The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review

AimThis integrative review aims to explore the relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education.BackgroundResearch in higher education has shown that feedback practices can lead to students’ developing evaluative judgement; thought critical for performance improvement and life-long learning. While literature in nursing and midwifery education has not yet employed the term ‘evaluative judgement’ explicitly, there might be similar concepts and practices that seek to develop students’ judgement of performance that sustain learning beyond the immediate task.DesignAn integrative review of the nursing and midwifery feedback literature.MethodsIn February 2020, six online databases (CINAHL, ProQuest, Scopus, ERIC, PsycINFO, Ovid MEDLINE) were systematically searched for literature published between January 1989-February 2020. Synonyms for feedback and evaluative judgement were used to inform our search. This review included a rigorous team-based, five-stage approach: (1) identifying the problem; (2) conducting the search; (3) evaluating the data; (4) analysing the data; and (5) presenting the integrative review.ResultsA total of 1408 studies were initially retrieved with 543 duplicates. 865 abstracts were screened using eligibility criteria, resulting in the exclusion of 835 studies. Thirty full-text studies were appraised for quality. Eighteen studies with diverse methodologies achieved a medium-high quality score for inclusion in data analysis. Conceptions of feedback and evaluative judgement were identified in all studies; despite none using the term 'evaluative judgement' explicitly. Thematic analysis of the studies resulted in seven themes: conceptions of feedback, purposes of feedback, sources of feedback, modes of feedback, conceptions of evaluative judgement, purposes of evaluative judgement and relationships between feedback and evaluative judgement.ConclusionsWhile our findings supported contemporary higher education research, the feedback-evaluative judgement relationship is novel in nursing education. We encourage educators to design feedback activities privileging students’ active engagement through dialogic feedback, reflection and self-assessment, to develop their evaluative judgement of practice.     

371名大学生微信朋友圈人格、自我呈现策略与情绪表达的关系

目的 探究大学生微信朋友圈人格、自我呈现策略和情绪表达间的关系。方法 采用社交网络自我呈现策略问卷、艾森克人格问卷简式量表、伯克利情绪表达问卷,对随机抽取的371名大学生进行调查。结果 ⑴外倾型人格总分与真实自我呈现策略总分呈正相关(r=0.170,P=0.001),与正性情绪表达呈正相关(r=0.166,P=0.001),与情绪表达强度呈正相关(r=0.184,P=0.001),真实自我呈现策略与正性情绪表达呈正相关(r=0.239,P=0.001)。⑵真实自我呈现策略在外倾型人格与正性情绪表达的关系中存在部分中介效应。结论 371名大学生的外倾型人格、真实自我呈现策略与正性情绪表达关系密切,真实自我呈现策略在外倾型人格与正性情绪表达的关系中存在部分中介效应。     

MR-safety in clinical practice at 7T: Evaluation of a multistep screening process in 1819 subjects

IntroductionMR facilities must implement and maintain adequate screening and safety procedures to ensure safety during MR examinations. The aim of this study was to evaluate a multi-step MR safety screening process used at a 7T facility regarding incidence of different types of safety risks detected during the safety procedure.MethodsSubjects scheduled for an MR examination and having entered the 7T facility during 2016–2019 underwent a pre-defined multi-step MR safety screening process. Screening documentation of 1819 included subjects was reviewed, and risks identified during the different screening steps were compiled. These data were also related to documented decisions made by a 7T MR safety committee and reported MR safety incidents.ResultsPassive or active implants (n = 315) were identified in a screening form and/or an additional documented interview in 305 subjects. Additional information not previously self-reported by the subject, regarding implants necessitating safety decisions performed by the staff was revealed in the documented interview in 102 subjects (106 items). In total, the 7T MR safety committee documented a decision in 36 (2%) of the included subjects. All of these subjects were finally cleared for scanning.ConclusionA multi-step screening process allows a thorough MR screening of subjects, avoiding safety incidents. Different steps in the process allow awareness to rise and items to be detected that were missed in earlier steps.Implications for practiceSafety questions posed at a single timepoint during an MR screening process might not reveal all safety risks. Repetition and rephrasing of screening questions leads to increased detection of safety risks. This could be effectively mitigated by a multi-step screening process. A multi-disciplinary safety committee is efficient at short notice responding to unexpected safety issues.     

