the simulator have been recorded using the proposed metrics. Based on the results the authors have proposed the criteria to assess students' understanding of cause-and-effect relationships. The learning outcomes according to the technique and the proposed criteria have been verified with the help of blind test and the implementation of the final practical task on the simulator. The technique has been tested on different groups of students and it is obvious that due to the proposed metrics instructors are able to track the progress of learning. The research results can be applied at plants with continuous technological processes or in higher educational institutions. This practice-based approach to training can help to build the required set of knowledge and skills, which, in turn, will enhance the level of safety and operational efficiency. The engineering universities and enterprises of industry are currently implementing the proposed technique and computer simulator and it enables receiving feedback and updating of the technique for training operational personnel. • The skills of operational personnel are associated with errors in process control. • Continuous technological processes are difficult to learn by students. • It is necessary to evaluate the effectiveness of methods and learning outcomes. [ABSTRACT FROM AUTHOR]

• Testing is often a dominant method of student evaluation and assessment in programs of nursing and test scores can impact students, faculty, programs of nursing, and society. • This paper adds to the existing body of knowledge by introducing a consistent, holistic approach to three interrelated components of testing, (1) pre-test active learning activities, (2) testing, and (3) post-test reviews. • A holistic and diversified approach may serve to reach a nursing student population that includes not only dominant groups but also racial/ethnic minorities, and ESL, low income, and first-generation nursing students. • Pre-test active learning, testing, and post-test reviews strategies introduced in this paper can be implemented by faculty. Testing is often a dominant method of student evaluation and assessment in nursing programs. Test scores can impact students, faculty, programs of nursing, and society. A holistic and diversified approach may serve to reach a nursing student population that includes not only dominant groups but also racial/ethnic minorities, and ESL, low income, and first-generation nursing students. Student success on faculty-constructed tests is enhanced by knowledge, test-taking skills, remediation, and confidence. Faculty can cultivate these attributes through a consistent, holistic approach to three interrelated components of testing, (1) pre-test active learning activities, (2) testing, and (3) post-test reviews. [ABSTRACT FROM AUTHOR]

• A gap exists in teaching-learning strategies for pathophysiology nursing courses. • The CQA Model improved student engagement, satisfaction, success and course outcomes. • The CQA Model may improve student success in other nursing and professional courses. Nursing students often find pathophysiology challenging and articles examining effective teaching-learning strategies to address these challenges are limited. The objective of this study was to develop, implement, and evaluate the effectiveness of a new model for teaching pathophysiology in nursing education. A quasi-experimental study guided by Analyze, Design, Develop, Implement, and Evaluate (ADDIE) Model and Bloom's Taxonomy was used to develop and implement the Combine, Question, Apply (CQA) Model for three academic years to 190 nursing students enrolled in pathophysiology courses. Surveys, descriptive frequencies, independent t -tests, and qualitative measures were completed. Course and small group activities were highly rated. Student grades statistically had a gradual improvement following the CQA Model implementation (p = <.001). Following the CQA Model implementation, student performance improved. Students valued the online recorded videos and small group activities. This CQA Model may be applicable in other nursing and related professional courses. [ABSTRACT FROM AUTHOR]

In video lectures, instructors often use spontaneous emotional expressions (facial expressions, tone of voice) and visual cues (underlining, circling) to guide students' attention toward key instructional information. While previous research has confirmed the benefits of visual cues in guiding attention and processing specific information, there's a notable gap in understanding the role of emotional expression in this context. Moreover, there is a lack of comprehensive exploration regarding the specific design of both behaviors (whether they emphasize the same instructional information) and their effect on students. This study conducted two experiments. Experiment 1 first confirmed the guiding effect of an instructor's emotional expression on students, establishing the foundation for our research. Additionally, Experiment 1 explored the impact of the consistency/inconsistency of facial expressions and tone of voice, including student motivation, cognitive load, and learning performance. Results revealed the benefits of consistent positive emotional expressions on motivation and transfer performance, and the benefits of consistent negative emotional expressions on retention performance. Furthermore, we found that tone of voice was a key factor in guiding students, while facial expressions were associated with students' immediate memory. Building upon Experiment 1, Experiment 2 introduced visual cues to investigate the combined impact of these two guiding behaviors on students. Results regarding emotional expressions were replicated, confirming the positive effects of both. Moreover, we found that the irrelevance of visual cues weakened the guiding influence of emotional expression on students, leading to the loss of relevant information. Therefore, we suggest encouraging instructors to convey positive emotions to enhance the learning experience while emphasizing key information through negative emotional expressions accompanied by visual cues. Additionally, minimizing or concealing visual cues whenever possible is advisable when delivering content beyond visual representations. • In emotional expression, facial expressions primarily influence immediate attention. • In emotional expression, tone of voice is the primary factor in guiding students. • Compared to emotional expression, visual cues lead to stronger knowledge retention. • Irrelevant visual cues lead to students missing non-visual information. • The consistency of two guiding factors improves learning outcomes. [ABSTRACT FROM AUTHOR]

• The effects of Neuman's developmental variable on groups has had little attention. • The developmental variable of associate degree nursing (ADN) students affects teaching strategies for success. • Optimizing nursing student learning expedites graduation of practice-ready nurses. The Neuman Systems Model (NSM) has guided care for diverse client systems in various settings for 50 years. According to the NSM, nursing care begins with wholistic assessment of the client system's five variables including the developmental variable. This paper examines the dynamic developmental variable of prelicensure associate degree nursing students as a group, and then suggests prevention-as-intervention strategies that match their developmental characteristics as the group progresses through their nursing education to registered nurse licensure. By utilizing appropriate prevention-as-intervention strategies based on the developmental characteristics of prelicensure students as a group, faculty optimize student learning in the nursing courses and facilitate matriculation of practice-ready nursing graduates. This progression of Neuman's developmental variable and transition of prevention-as-intervention strategies for success should be of interest not only to associate degree nursing students and faculty, but also to clinical staff interacting with a variety of prelicensure nursing students. [ABSTRACT FROM AUTHOR]

