Ferris University

Abstract Nursing research is a scientific process crucial for evidence-based practice. Learning about the research process empowers nursing students to comprehend research, actively engage in research endeavours, and integrate findings into clinical practice. Although evidence suggests that educational interventions might improve the research competencies of nursing students, little is known regarding the impact of such interventions on this population, which prompted this study, which aimed to ascertain the effects of an online digital educational intervention on the knowledge and perception of nursing students in Nigeria towards research. The study utilized a pre-test and post-test approach. Nursing students between the second and final year of their studies were included. One hundred fifty nursing students received the educational intervention on June 17, 2023, while One Hundred thirty-five completed the pre- and post-test through an online questionnaire. Descriptive statistics were used to summarise the main features of the data, while hypotheses were tested using the Mann-Whitney U test. The majority of the respondents were females (75.3%), between 20-29 years (84.0%), Yoruba (56.0%), from the South-western part of Nigeria (46.7%), in the third year of training (51.3%), attend a school of Nursing (57.3%), and private-owned institutions (48.0%). We discovered a significant difference between the research knowledge of Nigerian nursing students before and after the intervention (p = <.001), with a medium effect size ( d = 0.55). Similarly, there was a significant difference between the research perception of Nigerian nursing students before and after the intervention, p = .012, with a medium effect size of ( d = 0.24). The online digital educational intervention significantly increased knowledge and positively changed the perception level of Nigerian nursing students toward research. This suggests that similar interventions could greatly benefit Nigerian nursing students in the future, enhancing their research competencies and ultimately improving patient care. Author summary Strong research skills are essential for improving patient care. However, many nursing students in Nigeria find research challenging and see it mainly as an academic requirement rather than a vital part of clinical practice. This inspired us to design and test an online educational program to make research more accessible and engaging for nursing students. In this study, we worked with nursing students across Nigeria, guiding them through an online session on the research process, from choosing a topic to writing and publishing their work. Before and after the session, students completed questionnaires that measured their knowledge and perceptions of research. The results showed a clear improvement: students gained more understanding of research and developed a more positive attitude towards it. These findings suggest that digital learning can help bridge knowledge gaps and prepare future nurses to apply research evidence in patient care. By integrating online learning into nursing education, we can empower students to see research not as a burden, but as a tool for transforming healthcare practice.

Abstract A prevailing belief suggests that learning kanji imposes a significant burden on learners due to the need to memorize numerous character–sound pairs. This study challenges this notion through a 2 × 2 within‐participants experiment examining the effects of okurigana (present vs. absent) and context (present vs. absent) on kanji reading accuracy. A total of 124 university students read rare kun‐reading kanji words under four conditions: (a) both context and okurigana present (e.g., ズボンを佩く), (b) context present and okurigana absent (e.g., ズボンを佩〇), (c) context absent and okurigana present (e.g., 佩く), and (d) both context and okurigana absent (e.g., 佩〇). The results revealed that okurigana and context substantially improved kanji reading accuracy, with a moderate interaction between the two factors. Additionally, weak‐to‐moderate correlations were found between the reading scores and reading habits, particularly for manga/magazines. These findings suggest that okurigana and context facilitate readers in inferring or recalling kanji readings and that reading experience, especially with manga, supports these processes.

This study investigated the combined influence of autism spectrum disorder (ASD) traits, attention-deficit/hyperactivity disorder (ADHD) traits, and positive childhood experiences (PCEs) on suicide-related behaviors in a large, representative sample of Japanese adolescents and young adults. Additionally, it explored the role of PCEs in mitigating the risks associated with neurodivergent traits. Data were collected from 5,000 individuals aged 16-25 years using validated scales to measure ASD traits, ADHD traits, PCEs, and suicide-related behaviors, including suicidal ideation and attempts. Hierarchical regression analysis was conducted in multiple steps to assess the influence of these variables. Interaction effects between PCEs and neurodivergent traits were examined to determine potential moderating effects. ASD traits and ADHD traits were positively associated with suicidal ideation, with the highest risks observed among individuals with elevated levels of both traits. The inclusion of PCEs demonstrated a significant negative association with suicidal ideation, indicating that individuals with more PCEs reported lower levels of suicidal ideation. PCEs also reduced the strength of the associations of ASD traits (from β = 0.180 to β = 0.092) and ADHD traits (from β = 0.216 to β = 0.185) with suicidal ideation. Interaction analyses showed that the protective effect of PCEs on suicidal ideation was particularly pronounced among individuals with high levels of ADHD traits. Simple slope analyses demonstrated that higher levels of PCEs were significantly associated with reduced suicidal ideation for those with both low (β = -0.339, z = -18.61, p < 0.001) and high levels of ADHD traits (β = -0.475, z = -21.84, p < 0.001), with a stronger effect for the latter group. These findings highlight the cumulative and potentially compounding effects of ASD and ADHD traits on suicide risk while underscoring the critical protective role of PCEs. PCEs can mitigate emotional dysregulation and impulsivity, particularly in individuals with high levels of ADHD traits, thus reducing suicide-related behaviors. This study underscores the importance of fostering PCEs as part of targeted interventions to promote resilience and mental health in vulnerable populations.