Ten-year trends and differences in alcohol consumption among black and white female undergraduates

Background: Few studies have explored changing patterns of alcohol consumption among young females and differences based on race/ethnicity. Objective: This study examined differences in alcohol consumption between black and white undergraduate females and compared trends in three different measures of alcohol consumption over a 10-year period from 2004 to 2014. Methods: The CORE Alcohol and Drug Survey was used to collect data from female undergraduates attending a public university in the northeastern USA. Classes were randomly selected into the sample; class acceptance was 68% and student participation was 96%. The chi-square test examined differences between groups and the Cochrane Armitage Test for Trend assessed changes over time. Results: In 2014, for every measure of alcohol consumption examined, a significantly larger percentage of white females engaged in the behavior compared to black females. Trend analysis from 2004 to 2014 demonstrated a narrowing of this gap. Controlling for age, any alcohol use in past 30 days and binge drinking in the past 2 weeks increased significantly for black females 21 years or older. Any alcohol use in the past 30 days decreased significantly for white females under 21 years. Conclusion: These findings introduce many questions which should be explored through additional research.     

医学高校师生对PBL的评价与期望对比研究

目的进行医学高校师生对PBL法的评价与期望对比研究。方法以某医学高校师生为研究对象,以问卷调查数据为基础,进行医科院校师生对于现行PBL法的教学课堂评价与期望的对比研究。结果高校师生对PBL法的评价与期望存在部分差异,学生对该教学法的实施普遍期待,但超过半数学生不知道如何参与;部分教师表示其在实际操作中可能存在问题与局限;在激发学生学习兴趣与主动性方面,几乎所有教师都认同该教学方法,但大部分学生却怀有不确定或中立态度。尽管存在差异,但师生们对PBL法提高学生自主学习能力等方面的优点都表现出一致性赞同。结论 PBL教学法在提高学生综合素质与课堂质量方面的显著成效符合新时期医学高校师生的期望,但也不能忽视其在实际操作中可能存在的困难与局限;教师可在今后传统课堂模式中逐渐融入PBL教学法,在实践中加以改良,达到高效完成课堂教学的目的。     

高职院校中医诊断学教学方法探讨与思考

中医诊断学是中医学及相关专业学生必修的一门专业基础课,因其理论内容丰富,知识点多,实践性强,在实际教学中讲授本课程具有一定的难度,对于高职学生更加要侧重技能的培养。本文从课前准备、课堂教学、技能实训、课后总结等方面结合教学实践探讨中医诊断学教学方法,让学生能够真正掌握所学知识和技能,以提高教学质量和效果。     

2018年某高校新生体质指数及生活习惯的调查分析

目的 了解江苏某高校2018级新生体质指数及生活习惯,分析生活习惯对体质指数的影响,为指导大学生养成健康生活习惯、塑造良好身体素质提供依据。方法 入学体检测量新生身高、体重,随机抽取部分专业学生完成生活习惯调查。结果 完成调查问卷的350名新生,体质指数正常、过轻、过重、肥胖者占比分别为57.71%、28%、10.29%和4%。男生体质指数高于女生(P<0.01),男生过重及肥胖检出率高于女生(P<0.05),女生过轻检出率高于男生(P<0.01)。完成调查问卷的新生中,65.43%每日规律三餐饮食,69.14%有每周运动的习惯。规律饮食组体质指数正常检出率高于非规律饮食组(P<0.05),每周运动3次及以上学生体质指数正常检出率高于其他学生(P<0.05)。超重学生睡眠满意度低于其他学生(P<0.05)。结论 新入学大学生体质指数过轻与超重问题并存,饮食及运动习惯有待改善,高校需重视体质指数监测,有针对性开展饮食及运动健康教育。     

推拿在高校体育实践中的运用状况

推拿在我国各大高校中已有初期运用,其在高校的体育实践课和运动健康方面的保障均有成功案例,这对高校体育实践产生了一定影响。本文通过对推拿在高校体育实践中运用状况的分析,从不同角度阐述这些应用的影响及作用,以及推拿对于高校体育发展的意义。