Nurses play a crucial role in providing healthcare and need to possess essential knowledge and skill to integrate genomics into practice. Nursing faculty is charged with the education of nurses however, studies show the majority of faculty in the United States is ill-prepared to teach genetics/genomics concepts. Our aim was to increase genetics/genomics content in our college's nursing curriculum by bolstering our faculty knowledge and confidence through the implementation of a face-to-face educational program. Therefore, we launched an intentional, strategic plan in fall 2017. First a comprehensive review of the college's undergraduate nursing curriculum for genetics/genomics content was conducted. Five development workshops on genetics/genomics were delivered over an academic year with knowledge and confidence in genetics/genomics was measured pre- and post-workshops. After the workshops, faculty revised curriculum and added genetics/genomics content to align with the competencies. Participants in the end-of-program survey reported higher confidence levels in all genomics-related tasks and answered more knowledge-based items, as compared to participants in the pre-workshop survey. Changes to the curriculum were made to integrate genetics/genomics in BSN courses and an online genetics course was developed. Genetics/genomics workshops can improve faculty knowledge and confidence and facilitate the integration of genetic/genomic content in undergraduate nursing curricula. • Genomics knowledge and confidence was higher after attending genomics workshops. • Face-to-face workshops effective mechanism to deliver faculty genomics education. • Program resulted in faculty-driven revision to undergraduate courses and curriculum. [ABSTRACT FROM AUTHOR]

There is limited knowledge of nursing students' perspectives about engagement with special needs populations. The purpose of this study was to identify the advantages/benefits and disadvantages/challenges of nursing students' engagement experience with children with special mental and physical disabilities. Recommendations to enhance student engagement experiences were also provided. A descriptive, qualitative design was employed. Undergraduate nursing students (N = 28) responded to open-ended questions about their civic engagement experiences at a community-based, respite care program for children with special needs. Student accounts underwent directed content analysis, with coding, category and theme development according to the Theory of Planned Behavior. The Atlas.Ti computer program was used to manage the data. Advantages/Benefits : Filling cognitive and experiential learning gaps, rewarding connections/relationships, positive emotions, perceptions and interactions, and fun and stress relief. Disadvantage/challenges : Managing negative/uncomfortable emotions and uncertainty, witnessing and managing disruptive behaviors, negative perceptions of program operations/expectations. Students experienced cognitive, emotional, interpersonal and educational advantages and/or disadvantages while engaging with this defined population. To enhance engagement faculty can provide education and anticipatory guidance, detail responsibilities and expectations, and/or utilize simulation for student preparation. Nurses and researchers can utilize community based participatory methods to guide discussions with community-based organizations to collaboratively develop strategies to institute, evaluate and enhance student engagement during service learning experiences with children who have special needs. • Pedagogical strategies that involve civic engagement enhances learning • Service learning increases students' knowledge about diverse populations • Children with special needs have diverse capabilities and needs that must be known • Students must acquire knowledge about the needs of children with disabilities • Use of community based participatory research methods can facilitate collaborations and evaluation of engagement experiences [ABSTRACT FROM AUTHOR]

• Ageism can have a negative influence on older adults' health and well-being because harmful attitudes can be an obstacle to forming therapeutic relationships. • Five learning activities were integrated and evaluated in an older adult lecture using the Fraboni Scale of Ageism (FSA) to assess perceptions among nursing students. • Teaching strategies are required to help dismantle myths and foster positive perceptions of older adults among nursing students. Nurse educators are challenged to evaluate innovative teaching strategies that enhance geriatric competencies and foster positive perceptions about caring for older adults. The aim of this study was to explore first semester nursing students' perceptions of older adults and evaluate learning activities designed to reduce ageism myths. Fraboni Scale of Ageism (FSA) was used pre- and postlearning activities to assess differences in students' perceptions. Additional qualitative questions were asked, including ranking of learning activities. FSA did not reveal a statistically significant difference in perceptions pre- and postlearning activities. However, students used more positive than negative words to describe older adults and provided feedback by ranking the learning activities. While statistical difference in perceptions was not reached, clinical significant findings in the change in terminology being used by students revealed more positive than negative terms toward older adults. The increasing older population requires enhanced geriatric competencies that include addressing ageism and instilling more positive perceptions about caring for older adults. [ABSTRACT FROM AUTHOR]

Clinical learning, a critical element of nursing education, allows students to apply theory to practice and refine nursing skills. Clinical nursing education remains relatively unchanged from past educational approaches even though healthcare, higher education, and students have changed. The global pandemic has further compounded issues confronting clinical nursing education and is forcing educators to re-examine traditional clinical teaching approaches. A potential clinical learning alternative that may transform clinical teaching while meeting learners' needs involves the innovative use of preceptorships, completed either partially or totally remote. Remote preceptorships (RPs) hold promise in helping students achieve learning outcomes in the current environment; however, educators may not be comfortable implementing this innovative, online clinical teaching model. Thus, this article offers considerations for educators as they implement nursing RPs. [ABSTRACT FROM AUTHOR]

