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Against the backdrop of a worldwide decline in students' mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students' learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students' hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock. [ABSTRACT FROM AUTHOR]

Background & Objective: Clinical education stands as a critical domain for enhancing clinical skills. Evolving global demands, marked by an information explosion and dynamic shifts in disease patterns, coupled with deficiencies in clinical training and its disconnect from theoretical knowledge, pose significant challenges in patient care. This study aims to explore the obstacles and challenges associated with applying theoretical knowledge from the general medicine course in clinical practice. Materials & Methods: This qualitative research employed a conventional content analysis approach. Twenty participants, each with a minimum of one year of clinical education experience, were purposefully selected to ensure maximum diversity. Data were collected and analyzed through individual semi-structured interviews. Results: The data analysis identified five main categories as the primary challenges in applying theoretical knowledge in the clinical environment. These include "weakness of inputs," "weakness of policy," "ineffective training and novice practitioners," "ethical lapses, unprofessional conduct," and "challenges while studying." Additionally, 14 subcategories were derived, collectively representing the main challenges faced. Conclusion: The application of theoretical knowledge acquired in various aspects of clinical education is hampered by diverse challenges. These challenges manifest at different levels, encompassing management, policy, infrastructure, and human and material resources. Prioritizing identified issues and implementing corrective actions based on existing capacities is the initial step in overcoming these challenges. [ABSTRACT FROM AUTHOR]

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Background & Objective: Clinical education stands as a critical domain for enhancing clinical skills. Evolving global demands, marked by an information explosion and dynamic shifts in disease patterns, coupled with deficiencies in clinical training and its disconnect from theoretical knowledge, pose significant challenges in patient care. This study aims to explore the obstacles and challenges associated with applying theoretical knowledge from the general medicine course in clinical practice. Materials & Methods: This qualitative research employed a conventional content analysis approach. Twenty participants, each with a minimum of one year of clinical education experience, were purposefully selected to ensure maximum diversity. Data were collected and analyzed through individual semi-structured interviews. Results: The data analysis identified five main categories as the primary challenges in applying theoretical knowledge in the clinical environment. These include "weakness of inputs," "weakness of policy," "ineffective training and novice practitioners," "ethical lapses, unprofessional conduct," and "challenges while studying." Additionally, 14 subcategories were derived, collectively representing the main challenges faced. Conclusion: The application of theoretical knowledge acquired in various aspects of clinical education is hampered by diverse challenges. These challenges manifest at different levels, encompassing management, policy, infrastructure, and human and material resources. Prioritizing identified issues and implementing corrective actions based on existing capacities is the initial step in overcoming these challenges.

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students’ clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student’s perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students’ perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study’s findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education.

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes. [ABSTRACT FROM AUTHOR]

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students' clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student's perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students' perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study's findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education. [ABSTRACT FROM AUTHOR]

The relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers' engagement in educational activities. However, the question of where this knowledge comes from and how it develops over time has yet to be answered. As such, there is an enduring need to revisit this discussion in light of a series of works that address, from a socio-cultural perspective, the importance of the meanings associated with this knowledge. We propose that knowledge held by teachers arises and evolves as a consequence of the narrative construction of certain subjective learning experiences. These experiences enable the emergence of meanings associated with identity positions, facilitating or hindering alignment or fit between theoretical and practical knowledge. [ABSTRACT FROM AUTHOR]

This study aims to investigate the expectations of 21st-century teaching from pre-service teacher education programs and to analyze the contemporary status of pre-service teacher education programs in developing 21st-century teaching skills among prospective teachers. The meta-analysis method was used to analyze previously conducted studies in the context of 21st-century teaching. The findings reveal that, to some extent, pre-service teacher education programs contribute to developing the 21st-century teaching skills by imparting theoretical knowledge, but there is a gap in the application of theory and pedagogical practices. Consequently, there is a pressing need to reconsider the pre-service teacher education programs to inculcate the essential teaching skills for 21st-century, such as collaborative learning, reflective thinking, social and emotional competencies, adaptive skills, communication skills, creativity and entrepreneurship skills, critical thinking, problem-solving skills, and ICT skills for teaching and social networking.