This study examines student perceptions of English language programs in Japan and India, focusing on five dimensions that are effectiveness, satisfaction, confidence, support, and recommendation. Using a comparative framework, the study analyzed data from 127 participants across both countries through descriptive and inferential statistical methods, including Mann-Whitney U tests. The results reveal significant differences in perceived program effectiveness, with Japanese participants rating programs higher, reflecting their preference for structured, teacher-led approaches. Satisfaction, confidence, support, and recommendation ratings were comparable between the two groups, indicating general program success. These findings underscore the importance of culturally informed program design in enhancing educational outcomes. The study contributes to cross-cultural education by providing insights into how cultural and contextual factors shape perceptions of language programs. It highlights the need for interactive learning strategies to enhance confidence and practical language use. Future studies could explore qualitative insights to uncover nuanced cultural influences on program perceptions and outcomes. The findings have implications for educators and policymakers in designing adaptive and impactful language learning initiatives.

The convex time budget (CTB) method is a widely used experimental technique for eliciting an individual’s time preference in intertemporal choice problems. This paper investigates the accuracy of the estimation of the discount factor parameter and the present bias parameter in the quasi-hyperbolic discounted utility function for the CTB experiment. In this paper, we use a simulation technique called “parameter recovery”. We found that the precision of present bias parameter estimation is poor within the range of previously reported parameter estimates, making it difficult to detect the effect of present bias. Our results recommend against using a combination of the CTB experimental task and the quasi-hyperbolic discounted utility model to explore the effect of present bias.

Abstract We demonstrate that quantum error correction is realized by the renormalization group in scalar field theories. We construct q-level states by using coherent states in the IR region. By acting on them the inverse of the unitary operator U that describes the renormalization group flow of the ground state, we encode them into states in the UV region. We find the situations in which the Knill–Laflamme condition is satisfied for operators that create coherent states. We verify this to the first order in the perturbation theory. This result suggests a general relationship between the renormalization group and quantum error correction and should give insights into understanding the role played by them in the gauge/gravity correspondence.

This study aimed to elucidate the influence of horizontal resistance loads on the spatiotemporal and ground reaction force (GRF) variables during maximal sprint acceleration. Nine male sprinters (20.2 ± 1.2 years; 175.3 ± 4.5 cm, 69.7 ± 6.1 kg) performed sprint-running with six loading conditions of one unresisted and five resisted loads of 4, 6, 8, 10, and 12 kg using a resistance training device with intelligent drag technology. During the trials, the GRFs for all steps were determined using a 50-m force plate system. The spatiotemporal and GRF variables at running velocity of every 0.5 m/s were obtained and compared across the loading conditions. The maximal running velocity under 0, 4, 6, 8, 10, and 12 kg loading conditions were 9.84 ± 0.41, 8.55 ± 0.41, 8.09 ± 0.33, 7.62 ± 0.34, 7.11 ± 0.31, and 6.71 ± 0.29 m/s, respectively. ANOVA revealed significant main effects of load on the measured variables (η2 = 0.236-0.715, p < 0.05), except for stance-averaged anteroposterior GRF and braking impulse. However, the observed differences between the loading conditions were small, with approximately 4% (1.3-7.5%) for the GRF variables and approximately 9% (1.2-22.3%) for the spatiotemporal variables. The present study indicates that horizontal resistance load in sprint acceleration has little impact on the spatiotemporal and GRF variables at a given running velocity. In contrast to a general recommendation, one should adopt a heavy load in resisted sprint aiming to improve performance in the earlier stage of maximal sprint acceleration.