• The students consulted think that remote teaching causes a loss of interest. • The use of Kahoot! in online teaching increases the interest of students. • Difficulties on the learning process can be identified using Kahoot! • Kahoot! results are directly related to the final exam marks. • 94 % of students recommend the use of Kahoot! in online classes. COVID 19 lockdown forced a general move of teaching activities from their on-site mode to remote producing different negative consequences for students. In this work, the use of Kahoot! platform was studied to keep students' interest during online teaching. For this, Kahoot! games were carried out for the different topics of a university subject. The data analysis revealed that a high participation implies an improvement in the final marks. Additionally, questions response time was also extracted serving as a reference for remote exams. On the other hand, two surveys were carried out in which the students showed that the transfer from face-to-face to remote teaching had produced a general decrease in interest that can be mitigated by performing Kahoot! games. [ABSTRACT FROM AUTHOR]

Nurse educators may need to select quality learning activities such as virtual simulation products. Adopting the best simulations for students is expected, yet faculty may not have the knowledge, skills, and experience to make informed decisions. With the rapid shift to online learning due to the COVID pandemic, educators need to select the most appropriate materials to best support student learning. Various virtual simulation products exist yet the limited available literature provides insufficient guidance in product selection. Identifying and addressing the different selection considerations will help educators select the most appropriate virtual simulation product. Virtual simulations offer a new, innovative teaching methodology. Nurse educators can utilize the selection criteria outlined in this manuscript to determine the best product for use. [ABSTRACT FROM AUTHOR]

The utilization of physical models is a teaching strategy that has been compared to teaching based on sketching in design studios. This paper aims to determine the effectiveness of using physical models as a key instrument in first-year architecture design studios and as an alternative in cases of graphic sketching and 3D visualization deficiency. The paper adopts descriptive and analytical approaches in a specific case study, in which first-year architecture students were divided in the design studio among three different teaching strategies, namely: model-making, sketching and a blended strategy of both. Observations were validated on the basis of answers given by students to a brief questionnaire, investigating the extent to which they relied on models as supportive tools while designing and evaluating their projects. The results revealed that physical models play a significant role in the development of students' performance throughout the entire process of project design. [ABSTRACT FROM AUTHOR]

The efficacy of using in-class simulations to develop clinical judgment is understudied. This was a repeated measures, quasi-experimental, within-subjects one-group design study to determine if observations of in-class simulations and the primary nurse role influenced clinical judgment skills among 45 study participants. Clinical judgment skills increased after the in-class simulations. Statistically significant differences were seen between the scores for primary nurse role (n = 21) and supporting nurse role (n = 24) at the third measurement point (week 16). Observation of in-class simulation and being in the primary nurse role may improve clinical judgment skills. • Clinical judgment is significantly underdeveloped among graduate nurses. • Research indicates clinical judgment abilities can be developed and improved through simulation-based learning experiences. • The efficacy of using in-class inter-professional simulations to develop clinical judgment is understudied. • Observation of in-class interprofessional simulation and being in the primary nurse role may improve clinical judgment skills. • Future research priorities should include measuring the transferability of in-class simulation outcomes to the practice environment. [ABSTRACT FROM AUTHOR]

The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice. The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses. Systematic review with convergent qualitative synthesis. Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection. This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute. Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators. Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. • Teaching research is a prerequisite to teaching of evidence-based nursing practice (EBNP) • Nurse educators need to combine several approaches to effectively teach EBNP • Preferences on timing and duration of teaching EBNP do not necessarily attract significant benefits • In resource constraints, nurse educators leverage on collaborations and partnerships to teach EBNP [ABSTRACT FROM AUTHOR]

During the Spring of 2020, due to the COVID-19 pandemic, many schools of nursing were challenged to change their educational delivery methods from a face-to-face to an online format. This article discusses educational strategies utilized to support clinical competency using an online format for a fundamentals of nursing clinical course. Discussions of regulatory considerations, faculty planning, and teaching pedagogy utilized during this transition are presented. The authors also discuss future implications and suggestions for attaining learning objectives for a clinical course using an online format. [ABSTRACT FROM AUTHOR]

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• Long-term transferability of clinical judgment is understudied. • Using in-class simulations may improve transferability of clinical judgment. • Nurses retained long-term memory of in-class simulation in nursing practice. The transferability of clinical judgment developed through in-class simulations to clinical practice is understudied. This qualitative descriptive study utilized semi-structured interviews to determine to what extent new-to-practice nurses transfer active learning that occurred during observation of in-class simulations during their traditional pre-licensure nursing program to their nursing practice three years later. Three major themes emerged: cue recognition through visual recall, increased confidence in decision-making, and new cognitive frameworks for nursing practice. Using in-class simulations may improve transferability of clinical judgment through contextualizing student learning and promoting long-term retention as learners transition to practice. [ABSTRACT FROM AUTHOR]

Abstract The incorporation of technology into everyday life has become the core of the learning process of older adults. However, how technology is implemented in senior learning environments is not well known. This study employed a multiple case research method focused on understanding employment, adjustment, and revision of the teaching strategies used by experienced instructors at senior learning centers. The results indicate that the instructors developed different teaching strategies when teaching older learners, which included: 1) Reserved teaching: where instructors reserve some of the learning content, so elderly learners can continue their learning of a topic if they continue to participate in the same class; 2) Unscripted performance: where instructors flexibly adjust or jump outside the box of the previously scheduled teaching content to respond to ever-changing learning situations and the needs of the elderly learners, and 3) Assistance from peers: where instructors can ease the one-to-many teaching burden and also strengthen the learning confidence of the elderly. Highlights • Elderly learn technology requires different education pedagogy. • Reserved teaching can create a familiar but fresh feeling for elder learners. • Unscripted teaching cope with ever-changing learning situations for elderly learners. • Create a little helper from the elderly learners is critical in elderly teaching. [ABSTRACT FROM AUTHOR]

