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Background: In the information age of health care, nurses often face information overload, leading to negative emotions, e.g., anxiety that may impede the adoption of evidence-based practice and clinical decision-making process. Nurses with higher digital health literacy can effectively process and manage information. Despite this, no research has explored the relationship between information anxiety, digital health literacy, and core competency among nurses. Therefore, this study aims to investigate the mediating effects of digital health literacy on information anxiety and core competency among nurses. Methods: From July to October 2023, the data for this cross-sectional study were collected. The study surveyed a total of 608 nurses from three tertiary hospitals in Fujian Province, and the survey instruments included a sociodemographic information questionnaire, Chinese revision version of the Digital Health Literacy Instrument (CR-DHLI), Information Anxiety Scale (IAS), and Competency Inventory for Registered Nurses (CIRN). Descriptive statistics and Pearson correlation analysis were conducted using SPSS 29.0, and the mediating effect of digital health literacy was examined using Mplus. Results: The mean score of nurses' information anxiety, digital health literacy, and core competency was 3.03 ± 0.91, 2.46 ± 0.56, 2.72 ± 0.88, respectively. And the mediation model of information anxiety on core competency for nurses showed a good model fit index (χ²/df = 2.207, CFI = 0.985, TLI = 0.982, RMSEA = 0.045, SRMR = 0.035). Digital health literacy was positively correlated with nurses' core competency but negatively correlated with information anxiety. The results of path analysis revealed that information anxiety had negative and significant direct effects on NCC (β = -0.119, P = 0.004) and DHL (β = -0.297, P < 0.001). DHL had a positive effect on NCC (β = 0.306, P < 0.001). Digital health literacy played a partial mediating role, accounting for 43.54% of the relationship between information anxiety and nurses' core competency. Conclusions: Information anxiety among nurses was at relatively high levels, which had a negative impact on the core competency of nurses. This issue requires attention from nursing managers. The mediating role of digital health literacy in the relationship between information anxiety and core competency among nurses has been established. Nursing managers should strengthen the evaluation of nurses' DHL and devise effective support strategies to enhance DHL, thus improving the core competence of nurses in information age. [ABSTRACT FROM AUTHOR]

The capability of reading comprehension is one of the essential skills for learning different topics, and has been recognized as a challenging objective in the Chinese curriculum. In this study, a concept mapping‐based summarization strategy was incorporated into flipped learning to improve students' reading comprehension. The participants of the study were 45 fifth graders from two Mandarin Chinese classes at an elementary school in Taiwan. None of the students had previous flipped learning experience. A pretest and posttest of reading comprehension as well as pre‐ and post‐questionnaires for measuring the students' reading motivation, self‐efficacy, and cognitive load were conducted. The experimental results show that the proposed approach improved the students' summarization skills, while the impact of the approach on students' reading comprehension was not significant. Moreover, reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic and extrinsic motivation. Consequently, it is concluded that employing concept mapping with the summarization strategy in flipped learning and students' summarization ability are directly related, but there may be an indirect relationship with reading comprehension. Practitioner NotesWhat is already known about this topic The capability of reading comprehension has been recognized as a challenging objective in the Chinese curriculum.It is time‐consuming and difficult to train students in all kinds of reading skills in class.Flipped learning could be one of the approaches to solving this dilemma as it provides more practice and interaction time with peers and teachers in class.The acquisition of new skills can be technically demanding.The difficulty levels of the skills to be acquired should be considered.What this paper adds A concept mapping‐based summarization strategy for flipped learning is proposed to enhance students' summarization and reading comprehension in a Mandarin Chinese course.The proposed approach improved the students' summarization skills.When learning with the proposed approach, students' reading comprehension and self‐efficacy showed a positive correlation, and self‐efficacy was positively correlated with both intrinsic motivation and extrinsic motivation.Implications for practice and/or policy Combining concept mapping with the summarization strategy in flipped learning mode has good potential to improve students' summarization skills.Dynamic instructional strategies in reading should be promoted to stimulate critical and creative thinking.Flipped video assignments at students' own levels should be considered. [ABSTRACT FROM AUTHOR]

Abstract: To explore the clinical characteristics of the Memory Clinic patients at Huashan Hospital and to provide suggestions for future research, we retrospectively reviewed the demographic, cognitive and aetiological data from 2,789 consecutive patients who attended the Memory Clinic of the Department of Neurology at Huashan Hospital from April 2003 to April 2008. The demographical distribution of the patients was as follows: there were more females (58%) than males; 58% of the patients were older than 70 years of age; and most patients (77%) had six or more years of education. The distribution of the diagnoses was as follows: degenerative or vascular dementia, 46.4%; mild cognitive impairment, 22.8%; subjective cognitive impairment, 21.7%; neurosis, 3.3%; organic cognitive impairment, 3.9%; unspecified dementia, 1.2%; and pure amnesia, 0.7%. These results showed that older patients with relatively high levels of education comprised the majority of our sample and a high percentage of the patients showed absent or mild cognitive impairment. Accordingly, future studies should focus on early diagnosis and treatment for dementia. Detailed neuropsychological tests and follow-up assessments are becoming increasingly important in the diagnosis of memory diseases in China. [Copyright &y& Elsevier]