The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers’ awareness and practice skills in employing reflective approach.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

BackgroundVolunteering is a beneficial activity with a wide range of positive outcomes, from the individual to the communal level. In many ways, volunteering has a positive impact on the development of a volunteer’s personality and experience. This study aimed to evaluate the impact of health volunteering on improving the self-skills and practical capacities of students in the western region of the Kingdom of Saudi Arabia.Materials and methodsThe study was a descriptive cross-sectional electronic web-based survey that was submitted on a web-based questionnaire; 183 students answered the survey, and then, the data were analyzed using SPSS.ResultsThis study shows that 95.6% of participants agree and strongly agree that the health volunteering experience was useful, 2.7% of the participants neither agree nor disagree, and 1.6% disagree and strongly disagree. Regarding the distribution of the participants on skills learned from volunteering experience, the largest proportion of student (36.1%) volunteers in the health sector acquired communication skills and the smallest proportion of student (14.8%) volunteers in the acquired time management skills. Regarding the disadvantages, 81.4% of the participants do not think there were any disadvantages to their previous health volunteering experience, while only 18.6% of them think there were any disadvantages to their previous health volunteering experience. Additionally, the study found that the type of the sector affects the skills acquired from health volunteering.ConclusionResearch revealed that the majority considered volunteering a great experience. Volunteering increased the self-skills and practical capacities of radiology students, which proved the hypothesis.

This article discusses management issues in the higher education system, and therefore the process of self-organization of students from the point of view of the structure, content and functional components of self-organization is correct in increasing management efficiency. Self-organization and independent education. Universal competencies included in the State educational standards of higher education, group time management based on the principles of lifelong learning, independent ability to build and implement a trajectory of self-development. [ABSTRACT FROM AUTHOR]

We all experience and possess an imagination of postmodernity, yet we describe it in highly individualized ways. What is lacking is a universally accepted vision of postmodernity. Even postmodernism, which focused mainly on critiquing modernist philosophy, did not create such a vision. This article interprets the views of the French philosopher Q. Meillassoux, a representative of the younger generation that follows postmodernism. The author sees in Meillassoux's ideas an attempt to provide answers that resonate with many interpretations within the cultural context of postmodernity. It turns out that philosophy can still be a relevant field in culture, even in postmodernity, provided that it engages in a reflection on classical philosophical questions in relation to postmodernity. This recognition acknowledges that philosophy co-creates the cultural context and is influenced by all fields of culture, especially in the current postmodern era. [ABSTRACT FROM AUTHOR]

The PURPOSE of this research is for a survey to be conducted among the students of the Faculty of Public Health “Prof. Tzekomir Vodenicharov, МD, DSc” at Medical University – Sofia to study whether they are satisfied with how hybrid teaching has been organized in the Department of Health Economics. MATERIALS AND METHODS: An anonymous questionnaire survey was conducted. Out of all students who were invited to participate, 309 joined. The questionnaire was distributed through the Google Forms platform from June to October 2022. Chi-Quadrant analysis was used in order to find relationships between categorical variables. RESULTS: the result shows a statistically significant connection between the students who are studying different specialties in the FPH and their satisfaction with the organization of the hybrid classes carried out by the Department (p

The purpose of this paper is to examine evidence-based theories and strategies that can aid in comprehending and fostering the career transitioning of students with visual impairments. Understanding the various career transitioning theories will enable career professionals and visually impaired students to achieve a successful career counselling encounter. The suggested theoretical models highlight the importance of psychological and social variables in predicting a successful transition and the attainment of good and meaningful jobs by visually impaired students. The theories discussed in this paper include Schlossberg's transition theory; Bridges’ transition framework; Psychological model for student retention; Psychology of working theory; Opportunity structure theory; Liquid modernity and life design; and Career construction theory. This article contributes to the literature on career counselling by arguing and elucidating the theoretical significance of these vocational counselling theories and strategies as they pertain to promoting career transition for visually impaired students. Theoretical knowledge could help to inform counselling methods and enable professionals, and various institutions to understand the contextual drivers of career transitioning, advocate for more inclusive workplaces, and explore solutions to reduce the number of unemployed visually impaired graduates. Career counsellors can adapt many techniques if they use an integrated theoretical approach to help visually impaired students transition from school to their potential employment.