Abstract An experimental study was conducted with 8th grade students (N = 41), ranging from 13 to 14 years old, whereby they solved first-degree equations using a step-based intelligent tutoring system. The aim of the study is to assess the training of the metacognitive knowledge monitoring ability carried out by an animated pedagogical agent integrated into the tutoring system. Students from the experimental group received metacognitive instructions from the agent, as well as some hints and feedback, whereas those from the control group received only hint-messages and feedback. Pretest and posttest sessions were carried out in order to collect the metacognitive knowledge monitoring ability indexes, as well as the students' performance grades for first degree equations solving. The results indicated that students who received metacognitive instruction presented greater improvement on metacognitive knowledge monitoring ability indexes. The study also monitored students' performance in solving equations during experimental sessions and found that those who received metacognitive instructions completed more equations correctly. This paper also discusses the implications of the results for the theory of metacognitive knowledge monitoring ability. Highlights • An agent that trains the knowledge monitoring ability is evaluated. • The agent's training can improve students' knowledge monitoring ability. • The agent's training can improve students' learning performance. • A correlation between students' performance and metacognitive ability is found. [ABSTRACT FROM AUTHOR]

Abstract Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept exists in practice remains contentious. To ascertain the nature of TPACK, the present study aimed to understand how six pre-service English teachers enacted various forms of TPACK through design thinking while considering contextual problems that impacted on their web-conferencing teaching over the course of 14 weeks. This study examined the design conversations in which six distance teachers discussed ways to design online teaching materials and activities as well as to solve any contextual problems encountered. Through quantitative content analysis of coded post-teaching discussions and qualitative analysis of interviews, it was found that while the teachers' discussions conspicuously displayed an orientation towards Pedagogical Content Knowledge, as opposed to technology-based knowledge, their discussions were particularly not associated with Technological Pedagogical Knowledge. In addition, two contextual factors were found to influence their web-conferencing teaching: technical problems related to sound quality were identified as a micro-level contextual factor while the teachers' concerns about their students' prior knowledge and short attention spans were viewed as a student-centric contextual factor. These findings provide insights into how individual TPACK subdomains were enacted through design thinking that enabled the teachers to overcome contextual problems. The present study contributes to our understanding of how TPACK enactment is mediated by the context, empirically validating TPACK construct in practice through design thinking. Highlights • Pedagogical Content Knowledge was mediated by the teachers' concerns about students. • A micro-level contextual factor was found to influence web-conferencing teaching. • A student-centric contextual factor was found to affect web-conferencing teaching. • Design thinking helped pre-service teachers enact individual TPACK subdomains. [ABSTRACT FROM AUTHOR]

Even though classroom discussion is considered an essential element of citizenship education, research indicates that pre-vocational students have fewer opportunities to practice with these discussions than their pre-academic peers. To provide more insight into pre-vocational teaching strategies to facilitate citizenship-related classroom discussions that allow for variation in familiarity with discussion, we analyzed observations of plenary discussion moments during 26 lessons at three Dutch secondary schools. Classrooms less familiar with discussion seem to benefit from a focus on structural aspects of discussion and avoiding strict content regulation, whereas classrooms more familiar with discussion profit from reflection on both process and content. • Avoiding strict content regulation seems to increase practice opportunities for students unfamiliar with citizenship-related discussions • To start discussing unfamiliar topics students seem to benefit from teachers incorporating personal life experiences • Students more familiar with classroom discussions appear to profit from reflection on process and content • Introducing real-life consequences seems to work best for students more familiar with citizenship-related classroom discussions • Teacher familiarity with citizenship-related discussions appears necessary to adequately respond to provocative and extreme statements [ABSTRACT FROM AUTHOR]

As technologies have become more portable, scholars have turned their attention to whether the use of electronic devices during lecture positively or negatively affects student performance in the class. In this study, I investigate the effects of banning laptops in the classroom through an experiment conducted over two semesters in an introductory American politics course at a large, public four-year university. Overall, I find that banning laptops is more likely to hinder student performance in the class than help. Although students find many elements of the course to be more helpful to their learning in the laptop-free sections, this does not translate to greater student achievement or lead to significantly different evaluations on the official university teaching evaluations. Overall, these findings suggest that although instructors are not penalized for banning laptops from their classrooms, they ought to carefully consider the extent to which such policies are helpful to student progress in large lecture classes. [ABSTRACT FROM AUTHOR]

The constituents of the nursing classroom have evolved over the years from the traditional high school graduate to a multigenerational student population. Diversity in student demographics brings new challenges to educators. Implementation of innovative teaching strategies has now become a driving force in nursing education to better meet the needs of a multigenerational classroom. [ABSTRACT FROM AUTHOR]

Based on Festinger's theory of cognitive dissonance, this study aimed to explore whether arousing cognitive dissonance among game players can alter their attitudes and behavioral tendencies towards their favorite games. Sixty-six college students (Study 1) and 108 primary school students (Study 2) were randomly divided into a game-related dissonance group and a snack-related dissonance group to perform a short-term counter-attitudinal self-persuasion intervention task. The results suggested that college and primary school students in the game-related dissonance group experienced a significantly higher decrease in positive attitudes towards games and behavioral tendencies to continue playing games than those in the snack-related dissonance group. The participants' attitudinal change toward the games played a mediating role in the effects of the counter-attitudinal intervention on their changes in the behavioral tendency to continue playing the games. In addition, there was a significantly higher game-related dissonance-based intervention effect in the sample of college students than in the sample of primary students. The findings expanded the application of cognitive dissonance in the gaming field and provided implications for educational computer systems to change the attitudes and behaviors of students with excessive gaming behaviors. • Game-related dissonance led to higher internal changes towards games. • Snack-related dissonance led to smaller internal changes towards games. • Dissonance affected behavioral tendency changes by affected attitudinal changes. • Game-related dissonance intervention led to a better effect on internal changes among college students. [ABSTRACT FROM AUTHOR]

