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With the globalization of the contemporary social economy and its ever-increasing influence, it is particularly important to master a common language in the world at this stage English. For the subjects who have the opportunity to learn English, their listening, reading, writing, and other abilities are relatively good, but the speaking ability is relatively lacking. Therefore, the self-study of spoken English is particularly important for the improvement of the practical application ability of English, and an efficient self-study system will also play a better role in the self-study process. The efficiency of a system depends on the maximum and minimum magnitudes that the system can carry. Therefore, for the self-learning system of spoken English in this paper, it is necessary to calculate the maximum and minimum carrying capacity. Therefore, it is necessary to deal with the limit thinking of the maximum and minimum carrying capacity of the system. The evaluation based on limit theory in this paper is a kind of evaluation of the maximum and minimum carrying capacity of the English oral self-learning system by using the convergence and dispersion characteristics of limit thinking. In order to evaluate the performance of the oral English self-learning system, this paper implements the dynamic evaluator of the oral English self-learning system, and constructs a hardware system for the self-learning oral English. This paper also uses the hidden Markov model in the self-learning system and the application of the central limit theory. The corresponding experimental results show that the mean value of the spoken English test data is 25.1337, and the standard deviation is 2.01385, which is in line with the normal distribution. It shows that the evaluation based on the limit theory can make the operation of the spoken English self-learning system stable. [ABSTRACT FROM AUTHOR]

Augmented reality can provide an interactive learning environment. This leads to an exploration of new possibilities in the educational domain. In this work, a systematic literature review of AR applications developed for preschool and primary education is presented. To conduct this review, the Google Scholar database was used. The articles were screened using a set of five inclusion-exclusion criteria for suitability. In total, seventy-one articles published between 2012 to 2021 were selected. Of those, forty-five are conference papers, one is a book chapter, and the remaining twenty-five are journals. These works were analyzed by nine research questions proposed by us. We identified enjoyment, engagement, and learning gains as the key achievements of AR-based applications. Besides this, improvement in motivation, learning interest, participation, understanding, and self-learning are also found important in our review. Although, there are challenges—usability issues, technical problems, acceptance, cognitive overload, and health issues; however, due to their numerous benefits, AR-based applications may be another mode of teaching-learning method in the near future. [ABSTRACT FROM AUTHOR]

For the purpose of effectively improving the assessment accuracy of spoken English self-study quality of English learners, a speech scientific computing knowledge assessment algorithm is introduced into the assessment of the self-study system of spoken English. Through the combination of spoken English speech assessment and accuracy detection, a DSP-based self-study assessment system for spoken English is designed. This system is mainly divided into two parts: voice signal processing and hardware circuit design. The features of spoken English self-study speech are extracted based on the multilayer wavelet feature conversion method, and the English pronunciation is detected and analyzed by adaptive filtering based on the characteristic values obtained. The corresponding wavelet entropy features of spoken English self-study speech are automatically assessed and assessed for the self-study quality. Finally, a practical case is analyzed, and the results indicate that the system proposed in this paper has high accuracy and excellent stability in assessing the quality of self-study in spoken English. Hence, it is of practical value in self-study assessment of spoken English. [ABSTRACT FROM AUTHOR]

Realizing accurate recognition of Chinese and English information is a major difficulty in English feature recognition. Based on this difficulty, this paper studies the English feature recognition model based on deep belief network classification algorithm and Big Data analysis. First, the basic framework based on deep belief network classification algorithm and Big Data analysis is proposed. Combined with the Big Data analysis training model, the English feature information is processed. Through the recognition of different English text features, the recognition and matching of English features are realized. Then the errors of deep belief network classification algorithm and Big Data analysis are evaluated. Second, this paper describes the quantitative evaluation of deep belief network classification algorithm and Big Data analysis in this system. In the evaluation, the language feature evaluation method is used to improve the evaluation function. At the same time, the deep belief network classification algorithm and Big Data analysis are used to self-study the model, and the English feature recognition method with strong applicability is established. Finally, the effectiveness of the recognition system is verified by the experiment. [ABSTRACT FROM AUTHOR]