ObjectiveTo explore the effects of a micro-video-based flipped classroom teaching model on the standardized training of dermatological residents in China.MethodsA total of 78 residents who had received standardized training at the Department of Dermatology of the First Affiliated Hospital of Anhui Medical University were selected and randomly divided into an experimental group (39 residents) and a control group (39 residents). The experimental group received micro-video-based flipped classroom teaching, whereas the control group received traditional lecture-based classroom teaching. Scores relating to theoretical knowledge of dermatology, clinical practice skills, and the results of a questionnaire survey were used to evaluate the teaching effects.ResultsThe average score of the experimental group in the theoretical knowledge test (88.56 ± 5.80) was significantly higher than that of the control group (81.90 ± 7.45). Similarly, the average score of the experimental group in the clinical practice skills test (85.44 ± 5.97) was also significantly higher than that of the control group (78.46 ± 5.94). The results of the questionnaire survey showed that the experimental group exhibited significant improvements in learning interest, mastery of teaching content, communication skills, expression skills, clinical practice skills, autonomous learning, clinical thinking, clinical application, and team cooperation.ConclusionFlipped classroom teaching based on micro-videos helped to improve the teaching effects of theoretical knowledge, clinical practice skills, and residents’ comprehensive ability during dermatological residents’ standardized training.

The objective of this article is centered in valuing from the pedagogic didactic point of view the importance of the practical professional pre, and how through a systemic didactic work you can contribute to the development of professional abilities. For it, it is indispensable to discern the paper of the theoretical knowledge in the process of teaching learning practice, summing up the interaction centers the theoretical thing and the practical thing. In this analysis the methods configuration relationship were used, the dialectical one as system and concrete historical analysis when studying the practical professional pre in the Ecuadorian reality. Lastly this study ago a characterization of the main deficiencies of the practical professional pre and their incidence in the ways of performance of the professional futures in the universities of Ecuador. [ABSTRACT FROM AUTHOR]

Рассматривается вопрос формирования знаний и умений по подготовке студентов на учебных занятиях курса спортивного совершенствования «Гиревой спорт», преподаваемого в институте физической культуры и спорта (ФКиС) Томского государственного педагогического университета. Представлена современная версия преподавания студентам института ФКиС методики теоретической и физической подготовкам с использованием элементов кроссфит. Представленный вариант методики создан с учетом научно-методических подходов и принципов к процессу обучения и развития силовой выносливости при занятиях гиревым спортом. Разработанная методика состоит из следующих компонентов: теоретические темы, темы практических занятий по развитию физических качеств, индивидуальные дозы воздействия, упражнения, направленные на мышечные группы, интенсивность нагрузки во время работы и интервалы отдыха между используемыми подходами. Показаны итоговые результаты воздействия применяемой методики до и после педагогического эксперимента. Экспериментальным путем доказано положительное влияние данной методики, которая направлена на пополнение и углубление умений и знаний по развитию физических качеств при занятиях гиревым спортом.

Groundwater contamination by arsenic (As) is a serious issue in many countries, particularly in middle- and low-income nations. High concentrations of As in drinking water and groundwater cause serious health problems. Numerous technologies, such as ion exchange, oxidation, coagulation–flocculation, phytoremediation, membrane filtration, and adsorption, have been applied to remove As from the water environment. Among these technologies, adsorption is the preferred method in low- and middle-income countries due to its affordability, high efficiency, and ease of design, operation, and maintenance. Along with this technology, a variety of materials have been developed and investigated for their ability to remove As from water environments, though iron-based adsorbents have been reported to be the most effective. Thus, the aim of this paper is to briefly review the sources of As and the prevalence of As species in water bodies, as well as the currently available technologies for As removal. A detailed analysis of recent studies on iron-based adsorbents used to remove As from aqueous solutions in both laboratory conditions and field conditions is presented. [ABSTRACT FROM AUTHOR]

