Social Media Message Designs to Educate Adolescents About E-Cigarettes

PurposeE-cigarette use is increasing among adolescents, despite potential harms. Social media messages are a promising way to educate youth about e-cigarettes, yet little is known about what message topics and formats will have beneficial impacts for message reception, reach, e-cigarette knowledge, and beliefs about harms.MethodsA national convenience sample of adolescents (n = 928, aged 15–18 years) in high school was recruited for an online experiment. In October 2019, participants were randomized to view one of three social media formats (visual based, quiz, and text only) or a no-message control. Participants in format conditions viewed six unique topics in a random order. Outcomes were e-cigarette knowledge and beliefs. Message reactions and sharing preferences were also assessed among youth who saw social media messages.ResultsSocial media messages led to greater knowledge (Cohen's f = .19; p < .001) and beliefs (f = .16; p < .001) about harms of e-cigarettes compared with the control, regardless of format. Almost four in five adolescents (79%) reported they would share the social media messages, most likely in person (49%) and with friends (52%). Message topics for missing out because of lung damage, having uncontrolled moods, and ingesting specific harmful chemicals elicited higher intended message reactions.ConclusionsSocial media messages can educate about e-cigarette harms. Social media campaigns are a promising e-cigarette education strategy to reach youth, directly and potentially through peer-to-peer sharing.     

Student engagement using multiple-attempt ‘Weekly Participation Task’ quizzes with undergraduate nursing students

BackgroundStudent engagement is essential to quality learning. Regular formative assessment tasks can support positive student engagement attitudes and behaviours towards learning.ObjectivesThis study aimed to evaluate the relationships of regular, recurrent delivery of online quizzes in promoting student engagement and academic performance.DesignConcurrent exploratory mixed-method design.SettingA large metropolitan university in Western Sydney.ParticipantsData from 1037 final-year undergraduate nursing students enrolled in a core theoretical unit related to palliative nursing.MethodA series of new Weekly Participation Task (WPT), consisting of multiple online quizzes was embedded into the unit. Administrative data, including data retrieved from the learning analytics, was used for quantitative data analysis. Qualitative data were retrieved from open-ended questions within the institutional Student Feedback on Unit survey.ResultsEach student's overall mean number of attempts was 4.6, achieving a mean quiz score of 97.6%. Students with high quiz attempts were more likely to also had high tutorial attendance (AOR: 1.42, 95% CI: 1.05 to 1.90), achieved maximum quizzes scores (AOR: 1.78, 95% CI: 1.26 to 2.51), but interestingly, lower grade point average (AOR: 1.73, 95% CI: 1.28 to 2.35). The WPT received 111 (26%) positive comments in students' open-ended responses, and all three (behavioural, emotional and cognitive) student engagement dimensions were evident as students' sources of satisfaction.ConclusionsThe WPTs are a successful formative assessment task that supports student engagement across all three dimensions, and contributes significantly to reducing student stress and increasing preparedness for and participation in face-to-face tutorial sessions.     

Formative online multiple-choice tests in nurse education: An integrative review

AimThe aim of this integrative review is to explore how formative online multiple-choice tests used in nurse education promote self-regulated learning and report on pedagogies that support their design.BackgroundOnline multiple-choice tests are widely used as learning and formative assessment tools in a range of educational contexts. However, little is known about how these tools are used to promote patterns of learner self-regulation. It is important that nurses and nursing students develop the capability to self-regulate learning to be effective lifelong learners and navigate complex and unfamiliar practice environments.DesignA five-stage approach guided this integrative review: problem identification, literature search, data evaluation, data analysis and presentation.MethodA systematic search of ERIC, Web of Science, Ovid Medline, Scopus, PubMed, Embase and CINAHL was conducted in February 2021. Seventeen peer-reviewed papers were identified that discussed formative online multiple-choice tests in nurse education. Purposive sampling and ancestry searching identified an additional paper. Articles were analysed and sorted into themes of outcomes (presented as components of self-regulated learning theory) and pedagogy.ResultsFormative online multiple-choice tests are used with good effect in nurse education as measured by knowledge gain and exam performance, increased confidence and learner satisfaction. There was no literature that explored metacognitive outcomes and minimal literature considered behavioural outcomes. Pedagogy supporting the implementation of multiple-choice tests was lacking in most articles.ConclusionsFormative online multiple-choice tests are widely used with good effect in nurse education. However, opportunities for further research on how these tools can encourage metacognition and self-regulatory behaviours is warranted.     

递进式随堂测验在医学细胞生物学教学中的应用

目的：探讨递进式随堂测验在医学细胞生物学教学中的应用效果。方法随机将2015级临床专业743位同学分入6个教学班。卓越班、全科1班和全科2班为小教学班,临床1班、临床2班和临床3班为大教学班。随机抽中的卓越班和临床2班进行4次递进式随堂测验。结果通过对期末考试卷面成绩和总成绩的分析,发现卓越班平均成绩优于全科1和2班(P<0.05);临床2班成绩优于其他两个大教学班(P<0.05)。尤其是临床2班的平均成绩略高于全科1和2班的成绩。结论有目的地进行递进式随堂测验是推动学生学习进步行之有效的方法,同时可以提高大教学班的教学质量,使其与小教学班不相上下。