• Teachers play crucial roles in achieving the national policy visions envisaged. • Rwandan teachers have suggested a wide range of innovative strategies to support students learning in an unfamiliar MOI. • Engaging with teacher perspectives is the key to develop more context-sensitive strategies to support student learning. In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students' learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education schools indicate that teachers use a rich repertoire of strategies to support students' learning, which can be clustered into four key themes: (1) communication in an unfamiliar MOI, (2) strategies for visual demonstration (3) strategies for engaging students, and (4) commitment to supporting students with different needs. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

To examine the effect of incorporating evidence-based practice (EBP) in Nursing Research curriculum on undergraduate nursing students. The competence of EBP is essential for nurses and it is an essential task for educators to implement EBP education in nursing students. A quasi-experimental study. Based on Astin's Input-Environment-Outcome model, the study was conducted among 258 third-grade students of a four-year nursing bachelor's program between September through December 2022. The students were divided into two groups. Students in the intervention group received innovative teaching where EBP elements were incorporated in Nursing Research course in a natural, gradual and spiral way, while students in the control group attended conventional teaching. Effect of EBP teaching was examined in terms of students' EBP competence, learning experience and satisfaction and score of team-based research protocol assignment. Compared with conventional teaching, the innovative teaching characterized by EBP improved students' EBP competence in terms of attitudes and skills and enhanced student's comprehensive ability in nursing research. Students' learning experience and satisfaction were similarly favorable between the two groups. For undergraduate nursing students, the teaching strategy characterized by EBP is an appropriate and effective way to improve their EBP competence of attitudes and skills, as well as their nursing research ability. [ABSTRACT FROM AUTHOR]

This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding , which supports student self-regulated learning processes; Student Agency , which promotes student choices and voices; and Social Presence and Interpersonal Interaction , which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale ("beginning," "developing," or "proficient") based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for "Scaffolding," less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores. • Explores how college online courses reflect Scaffolding , Student Agency , and Social Presence & Interpersonal Interaction. • Two-thirds of the courses receive a total score at or above the developing level. • Most courses score at the proficient level on Scaffolding. • Most courses score below the developing level on Student Agency and Social Presence & Interpersonal Interaction. • Female faculty and faculty with higher educational attainment and a lower teaching load receive higher scores. [ABSTRACT FROM AUTHOR]

The use of educational robotics for programming education has been shown to be effective in fostering students' computational thinking (CT) skills. However, physical educational robots are expensive, which may limit their wide use in the classroom. This study used augmented reality technology to develop a virtual educational robotic system (AR Bot for short), which offers 3D visual learning feedback to strengthen spatial ability, as well as delayed feedback and auto-scoring feedback to promote students' deeper CT processes. To examine the impact of AR Bot on programming learning, this study used a quasi-experimental design to compare an experimental group of 41 first-year university students who used AR Bot and a control group of 34 first-year university students who used Scratch. We assessed the impact of the two CT tools on students' internal learning processes (enjoyment of learning), CT skills (problem decomposition, algorithm design, and algorithm efficiency skills), and academic achievement. The results showed that students who used AR Bot had higher enjoyment of learning, algorithm design skills, and algorithm efficiency skills but not higher problem decomposition skills and academic achievement than students who used Scratch. Enjoyment of learning led to higher problem decomposition, algorithm design, and algorithm efficiency skills but not academic achievement. Problem decomposition and algorithm design skills, but not algorithm efficiency skills, led to academic achievement. The theoretical and practical implications of the proposed tool and other CT tools in programming education are discussed. • AR Bot is a virtual educational robotics with 3D visuals and delayed feedback. • Use of AR Bot promoted students' learning enjoyment compared to Scratch. • AR Bot-induced enjoyment led to higher computational skill dimensions. • AR Bot enhanced students' algorithm design and algorithm efficiency skills. • AR Bot-driven computational skills enhanced students' academic achievement. [ABSTRACT FROM AUTHOR]

Abstract The results of numerous studies suggest that by using active learning strategies educators can improve student learning outcomes. We asked 536 nurse educators teaching in prelicensure programs to estimate the extent that they integrate active learning strategies into their courses. There were no relationships identified between the estimated extent of active learning use and program National Council Licensure Examination pass rates. [ABSTRACT FROM AUTHOR]

Data gathered from 357 undergraduate and graduate teacher education students were analyzed to assess the ability of the Synthesis of Qualitative Data (SQD) instrument to measure six teaching strategies (role models, reflection, collaboration, feedback, instructional design and authentic experiences) important for preparing future teachers to use technology in their future teaching. Factor analysis, multidimensional scaling, and analysis of variance techniques were applied to the 24 SQD items developed through qualitative assessment of effective strategies needed to prepare teachers, in order to assess reliability and validity for six unique four-item scales. Findings were that all scales exhibited acceptable performance characteristics as independent measures, implying that future studies could use subsets of the items rather than the full 24-item instrument. Recommended areas of future research and practical implications for teacher preparation programs are discussed. What is already known about this topic. • The SQD instrument as a total scale score (24 items) is reliable and valid. • The SQD is established as useful for assessing teacher preparation practices. What this paper adds. • Six individual (4-item) scales from the SQD have high reliability and validity. Implications for practice and/or policy. • Individual 4-item scales can assess specific teacher preparation practices. • This could reduce survey completion time while preserving psychometric integrity. [ABSTRACT FROM AUTHOR]