The PURPOSE of this research is for a survey to be conducted among the students of the Faculty of Public Health "Prof. Tzekomir Vodenicharov, MD, DSc" at Medical University - Sofia to study whether they are satisfied with how hybrid teaching has been organized in the Department of Health Economics. MATERIALS AND METHODS: An anonymous questionnaire survey was conducted. Out of all students who were invited to participate, 309 joined. The questionnaire was distributed through the Google Forms platform from June to October 2022. Chi-Quadrant analysis was used in order to find relationships between categorical variables. RESULTS: the result shows a statistically significant connection between the students who are studying different specialties in the FPH and their satisfaction with the organization of the hybrid classes carried out by the Department (p <0.001). From the participants' responses, it is clear that the implementation of hybrid form of teaching (in-person classes for practical training and online classes for theoretical study) carried out through open educational resources and implementing innovative teaching methodology is preferred by the students. CONCLUSION: The scientific evidence arising from our empirical research can aid in the development of guidelines for practical improvement of the hybrid teaching organization in disciplines taught in the Department. The conclusions drawn presuppose continuous research with proper methodologies applied. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of legal education in Pakistan with that of the United Kingdom (UK), the United States (US), and Australia. The main objective of the study was focused on examining the similarities and variations in curriculum, teaching strategies, faculty credentials, assessment and evaluation, professional training certification, and continuing education. The study found that legal education in Pakistan places more emphasis on theoretical knowledge, with limited opportunities for practical training, while legal education in the UK, US, and Australia places a strong emphasis on practical training, critical thinking, and professional development. The paper emphasises the value of practical training and professional development in legal education therefore it is recommended that Pakistan's legal education system could benefit from incorporating these elements into its curriculum to prepare graduates in the field of social sciences for legal practices in Pakistan and internationally. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Employability skills are essential for Pakistani Bachelor of Business Administration (BBA) fresh graduates. The job market is hardly optimistic for her recent BBA graduate. Employers now have different standards to measure a multitude of skills and competencies in addition to the required training. The Higher Education Commission (HEC) of Pakistan recently launched the new four-year BBA degree program to raise student proficiency and communication expertise as well as their understanding of fundamental business concepts and principles to meet the expectations of employers. This research study was conducted to investigate employability skills and the expectations of employers. We used phenomenological research methodology to carry out our investigation. We developed a list of 52 employability skills after conducting a focus group with ten experts. We chose a sample of 100 firms using a stratified random probability sampling technique from those listed with the Security and Exchange Commission of Pakistan (SECP). One hundred department heads were sent the list through email and instructed to rank only six of the skills as prerequisites for a recent business graduate to appear in interviews. Ninety department heads responded to our survey. They identified skills as subject-specific theoretical knowledge, communication skills, confidence, attitude, corporate dressing and personal grooming, and willingness to learn. We conducted a focus group with the same experts once more to learn how new business graduates should develop these employability skills and to acquire professional advice for recent business graduates. We used thematic analysis to analyse the qualitative data. The research study's findings can be useful to graduates in both academia and business. [ABSTRACT FROM AUTHOR]

The financial sector of the economy of the Republic of Moldova, established as a result of building the market economy, has complained to many modern financial institutions, which trigge- red, on the one hand, the profound transforma- tion of the legacy inherited from the state eco- nomy, and, on the other hand, the founding of new entities. Obviously, this process has resulted in a shortage of qualified personnel in the field of finance, which, along the way, thanks to the expan- sion of financial education, has been covered. However, even after three decades, there are deficiencies in the training of staff. One of the fundamental problems in the training and pro- fessional development of specialists in the field of currency and credit is the modelling of professio- nal skills, issue that is investigated in this paper. The obtained results can serve as support for the argumentation of the recommendations on the modernization of financial education, the selection and adaptation of the content of the lec- ture units and non-auditorial teaching activities, but also of the professional training programs and the procedures for assessing professional competences to the contemporary requirements of functioning of financial institutions.

