Zhuhassing2095

Most of the hypotheses formulated were verified. The model was invariant across academic year.

The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.

The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.This research study was conducted with one undergraduate nursing cohort at a mid-sized Midwestern university in the USA. The goal of this quantitative research study was to measure students' approach to learning to determine if they realized changes from the start to the finish of their program. Students were asked to complete the Approaches to Study Skills Inventory for Students (ASSIST) on entry into the undergraduate program (ASSIST-1). Two years later, during their final semester, students completed the inventory again (ASSIST-2). Results showed students' top approach to learning was strategic learning, followed by deep learning and lastly surface learning. Students experienced no significant changes in their approach to learning during the two-year period. Suggestions are discussed on how to design classes to encourage deeper learning approaches and the impact of using strategic approaches.There is marked increase in the demand for online learning in nursing curriculums. However, online learning has been criticised for being detached and impersonal resulting in low levels of engagement. In a world that is rapidly shifting to online learning as a result of the global COVID-19 pandemic creating quality online learning environments has become more pressing. The Community of Inquiry (COI) is a well-established model used to frame online environments in many disciplines including nursing. The COI model proposes that social, cognitive and teacher presences must exist in the online learning space for learning to occur. It is argued that social presence remains less understood despite being one of the essential elements. Therefore, the objectives of this study were to understand how facilitators and participants engage with and use a social presence in an online seminar. It is concluded that when facilitators include the use of a social presence in the design of the online learning space in-depth engagement with online content also increases. This can happen rapidly (less than an hour) and continue for several weeks. It is deduced that a social presence enhances a sense of realness among participants of online learning and through an increased sense realness engagement increases.The purpose of this study was to investigate how postgraduate neonatal nursing students transfer learning from in-situ resuscitation simulation with interprofessional teams to clinical practice. It is essential that healthcare professionals involved in stabilization and resuscitation of newborns master technical (e.g.bag-mask ventilation) and non-technical skills (e.g. teamwork and communication). Simulation plays an important role in education as it allows healthcare professionals safe practicing of skills and teamwork under direct supervision. Debriefing is a central component. Eighteen postgraduate neonatal nursing students participated in in-situ simulation with interprofessional team. Subsequently, five students were interviewed individually. A qualitative content analysis was performed. Three descriptive categories were identified, representing the manifest content'Non-technical skills','Task management in an acute situation', and 'Learning through reflection'. The interviewees highlighted a deeper understanding of the collaboration and mutual dependency in the team after in-situ simulation. One latent content was identified "Trust and competence in a relational collaboration". It is challenging to choose the best suited learning activities for learning different subject matters, like skills and competencies needed in clinical neonatal resuscitation.Despite this being a small study, the findings can be transferred to similar educational contexts.Nursing programmes must prepare children's nurses to respond effectively to the health needs of children and young people. The aim of this study was to examine general nursing curricula for child-related content. A non-experimental descriptive study design was used. Curricular plans from 18 countries where general nursing education was the only requirement to care for children with complex care needs in the community were analysed. Curricula were obtained from institutions who educated the largest number of student nurses in each country. An inductive analysis of the curricula was carried out. Almost three-quarters of the curricula (n = 13) offered one or more compulsory core modules on children. The content varied from one to sixteen ECTS credits showing a wide variation in the focus on children in these curricula. In 12 of the 18 countries most of the child-related content was in other modules. The sample curricula from five countries had no compulsory modules on children. Child-related curricular content varied considerably across countries, with little content focused on children with complex care needs. This can illustrate that nurses are not always adequately prepared to meet the needs of sick children.

Children with congenital heart disease (CHD) are at risk of impaired growth.

To describe height, weight, head circumference (HC), and body mass index (BMI) at 10years and identify risk factors for altered longitudinal growth in children with CHD.

Growth parameters were evaluated from birth until 10years using z-scores. The impact of cardiac and noncardiac factors on longitudinal growth was investigated.

A total of 135 children with different types of CHD who underwent cardiopulmonary bypass surgery, no genetic disorder.

Head circumference, weight, height and BMI.

At 10years, z-scores for height and BMI did not differ from the Swiss population (P>0.1). Z-scores for weight and HC were significantly below the norm (-0.38 and-0.71, P<0.01). From 1 to 10years, all growth parameters except BMI increased significantly (P≤0.001, BMI P=0.14). selleck chemicals Lower gestational age and longer length of hospitalization were associated with either impaired head circumference or length at 10years, while lower socioeconomic status was associated with higher BMI and weight at 10years (all P<0.