Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students

Graduate nursing students experience considerable stress due to their multiple responsibilities, including professional responsibilities, graduate coursework and family commitments. Peer support can help graduate students overcome stress and may heavily influence their learning satisfaction. However, the mechanisms underlying the influence of peer support on learning satisfaction in graduate students remain unclear. Thus, this cross-sectional study examined the relationship between peer support, achievement emotions (learner-specific emotions related to achievement activities) and learning satisfaction, as well as the mediating effects of achievement emotions among 225 graduate nursing students working in the Korean health care system. Participants completed a questionnaire assessing these variables. Pearson correlation was conducted to investigate the relationship between the variables and Baron and Kenny's regression analysis and Sobel test were conducted to examine the mediating effects of achievement emotions. Peer support correlated positively with positive achievement emotions and learning satisfaction and negatively with negative emotions. Positive emotions were positively and negative emotions were negatively, correlated with learning satisfaction. Achievement emotions mediated the relationship between peer support and learning satisfaction. Our findings indicate that peer support plays an important role in improving learning satisfaction, emphasizing the advantages of positive emotions and the disadvantages of negative emotions in graduate nursing students.     

Diseñando una encuesta para residentes de formación sanitaria especializada sobre la satisfacción con la docencia. Experiencia en la Comunidad Autónoma del País Vasco (2009-2018)

In Spain, the evaluation of internal resident's satisfaction with the training they receive is legally mandatory for autonomous regions. Beyond this obligation, the evaluation of training leads to its improvement. However, an effective evaluation procedure requires a series of steps that should not be overlooked. Throughout the text, we will give a series of clues that will help those responsible for training, at different levels, to start up a procedure of this type. We will talk about technical requirements for the construction of an effective questionnaire, the most appropriate way to apply the survey in the field of training residents, the importance of statistically validating the questionnaire in order to obtain usable conclusions, and the dissemination of results, from the review of the process itself. Finally, as an example, we will bring up the survey of residents of specialized health training in the Autonomous Community of the Basque Country from 2009 to 2018.     

Primera clase: guía docente

The aim of this paper is to state what the college teacher's performance should be today in and from the first class of the course (first honnour class) as a contrast to what it was a few years ago and that still persists to a great extent. It begins by insisting on the need to share the epistemological conceptions of different terms such as learning, teaching, etc. between teachers and students; continue with the recommendation that the teacher must be strategic, analyzing also the role of the student and its strategic load and the lightness with which the competences are handled. Next, the learning guide is analyzed and constructive alignment is recommended in its elaboration, then the parts or sectors of the same are described and the paper finalizes indicating the strategic in the teaching performance.     

Learning styles and gross anatomy assessment outcomes at a Colombian School of Medicine

The term, “learning styles” refers to the concept that individuals have as regards the method of instruction or study that is most efficient for them. It has been proposed that optimal learning occurs when the preferences of the primary learning style of the student correspond to the course content and the method of instruction. The Visual, Aural, Written/Read and Kinesthetic (VARK) model is a preferred instruction model. The objective of the study was to investigate the relationship between the VARK preferences and the Gross Anatomy test results of a group of students from the Universidad del Norte. The study included 111 (61 female and 50 male) students enrolled in their third semester of medical school in the skeletomuscular system during the summer of 2015. The VARK Aural and Kinesthetic modes were the most common (34.2% and 26.1%, respectively), while Visual was the learning style with the lowest number of representatives (9%). The multimodal style was preferred by 12.6% of the students involved. There was no significant statistical relationship (X² = 2.61; p = .62 and X² = 5.4; p = .24) between the VARK modes and the mid-term test results. The Aural and Kinesthetic modes showed significant negative correlations with the mid-term electronic multiple-choice assessment (r_s = ?0.19; p = .03; and (r_s = ?0.24; p = .01). Although different teaching strategies were offered to the students, no significant differences were observed. However, the students with Aural and Kinesthetic modes did show a negative correlation with the mid-term electronic multiple-choice assessment.     

Study on self-consciousness of children with learning disabilities and related factors

To study the self-consciousness of children with learning disabilities (LD) and to identify related factors. Methods Five hundred and sixty pupils graded from 1 to 6 in an elementary school were investigated. According to the pupil rating scale revised screening for learning disabilities (PRS), combined Raven‘s test (CRT) and achievement of main courses, 35 of 560 pupils were diagnosed as LD children. Thirty-five children were selected from the average children and 35 from advanced children in academic achievement equally matched in class, gender, and age with LD children as control groups. The three groups were tested by Piers-Harris children‘s self-concept scale. Basic information of each subject was collected by self-made questionnaire. Results Compared with the average and advanced children, LD children got significantly lower scores in self-concept scale. Based on logistic regression analysis, 3 factors were identified, including family income per month, single child and delivery model. Conclusion The results suggest that self-consciousness of children with LD is lower than that of normal children.     

Potential association of lead exposure during early development of mice with alteration of hippocampus nitric oxide levels and learning memory

Objective Chronic lead （Pb） exposure during development is known to produce learning deficits. Nitric oxide participates in the synaptic mechanisms involved in certain forms of learning and memory. This study was designed to clarify whether Pb-induced impairment in learning and memory was associated with the changes of nitric oxide levels in mice brains. Methods Sixty Balb/c mice aged l0 days were chosen. A model of lead exposure was established by drinking 0.025%, 0.05% 0.075% lead acetate, respectively for 8 weeks. The controls were orally given distilled water. The ability to learn and memorize was examined by open field test, T-water maze test. In parallel with the behavioral data, NO level of hippocampus tissue was detected by biochemical assay. Results Compared with control groups, （1） the weight of 0.075% group was significantly reduced （P〈0.05）; （2） The number of times in mice attaining the required standards in T-water maze test was lower in 0.075% group （P〈0.01）. No significant difference was found between experimental and control groups in open field test （P〉0.05）; （3） NO level of mouse hippocampus tissue was decreased in 0.075% group （P〈0.01）. Conclusions The findings suggest that decreased hippocampus NO level may contribute to the Pb-induced deficits in learning and memory processes.     

Satiety and memory enhancing effects of a high-protein meal depend on the source of protein

Objective: High- protein diets have become increasingly popular with various touted benefits. However, the extent to which protein quantity and source affects cognitive functioning through altering postprandial amino acid profiles has not been investigated. Further, whether all protein sources are similarly anorexigenic is uncertain. The objective of this study was to determine the influence of protein level and source on Barnes maze performance, satiety and plasma amino acid levels in male Sprague-Dawley rats.

Methods: Rats were entrained to a meal-feeding schedule consisting of a 30 minutes meal, equivalent to 20% of average daily intake, one hour into the dark phase then ad libitum access to food for 5 h. On test days, rats received one of three isocaloric diets as their first meal, hereafter referred to as Egg White (EW), Wheat Gluten (WG), or Basal, and then were measured for cognitive performance, feeding behavior, or plasma amino acid levels via jugular catheter. Percentage energy from protein was 35% for both EW and WG and 20% for Basal with equal amounts provided by EW and WG proteins.

Results: Rats provided EW performed similarly to Basal on the Barnes maze, whereas WG performed worse. EW increased satiety, whereas WG reduced satiety relative to Basal. Both EW and WG increased postprandial concentrations of large neutral and branched chain amino acids relative to Basal, but in EW, concentrations were slower to peak, and peaked to a higher level than WG.

Discussion: Results demonstrate the importance of protein source for cognition and satiety enhancing effects of a high-protein meal.