Aim. This study aims to investigate the level of organizational learning within urban Chinese Community Health Centres and reveal its potential association with primary care nurses' work performance and well‐being. Background. Globally, there is a push to establish learning healthcare systems for complex health reform challenges. Existing studies on organizational learning mainly focus on North American and European hospital settings, offering limited insights into primary care environments, particularly in developing countries. Design. Cross‐sectional study. Methods. We recruited 175 nurses from 38 community health centres in four Chinese cities (Shanghai, Shenzhen, Tianjin, and Jinan) using convenience sampling. Trained research assistants conducted face‐to‐face surveys, measuring organizational learning with the Learning Orientation Scale. Nurse‐level outcomes included self‐directed learning, quality of care, organizational commitment, and work stress. Data analysis employed multilevel linear modelling. Results. The 38 community health centres displayed a relatively high level of organizational learning, and there was a positive and significant association between organizational learning within community health centres and nurses' self‐directed learning as well as the quality of care. However, there was no significant association between organizational learning and nurses' organizational commitment or work stress. Conclusion. This study demonstrates a high‐level organizational learning capacity in urban community health centres in China. It provides a new perspective on the potential relationship between CHCs' organizational learning and primary care nurses' well‐being and work performance. Further research is needed to clarify unexpected findings and identify factors promoting organizational learning in primary care settings. Implications for Nursing Management. In China's evolving primary care system, nurses play a vital role amidst physician shortages. Policy should prioritize internal management reform alongside structural changes. This study highlights the importance of fostering organizational learning in primary care settings. Strategic interventions should promote a learning culture in CHCs, which may enhance nurses' self‐directed learning and improve the quality of care. [ABSTRACT FROM AUTHOR]

Aim This paper reports on the outcomes of a locally designed educational programme to support leadership capability of junior registered nurses. Background The Developing Leader Programme is an in-house programme delivered in three face-to-face workshops, comprising self-directed reflective and application activities. Method Surveys were used to evaluate self-perceived leadership capability over a 9-month period. The survey comprised a Leadership Capability Instrument adapted from two existing tools. Participants completed surveys at the commencement of the programme, after the third and final workshop and approximately 6 months afterwards. In addition, examples of descriptive accounts of programme activities submitted by individual participants were included to enrich data. Results Of 124 participants, 79 completed surveys at the first workshop, 28 at the final workshop and 31 were returned 6 months after completion of the programme. Mean scores for each area of leadership capability significantly improved throughout the duration of the programme ( P < 0.001). Participants also indicated a willingness to enact leadership behaviours through reported activities. Conclusions Survey responses indicated that participants perceived improved leadership capability after completing the Developing Leader Programme. Implications for nursing management Early educational intervention to facilitate the development of leadership skills as well as clinical skills in junior registered nurses can assist with how they interact with the team. Participation of junior registered nurses in a locally designed leadership programme can assist them to develop leadership behaviours for everyday practice. [ABSTRACT FROM AUTHOR]

The teaching curriculum in anesthesia involves traditional teaching methods like topic-based didactic lectures, seminars, and journal clubs; intraoperative apprenticeship; and problem-based learning (PBL) and simulation. The advantages of incorporating PBL in anesthesia teaching include development of skills like clinical reasoning, critical thinking, and self-directed learning; in addition it also helps in developing a broader perspective of case scenarios. The present paper discusses the characteristics, key elements, and goals of PBL; various PBL methods available; lacunae in the existing knowledge of PBL research; its current status and future perspectives in anesthesia teaching. [ABSTRACT FROM AUTHOR]

Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and taskspecific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students' development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined selfregulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies. [ABSTRACT FROM AUTHOR]

Medical data classification is a prime data mining problem being discussed about for a decade that has attracted several researchers around the world. Most classifiers are designed so as to learn from the data itself using a training process, because complete expert knowledge to determine classifier parameters is impracticable. This paper proposes a hybrid methodology based on machine learning paradigm. This paradigm integrates the successful exploration mechanism called self-regulated learning capability of the particle swarm optimization (PSO) algorithm with the extreme learning machine (ELM) classifier. As a recent off-line learning method, ELM is a single-hidden layer feedforward neural network (FFNN), proved to be an excellent classifier with large number of hidden layer neurons. In this research, PSO is used to determine the optimum set of parameters for the ELM, thus reducing the number of hidden layer neurons, and it further improves the network generalization performance. The proposed method is experimented on five benchmarked datasets of the UCI Machine Learning Repository for handling medical dataset classification. Simulation results show that the proposed approach is able to achieve good generalization performance, compared to the results of other classifiers. [ABSTRACT FROM AUTHOR]