The effective transfer of knowledge and skills is the primary goal of nursing education. Despite this, little is known about how knowledge and skills gained through international collaborative nursing educational programs is applied by nurses. To describe the experiences of knowledge and skills transfer among nursing graduates from an international collaborative educational program to their clinical practice and ongoing study. A qualitative design was employed for this study. In 2023, fifteen interviews were conducted with nursing graduates from a Chinese-Swedish collaborative nursing educational program at Lishui University in eastern China. Directed content analysis was utilized to analyze the interview data. Nursing graduates gained both knowledge and skills that surpassed the educational goals of the international collaborative program. Throughout the application and transfer of knowledge and skills, participants reported both positive and negative experiences. Notably, a gap persisted between basic nursing theoretical knowledge and clinical practice. Additionally, deficiencies were identified in the transfer of nursing research knowledge, indicating areas for improvement in future nursing education. The findings suggest that knowledge and skills from an international collaborative nursing educational program can be successfully transferred to clinical nursing practice and postgraduate study. However, addressing the gap between theoretical knowledge and practice, particularly in updated basic nursing knowledge and practice, is essential. Furthermore, there is a need to enhance awareness and attitudes towards nursing research among nurses, emphasizing the importance of continuous learning. • Knowledge and skills transfer varied among non-traditional nursing graduates. • An international collaborative program imparted transferable knowledge and skills. • Structured international courses boosted nursing informatics competence. • Positive attitudes and awareness fostered research among Chinese nursing students. [ABSTRACT FROM AUTHOR]

В статье рассматривается вопрос формирования знаний и умений по профилактике травматизма студентов на учебных занятиях для дисциплин по видам спорта силовой направленности, преподаваемых на факультете физической культуры и спорта Томского государственного педагогического университета. Представлен разработанный вариант обучения студентов факультета физической культуры и спорта методике профилактики травматизма, основанной на упражнениях статического и статодинамического характера работы мыщц. Данная методика опирается на научно-методические принципы и подходы к процессу обучения профилактике травм опорно-двигательного аппарата при занятиях гиревым спортом. Разработанная методика обучения студентов профилактике травматизма опорно-двигательного аппарата включает в себя следующие компоненты: теоретические темы, темы практических занятий по профилактике травматизма, средства воздействия на мышечные группы, дозы воздействия, интенсивность работы и интервалы отдыха между подходами. Представлены результаты воздействия разработанной методики до и после эксперимента. Экспериментально доказана эффективность разработанной методики обучения студентов, направленной на формирование знаний и умений по профилактике травм опорно-двигательного аппарата при занятиях гиревым спортом.

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on evidence-based argumentation shows that (pre-service) teachers have difficulties in orienting their actions to existing theories and empirical evidence. This article addresses the knowledge content needed for this and presents a vignette-based procedure. Within each vignette, two different theoretical perspectives are addressed. The behavior of a teacher can be either suitable or unsuitable from both perspectives or more or less suitable depending on the perspective. In study 1, the procedure is piloted and in study 2, an intervention on a specific area of knowledge takes place. The results show that participants differentiate the vignettes as expected. The intervention leads to corresponding increases in knowledge, which likely relates to a change in the evaluations. The presented approach is discussed with regard to possible applications in the context of research on evidence-based argumentation.

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Neonatal skin care practices are considered crucial for a neonate's survival and are closely related to healthcare professionals' (HPs) knowledge and skills in delivering scientifically valid neonatal care interventions. In this descriptive cross-sectional pilot study, conducted in 2022, we aimed to assess HPs' basic theoretical knowledge of neonatal vernix caseosa, skin microbiota, and bathing as well as knowledge regarding evidence-based clinical practices (referred to as "clinical knowledge") for preterm neonatal skin care. Eligible participants were neonatologists, pediatricians, obstetricians, midwives and nurses working in the Greek setting. The research instrument was an online questionnaire designed by the research team. Finally, 123 HPs took part in the study. The theoretical, clinical and total knowledge scores were all significantly associated with age, healthcare profession and the sources used for education. Participants' theoretical and clinical knowledge scores were compared and found not to differ significantly (p = 0.566). A significant and positive correlation was found between theoretical and clinical knowledge scores. Thus, it is concluded that HPs should be updated with the latest evidence-based knowledge and clinical guidelines in order to provide neonatal skin care with high-quality standards. [ABSTRACT FROM AUTHOR]