The present study investigated the influence of metaphor and board writing on students' learning performance, continuance intention, and recommendation intention through the mediating effects of psychological distance and immersion. Four aspects of psychological distance—temporal, spatial, social, and hypothetical distance—and immersion are introduced to identify the mechanism. Through a two (with versus without metaphor) by two (with versus without board writing) between-subject experimental design, 193 participants were randomly assigned to one of four sets of video lectures on the gradient descent method, followed by an online questionnaire. Partial least squares structural equation modeling was employed to validate the research model. The results demonstrate that metaphor has a significant effect on all four aspects of psychological distance and immersion, while board writing has an impact only on hypothetical distance. Social distance mediates the relationship between metaphor and learning performance, recommendation intention, and continuance intention; hypothetical distance mediates the interplay between metaphor, board writing, and learning performance; and immersion mediates the link between metaphor and recommendation intention. • A 2 × 2 between-subject experiment is used to analyze this topic. • Metaphor and board-writing are effective tools in video lectures. • Social and hypothetical distances and immersion play mediation roles. • Null impacts exist for temporal distance and spatial distance. • Immersion is not so important in the simple video context. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of two teaching strategies, both guided by the concept of dialogicity, on adolescents' knowledge about schistosomiasis and adherence to diagnostic fecal testing.Methods: Two teaching strategies related to schistosomiasis were developed, an educational video and group conversation, which were tested in two groups of students aged 10-15 years old. Before and after the intervention, a questionnaire was applied to assess participants' knowledge about schistosomiasis and, after the intervention, two fecal samples were requested from each participant. Comparisons were performed by paired t- and McNemar tests.Results: Both strategies resulted in statistically significant improvements in knowledge between the pre- and post-tests. Students who watched the video had a higher return rate of fecal samples and percentage of correct questionnaire answers, mainly on questions about schistosomiasis infection.Conclusion: Teaching strategies based on dialogue favored the construction of concepts about schistosomiasis that can influence the adoption of positives attitudes related to health.Practical Implications: Using teaching strategies based on the concept of dialogicity can favor the increase of knowledge of school age children about schistosomiasis and can influence behavioral change related to health. [ABSTRACT FROM AUTHOR]

In recent years, as information technology has become more prevalent, learning management systems have arisen around e-learning and web-based platforms. As a result, huge quantities of data about students’ learning process have been recorded and stored. Teachers can apply data-mining techniques to mine students’ learning performance. One such technique is association rule mining, which can find correlations between student characteristics and performance. For instance, a rule (Attendance = Middle) ∧ (Gender = Male) → (Semester = Low) indicates that the semester grade of students is at the Low level if their gender is Male and attendance rate is Middle, where Low and Middle are predetermined linguistic terms given by teachers. Teachers can rely on such rules to formulate their teaching strategies. However, these rules may be varied in different semesters because of the change of student characteristics or teaching method of teachers. The above rule is used to describe student behavior during the last semester, yet, within this semester, the rule changes to (Attendance = Low) ∧ (Gender = Female) → (Semester = Low). Without updating this knowledge, teachers might adopt inappropriate teaching strategies for students who are learning in different ways across different semesters. In this study, we propose a new change mining model to discover the change in student learning performance and characteristics on the basis of association rules. We conducted experiments with real-life datasets to evaluate the effectiveness of the proposed model. [ABSTRACT FROM AUTHOR]

Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory. [ABSTRACT FROM AUTHOR]

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. [ABSTRACT FROM AUTHOR]

This study sets out to examine the teacher's questions to their students during argumentative disciplinary discussions in the classroom, i.e., task-related argumentative discussions concerning the discipline taught in the course, with the aim to compare the types of questions used at undergraduate and graduate levels. The data corpus is constituted by 16 video-recorded lessons (about 24 h of video) of two courses – one at the undergraduate level and one at the graduate level – in Developmental Psychology. The two courses were selected according to the following criteria: i) similar number of students, ii) similar disciplinary domain, and iii) both courses are taught by the same teacher in English language. The findings of this study show that at the undergraduate level, the teacher asks broad questions to her students with the aim to favor a large discussion with and among students around general topics relating to Developmental Psychology. At the graduate level the teacher asks specific questions that refer to scientific theories or to certain aspects of a theory in the field of Developmental Psychology. Moreover, at the graduate level both types of teacher's questions are often followed by a further why-questions asked to the students. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is recognized as important for teaching in healthcare. However, few studies comparing active versus traditional strategies for this teaching approach have been conducted. This study aims to compare the use of different educational strategies (i.e. active learning versus formal lectures) for teaching interprofessional geriatric competencies in health professional students from different healthcare courses. Randomized controlled trial. Public university. Health professional students (nursing, physiotherapy, medicine, nutrition and psychology courses). Different theoretical educational strategies (active learning in intervention group versus formal lectures in control group) were associated with case-based group discussions. The RIPLS (Readiness for Interprofessional Learning Scale), IEPS (Interdisciplinary Education Perception Scale) and TSS (Team Skills Scale) instruments were applied at 3 timepoints: on first day of class, on last day of class and at 6 months post-intervention. Of 151 eligible students, 99 concluded all stages of the study and were subsequently included in the analysis. A significant increase in scores on the RIPLS, IEPS and TSS was measured on the last day of class and this performance gain persisted after 6 months for both strategies. However, no significant performance difference between the two strategies was found. Similarly, although student satisfaction was very good, no difference in ratings between the strategies was evident. The results of this project, besides developing and fostering important discussion on IPE, can add to the literature and aid researchers in IPE by furthering knowledge on how different teaching strategies can impact future health professionals. • Few studies comparing active versus traditional strategies for teaching Interprofessional education have been conducted • We found an increase in interprofessional knowledge and attitudes among students comparing baseline and 6 months of follow up. • However, no differences in active and traditional teaching was found • Case-based group discussions were offered for both interventions, reflecting the importance of using case scenarios [ABSTRACT FROM AUTHOR]