This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR) in subject-area classrooms. We build from prior research to "connect the dots" between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student selfregulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1) While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2) How did teachers draw on researchbased resources to inform practice development? (3) What kinds of practices could be associated with gains in students' selfregulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions. [ABSTRACT FROM AUTHOR]

The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRLmicroanalytic assessment protocols and potential areas of future research are presented. [ABSTRACT FROM AUTHOR]

Background. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. Objective. The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. Method. A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children's Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. Result. All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T -scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. Conclusion. The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance. [ABSTRACT FROM AUTHOR]

Aim: To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self‐directed learning and teamwork in a nursing administration project. Background: Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. Methods: A longitudinal quasi‐experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used. The investigated learning outcomes were knowledge acquisition, knowledge retention, self‐directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. Results: There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem‐based learning (PBL), yielded effective student learning outcomes. Conclusion: PBL increased the students' self‐directed learning and teamwork. This strategy can be applied to side‐by‐side co‐teaching and post‐graduate year training programmes. Implications for Nursing Management: The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes. [ABSTRACT FROM AUTHOR]

Introduction. Diabetes mellitus type 1 and type 2 are linked to higher prevalence and occurrences of depression. Internet-based depression- and diabetes-specific cognitive behavioral therapies (CBT) can be effective in reducing depressive symptom severity and diabetes-related emotional distress. The aim of the study was to test whether disease-specific severity indicators moderate the treatment outcome in a 6-week minimally guided web-based self-help intervention on depression and diabetes (GET.ON Mood Enhancer Diabetes (GET.ON M.E.D.)) and to determine its effectiveness in a nonsuicidal severely depressed subgroup. Methods. Randomized controlled trial- (RCT-) based data (N=253) comparing GET.ON M.E.D. to an online psychoeducation control group was used to test disease-specific severity indicators as predictors/moderators of a treatment outcome. Changes in depressive symptom severity and treatment response were examined in a nonsuicidal severely depressed subgroup (CES−D>40; N=40). Results. Major depressive disorder diagnosis at the baseline (pprf6=0.01), higher levels of depression (Beck Depression Inventory II; pprpo=0.00; pprf6=0.00), and lower HbA1c (pprpo=0.04) predicted changes in depressive symptoms. No severity indicator moderated the treatment outcome. Severely depressed participants in the intervention group showed a significantly greater reduction in depressive symptom severity (dprpo=2.17, 95% Confidence Interval (CI): 1.39-2.96) than the control condition (dprpo=0.92; 95% CI: 0.001-1.83), with a between-group effect size of dprpo=1.05 (95% CI: 0.11-1.98). Treatment response was seen in significantly more participants in the intervention (4/20; 20%) compared to the control group (0/20, 0%; χ2 2N=40=4.44; p<0.02). At the 6-month follow-up, effects were maintained for depressive symptom reduction (dpr6f=0.71; 95% CI: 0.19-1.61) but not treatment response. Conclusion. Disease-specific severity indicators were not related to a differential effectiveness of guided self-help for depression and diabetes. Clinical meaningful effects were observed in nonsuicidal severely depressed individuals, who do not need to be excluded from web-based guided self-help. However, participants should be closely monitored and referred to other treatment modalities in case of nonresponse. [ABSTRACT FROM AUTHOR]

Aim The study mapped the support provided for newly qualified practitioners across Kent, Surrey and Sussex. Background Newly qualified practitioners require support and guidance to facilitate their transition from student to their new role as qualified practitioner. Professional bodies advocate that programmes be provided but the type and intensity of that support is variable. Methods Telephone interviews were conducted with 24 people delivering support for newly qualified practitioners across professions in 13 different health care trusts. Documents ( n = 41) related to support programmes were analysed. Two case study site visits and a knowledge exchange conference of 45 delegates completed the data collection. Data were analysed using the constant comparative method of analysis. Results Support for newly qualified practitioners was largely idiosyncratic to profession and Trust. Evidence emerged of a conceptual shift from basic competency acquisition toward a corporate induction programme. Conclusions Interdisciplinary programmes can provide generic transitional support, but the newly qualified practitioners favoured skill acquisition to help them to be effective in their new role. Measuring the impact of newly qualified practitioner support on patient outcome and the practitioner is required. Implications for nursing management A career pathway for those who support newly qualified practitioners and one that includes specific preparation for the role is proposed. [ABSTRACT FROM AUTHOR]