Changes in natural language environments of families receiving quantitative language feedback in Shanghai were investigated. Volunteer parents of 22 children aged 5 to 30 months were recruited from a hospital and a learning center. Quantitative measures of adult word count and conversational turns with children were collected regularly over 6 months. Feedback reports to caregivers included individual family plus group counts. Impact was assessed by changes in quantitative measures and pre–post child language assessments. Overall, families increased word/turn counts significantly during the first 3 months and then regressed to baseline levels. However, parents whose word count output was below median at baseline significantly increased word count output to study conclusion. Adult word and turn counts were related to a subset of language development measures. Quantitative feedback with parent training had a significant impact on adult–child interactions, particularly for below-median families. Larger studies of wider socioeconomic status with control groups are needed.
The National Science Digital Library (NSDL), launched in December 2002, is emerging as a center of innovation in digital libraries as applied to education. As a part of this extensive project, the GetSmart system was created to apply knowledge management techniques in a learning environment. The design of the system is based on an analysis of learning theory and the information search process. Its key notion is the integration of search tools and curriculum support with concept mapping. More than 100 students at the University of Arizona and Virginia Tech used the system in the fall of 2002. A database of more than one thousand student-prepared concept maps has been collected with more than forty thousand relationships expressed in semantic, graphical, node-link representations. Preliminary analysis of the collected data is revealing interesting knowledge representation patterns.
Objective
To implement pediatric nurses' ability level system based on the construction of pediatric nurses' ability level model and competency index databases and set up nurses' core competency requirements and advanced conditions so as to provide evidences for pediatric nurses′ ability level management.
Methods
Nurses' core competency requirements and advanced conditions were set up. N1 and N2 certificated of nurses' ability level were implemented in the whole hospital. Satisfaction of nurses and family members of children before and after the implementation were compared.
Results
A total of 354 nurses applied for N1 and N2 ability level in the whole hospital. A number of 289 out of 354 applications passed the audit and 237 out of 289 applications have been certificated. For N1 level, 148 out of 180 (82.22%) applications were certificated. For N2 level, 90 out of 174 applications (51.72%) were certificated. Satisfaction rates of nurses increased from (83.88±11.886) to (89.84±10.740) after the implementation, with a statistically significant difference (t=-5.180, P<0.01) . Satisfaction rates of family members developed from 84.27% to 93.01% after the implementation. The difference was statistically significant (χ2=9.766, P<0.05) .
Conclusions
The implementation of nurses' ability level system improves nurses' work enthusiasm and increases nurses' work satisfaction and family members' satisfaction.
Key words:
Hospital, pediatric; Nurses; Ability level system; Post competency model
Research has indicated that English learning stress contributes significantly to English learning burnout among undergraduate students. However, knowledge of the mediating and moderating mechanisms underlying this relationship is limited. To bridge this gap, a moderated mediation model was constructed to examine whether English learning self-efficacy mediated the relationship between English learning stress and English learning burnout. Furthermore, this study analyzed whether the mediated relationship was moderated by mindfulness and gender. A total of 1130 Chinese undergraduate students (mean age = 20.84 years, SD = 1.57 years) reported their experiences regarding English learning stress, English learning self-efficacy, English learning burnout, and mindfulness. After controlling for covariates, the results revealed that English learning self-efficacy mediated the positive link between English learning stress and English learning burnout among both men and women. Moreover, the findings demonstrated that the indirect link was moderated by mindfulness among male undergraduate students. However, the moderating effect of mindfulness was not significant among the women in this study. The implications of these findings for future research, and the development of intervention and prevention of English learning burnout are discussed.
Abstract People often test changes to see if the change is producing the desired result (e.g., does taking an antidepressant improve my mood, or does keeping to a consistent schedule reduce a child’s tantrums?). Despite the prevalence of such decisions in everyday life, it is unknown how well people can assess whether the change has influenced the result. According to interrupted time series analysis (ITSA), doing so involves assessing whether there has been a change to the mean (‘level’) or slope of the outcome, after versus before the change. Making this assessment could be hard for multiple reasons. First, people may have difficulty understanding the need to control the slope prior to the change. Additionally, one may need to remember events that occurred prior to the change, which may be a long time ago. In Experiments 1 and 2, we tested how well people can judge causality in 9 ITSA situations across 4 presentation formats in which participants were presented with the data simultaneously or in quick succession. We also explored individual differences. In Experiment 3, we tested how well people can judge causality when the events were spaced out once per day, mimicking a more realistic timeframe of how people make changes in their lives. We found that participants were able to learn accurate causal relations when there is a zero pre-intervention slope in the time series but had difficulty controlling for nonzero pre-intervention slopes. We discuss these results in terms of 2 heuristics that people might use.
The National Science Digital Library (NSDL), launched in December 2002, is emerging as a center of innovation in digital libraries as applied to education. As a part of this extensive project, the GetSmart system was created to apply knowledge management techniques in a learning environment. The design of the system is based on an analysis of learning theory and the information search process. Its key notion is the integration of search tools and curriculum support with concept mapping. More than 100 students at the University of Arizona and Virginia Tech used the system in the fall of 2002. A database of more than one thousand student-prepared concept maps has been collected with more than forty thousand relationships expressed in semantic, graphical, node-link representations. Preliminary analysis of the collected data is revealing interesting knowledge representation patterns.
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