The unique characteristics of Millennial nursing students require nursing faculty to develop innovative teaching strategies. The use of simulation in nursing education is one innovative approach. Furthermore, team-based simulation training is increasingly being used in hospitals and universities to train interprofessional health care teams. This article describes an innovative simulation competition, called “SimWars,” developed by faculty in three nursing courses within a baccalaureate program: Nursing of Children, Nursing of the Childrearing Family, and Community Health, to foster team-based attitudes toward patient care. [ABSTRACT FROM AUTHOR]

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students' final exam scores was mediated by students' levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings. [ABSTRACT FROM AUTHOR]

• Design Sprint's agile methodology contributes to developing hard and soft skills (21st century abilities) in STEAM degrees. • Design Sprint learning method activities can be performed both face-to-face and remotely. • Using a triple approach to assessment (i.e. co-evaluation, hetero-evaluation and self-evaluation) makes grading more objective and encourages critical thinking. • Net promoter score (NPS) surveys are a powerful tool for measuring overall user feedback. Creating project-based learning experiences in the classroom where students learn in a team to solve complex problems and to develop creative and critical thinking is a challenge. Design Sprint (DS) is an agile methodology (implemented in 5 days) with the goal of creating innovative design based on user needs (User Experience). The objective of this work was to develop an Engineering Drawing classroom experience linked to the context of the current COVID-19 pandemic with the Design Sprint methodology. The experience had to involve the integration of theory and practice, the application of knowledge, the development of both hard and soft skills, and the empowerment of students to conduct research. 56 first-year students following three STEAM degrees at the University of A Coruña participated in this experience. The activities were designed for both face-to-face and remote learning. Microsoft Teams and Moodle were used for tutoring and for monitoring student progress. The Moodle Workshop tool was used for the evaluation of the prototypes that were developed and the projects were evaluated by video. The students defended their projects through a presentation in lightning talk format (Ignite). Evaluation rubrics were used following a triple approach: co-evaluation, hetero-evaluation and self-evaluation. The 3D design of the projects was developed with Autodesk software. A total of 18 projects were developed. Once the projects were completed, a survey was administered to evaluate the levels of student satisfaction. The survey results were very positive. The Design Sprint projects also showed positive effects on grades. The Design Sprint method has promoted an interactive learning environment. In addition to its simplicity, a further advantage of DS method is that all student dedication is planned. Students were therefore less likely to feel overloaded, all of which helps with better time management. The DS methodology is multipurpose, so it can be applied to various fields and subjects. [ABSTRACT FROM AUTHOR]

Suicide is a worldwide public health problem. Although preparing nursing students to care for suicidal persons has been a standard part of nursing education for many years, nurses consistently report that they lack competencies in caring for this population of patients. The purpose of this phenomenological and hermeneutical study was to understand the experiences undergraduate nursing students had in regard to caring for suicidal persons. The aim of the study was to obtain insights into the basic preparation of students in the care of suicidal persons to inform pedagogical approaches pertaining to suicide and improve the nursing care for these individuals. Twelve senior nursing students were recruited for the study. Data were collected using in-depth, unstructured interviews. The study themes indicated that (a) when participants read about suicidal persons' mental status and behavior in patient, records they initially feared interacting with and caring for these individuals; (b) participants' abilities to gather information about suicide risk was influenced by how much patients talked with them about their suicidal tendencies; and (c) participants' capacity to provide safe and therapeutic suicide prevention interventions was impacted by judicious critical thinking skills. Teaching strategies that align with the themes are provided. [ABSTRACT FROM AUTHOR]

Summary: Background: There is no standardized or formal communication skills training in the current nursing curriculum in Macao, China. Objectives: To develop and evaluate a learner-centered communication skills training course. Design: Both qualitative and quantitative designs were used in two separate stages. Settings and participants: A randomized sample and a convenience sample were taken from students on a four-year bachelor's degree program at a public institute in Macao. Methods: Stage I consisted of developing a learner-centered communication skills training course using four focus groups (n=32). Stage II evaluated the training's efficacy by comparing communication skills, clinical interaction, interpersonal dysfunction, and social problem-solving abilities using a quasi-experimental longitudinal pre–post design among 62 nursing students. A course evaluation form was also used. Results: Content analysis was used to evaluate the essential themes in order to develop the specific content and teaching strategies of the course. Paired t-tests and Wilcoxon signed-rank tests showed significant improvement in all post-training scores for communication ability, content of communication, and handling of communication barriers. According to the mean scores of the course evaluation form, students were generally very satisfied with the course: 6.11 to 6.74 on a scale of 1 to 7. Conclusions: This study showed that the course was effective in improving communication skills, especially in terms of the content and the handling of communication barriers. The course filled an important gap in the training needs of nursing students in Macao. The importance of these findings and their implications for nursing education are discussed. [Copyright &y& Elsevier]