This work aims to improve Cinematography Majors' creative orientation and practical skills and improve related teaching quality. Firstly, this work analyzes the theoretical knowledge and main working principles of Educational Psychology (EPSY). Then, it reviews the current situation and characteristics of the Cinematography teaching through a Questionnaire Survey (QS). Consequently, an EPSY-based teaching effect evaluation model is proposed for Cinematography Majors. The results show that genders have great differences in Cinematography Majors' theoretical knowledge and creative orientation. Girls' theoretical knowledge learning effect is better than boys, with about 84% qualification rate at best. Boys' creative orientation learning effect is better than girls, with the highest qualification rate of about 84%. Meanwhile, students' theoretical knowledge differs greatly from grade to grade and the learning effect increase with the grade. Nevertheless, students' overall creative orientation is not satisfactory. Lastly, students' theoretical knowledge differs greatly given different artistic backgrounds, but the difference in creative orientations is small. Thus, the school can carry out targeted teaching for students according to different genders, grades, and artistic backgrounds, to comprehensively improve the teaching effect of Cinematography. The finding provides technical support and educational countermeasures for improving the teaching effect of Cinematography and the reform of Cinematography teaching. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have shown an effect of rapidly spreading SARS-COV-2 on combined anxiety-depressive disorders and maladjustment syndrome occurrences. Objective: To determine the primary medical students’ reactive anxiety level and the final scores of their educational progress in distance learning during the SARS-COV-2 pandemic. Materials and Methods: The study involved 824 students at medical universities in Saratov and Moscow. The assessment of the reactive anxiety level was carried out according to the State-Trait Anxiety Inventory, STAI; the average score of students' academic performance was calculated according to the data of the technological platform "1C: Enterprise" version 8.4.1. The survey was completed during distance learning in May 2020. The quality of distance learning was compared to a similar score for 2019, when students were trained in a traditional way. Statistical analysis was conducted using Statistica 6.0. Results: It was shown the presence of moderately severe disorders among the primary medical students according to the average score of reactive anxiety (43.28 ± 12.85), that expressed more in females s (p0.05) but the practical skills suffered much especially in time trend (p

• The competence of nursing students in the medication process was mainly assessed at good. • The game-based method is an effective way to learn the medication process. • The 3D simulation game is a suitable learning method for pharmacotherapy. • The use of games as a learning method requires further investigation. The use of a 3D simulation game as a learning method in pharmacotherapy is rare in nursing education. The purpose of this study was to evaluate a 3D simulation game as a learning method in the medication administration process for nursing students. Nursing students (n = 123) participated in a two-group intervention study. The students were randomized to an intervention group (n = 71) who played the 3D simulation game and a control group (n = 52) who read online material. All students completed a similar competency measurement using a knowledge test before and after. At baseline, the majority (84.3%) of students answered all statements correctly. While there were differences between the intervention and control groups, they were small. Theoretical knowledge increased in both groups in those statements where it had been weak, e.g., pharmacology. The 3D simulation game is suitable for learning the medication administration process and can be used as an assessment method to evaluate the theoretical knowledge of medication administration among nursing students. [ABSTRACT FROM AUTHOR]

The knowledge and use of plant resources are constantly evolving. In this work, the socio-cultural and economic factors that influence the traditional botanical knowledge of a mestizo community in Mexico were analyzed, and the correspondence of two cultural indices that asses the theoretical and practical ethnobotanical dimensions was determined to identify the magnitude of the significance and utility of each one of the useful plants. The study was carried out through semi-structured interviews with 44 local informants. Free lists were applied, and the indexes of use value and practical value were used to document the most culturally important plants. With an analysis of covariance (ANCOVA), the differences in traditional botanical knowledge between gender and the effect of socioeconomic covariates on it were evaluated. 223 species were recorded in 54 botanical families and 86 genera, of which 48% were herbs and just over 60% of the total were recorded in homegardens. The Asteraceae family had the highest number of useful species followed by Fabaceae and Rosaceae. Of a total of 10 categories of use, medicinal, food, and ornamental plants were the most representative. A weak correspondence was found between the cultural indices at the species level, but there was consistency at the level of use categories. The ANCOVA showed that there is no statistically significant difference between the genders and none of the covariates have a significant influence (p>0.05) on traditional botanical knowledge. However, there was a consensus between men and women on the importance they give to medicinal and food plants. [ABSTRACT FROM AUTHOR]