Computational thinking (CT) skills help students both understand and utilize computing in various domains to cope with the challenges posed by the complex digital world. This study applied mind mapping to programming language instruction in a primary school, and explored the effects of mind mapping on students' CT skills when learning programming with Scratch as a programming tool. Two types of mind mapping, construct-by-self mind mapping (CBS-MM) and construct-on-scaffold mind mapping (COS-MM), were proposed to compare which type is more effective in terms of students' CT skills. Seventy-three public primary school fifth-grade students aged 10 to 11 participated in the study. The CBS group included 33 students learning with the CBS-MM instructional approach, while the COS group comprised 40 students learning with the COS-MM instructional approach. Data were obtained from nine topic Scratch programming assignments and pre- and post-CT skills surveys completed by the two groups. Paired sample t tests were used to analyze whether the two types of mind mapping approach could improve both groups' CT skills. One-way ANCOVA and one-way ANOVA were used to examine the difference in the two groups' CT skills. The results showed that both CBS-MM and COS-MM can improve students' CT skills; however, the COS group students could better improve their CT skills with the assistance of the COS-MM method compared with the CBS group students who learned with the CBS-MM method. The findings of this study can provide some enlightenment for relevant instructors to design instruction and implement programming teaching with different kinds of mind mapping support that facilitates students' CT. • Computational thinking (CT) skills are important for students in the digital world. • Construct-by-self mind mapping (CBS-MM) can improve students' CT skills. • Construct-on-scaffold mind mapping (COS-MM) can improve students' CT skills. • COS-MM could better improve students' CT skills than those with CBS-MM. [ABSTRACT FROM AUTHOR]

To determine if video-recorded lecture provided better immediate knowledge retention than live lecture In line with the call to increase nationally graduated nurses as recommended by KSU 2030 Vision, educational institutions in Saudi Arabia are required to increase the enrollment to the Bachelor of Science in Nursing program. As a result, there is increased number of sections or groupings which created a need for additional faculty. However, to mitigate the impact of faculty shortage, the Administration embarked on exploring innovative teaching strategies that would ensure that lecture contents across groups of students are uniform and instructions are similar. Hence there is a need to explore innovative teaching strategies that would ensure that contents across groups of students are uniform, and instructions are similar. The study employed a quasi-experimental design to examine if video-recorded lectures provided better immediate knowledge retention than live lectures. A total of 160 s -year nursing students were randomly assigned to either of the two teaching strategies (video-recorded lecture or live lecture). Data were collected at a public university in Riyadh, Saudi Arabia. Both lectures covered the interpretation of arterial blood gases (ABG) and all students had no prior knowledge on the subject. Pretest and posttest using the same 16 questions were administered to both groups. Each item was comprised of a combination of ABG results. Students were to choose the correct answer from four choices of interpretations of the ABG result. ABG is assessed to determine gas exchange, ventilator control and acid-base balance among patients with acute or chronic illnesses. Assessment of immediate knowledge retention was conducted using a questionnaire comprised of 16 multiple-choice items to be used in both the pretest and posttest. Each item was comprised of a combination of ABG results. The live lecture group's posttest mean score did not differ significantly from that of the video-recorded lecture group; t (156.52) = 0.47, p = 0.64, d = −0.08. The odds ratio is 1.27 and the probability is 95%. CI:.64, 2.50. This study found no difference between video-recorded lectures and live lectures in terms of providing immediate knowledge retention. Video-recorded lectures are a viable complementary teaching strategy. There is a need to enhance the instructional design so that learning objectives are more clearly defined, contents are aligned with the learning objectives, teaching strategies should include active participation from learners and outcomes should be assessed based on the learning objectives. [ABSTRACT FROM AUTHOR]

Abstract: The current study aims to assess the effectiveness of different teaching methods adopted for the practical session of Cardio-Pulmonary Resuscitation (CPR). CPR training is one of the compulsory modules of the Public Health Pharmacy (PHP) course at Universiti Sains Malaysia. CPR training comprises of 10% of total marks of the PHP course. To test the effectiveness of the different teaching strategies, three groups were defined using a two-stage cohort distribution—i.e. based on grade point average (GPA) and different teaching modalities. Group One was instructed using images and PowerPoint lecture slides. Group Two was instructed using videos and PowerPoint lecture slides. Group Three was instructed using PowerPoint slides with white boards and videos. Students in Group Three were not provided with a hard/soft copy of the PowerPoint slides and were encouraged to write down all the information on their personal notebooks. A 20-item questionnaire was used to assess the students’ understanding toward the CPR session. Data were analyzed using the Statistical Package for Social Science Students, SPSS version 13®. Based on the response attained, the comparison of the final score among the groups was undertaken using one way ANOVA. Twenty-seven students have participated in this study. Final evaluation using the questionnaire revealed that student’s in Group Three had a better understanding of CPR (18.1±1.5, p <0.001) than the other two. Students’ note taking during the lecture and use of traditional chalkboard teaching were found significant to improve the students’ understanding and learning in the CPR session. [Copyright &y& Elsevier]

Highlights: [•] People generally overestimate braking capacity and believe that they can reduce speed faster than they actually can. [•] Information about distance driven during a driver's braking reaction time improved braking speed judgments. [•] Additional information about stopping distances did not add to the improvement. [ABSTRACT FROM AUTHOR]

Despite the benefits of culturally diverse faculty (CDF) in nursing education, studies on strategies to help them succeed in academia are lacking. The purposes of this article were to identify factors important for CDF's academic success by first surveying faculty teaching strategies that may be useful for CDF as they work with students, and to explore some factors that may be useful for administrators/leaders to help CDF be successful in academia. Data from 20 participants who met the inclusion criteria were used for data analysis. CDF seem to incorporate cultural issues in their teaching. A summary of teaching strategies and factors that CDF want from administrators/leaders are listed in this study. [ABSTRACT FROM AUTHOR]