Curriculum setting of higher vocational geriatric nursing based on working process systematization

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study

This research is motivated by the existence of information related to the ability that students must possess today, namely collaboration, communication, critical thinking, and creative thinking ability. The purpose of this study was to analyze in more detail the students' 4C abilities in solving science problems in terms of gender. This research includes quantitative research involving the first-semester of science students of FTK UIN Mataram who are taking introductory physics courses. The participants used in this study were 67 students, of which 32 were male students and 35 were female students. Collaboration and communication ability are measured during the lecture process using observation sheets. Critical thinking and creative thinking were measured using written test questions with a description of 10 questions each. The data obtained were analyzed using descriptive statistics and Rash modeling. The results showed that female students' collaboration and creative thinking abilities were better than male students. The results also showed that male students' communication and critical thinking ability were better than female students. In general, the 4C abilities possessed by female students and male students are not much different

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

Objective To explore the effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students .Methods Sixty-eight nursing undergraduates received the interactive teaching in the course of Nursing Research , and the self-report scale of research ability and the critical thinking disposition inventory Chinese version were used for evaluation before and after the intervention .Results The scores of running software , writing papers , basic knowledge and statistics knowledge were respectively （14.35 ±5.85）, （8.22 ±5.00）, （13.89 ±7.37）, （9.42 ±4.32）, （45.87 ±19.79） after the intervention, and were significantly higher than （9.32 ±5.46）, （3.62 ±3.79）, （9.25 ±6.14）, （4.12 ± 4.74）, （26.31 ±17.43） before the intervention, and the differences were statistically significant （t=5.06, 5.95, 3.91, 6.64, 5.99, respectively;P〈0.01）.No difference were found in the scores of seeking the truth , open mind, analysis ability, systematic ability, self-confidence of critical thinking ability, curiosity, cognitive maturity and the total score of critical thinking ability before and after the intervention .Conclusions The interactive teaching in the course of Nursing Research is helpful in improving the research ability in nursing undergraduates . Key words: Research ability; Critical thinking ability; Undergraduate students; Nursing

The rapid development of aging has brought new challenges to the elderly nursing service. Traditional nursing education is difficult to meet the needs of elderly nursing personnel cultivation. The training experience of other countries will provide a reference for the training of elderly nursing talents in China, so as to meet the needs of the society. This paper analyzes the current status of the geriatric nursing personnel cultivation in the United States from three aspects: the elderly nursing education in the United States, the training of the senior practice nurses and the training of the elderly nursing teachers, and according to the national conditions of our country, it is pointed out that the training of elderly nursing personnel should pay attention to curriculum setting to cultivate senior nursing professionals, pay attention to professional qualification certification and train advanced specialist nurses in geriatric nursing, pay attention to evidence-based practice and train characteristic TCM nurses in geriatric nursing, pay attention to teachers' leadership and cultivate high-level talents especially elites in geriatric nursing. Key words: Geriatric nursing; Personnel cultivation; Nursing education

Objective To evaluate the effects of the blended learning applied in the course of Medical Nursing of Vocational Colleges. Methods From March to November of 2018, the Vocational Colleges nursing students of grade 2017 were selected as the research subjects. They were divided into the experimental group (n=120) and the control group (n=150). The experimental group implements the blended teaching mode based on rain classroom, while the control group adopts the traditional classroom teaching mode. This paper evaluated the effect of the blended teaching mode based on rain classroom by using the students′ autonomous learning ability scale, the teaching effect satisfaction scale and the theoretical examination papers. Results The scores of autonomous learning ability (90.6±8.8) and theoretical examination (48.8±3.5) in the blended teaching mode group based on rain classroom were higher than those in the control group (71.4±9.6,39.6±3.6), with statistical significance (t=21.125,16.942, P<0.05). Nearly 93.3% (112/120) of the students in the experimental group accepted this teaching mode. Conclusions The blended teaching model based on rain classroom can obviously improve the self-learning ability and interest of nursing Medical Nursing of Vocational Colleges, and it is worthy of being promoted. Key words: Rain classroom; Medical nursing; Teaching method; Theory teaching; Blended teaching

Objective To study director-leading teaching method, raise the students' main body consciousness and innovation spirit and improve the teaching effect of microbiology test. Method 158 students majored in laboratory medicine of Grade 2013 were divided in two groups. 80 from class 1 were in test group, and the rest from class 2 were served as control group. The clinical microbiological specimens were collected and identified; the experimental class was designed with the experimental teaching mode, while the control group used the traditional experimental teaching mode. Through the experimental evaluation and questionnaire survey, the difference between new teaching model and the traditional teaching mode were evaluated. SPSS 21.0 software was used in the collected data for processing. Result The theoretical results of the experimental class were (88.65 ± 7.64) and the practical skills were (89.72±7.69) and the control group were (79.88±10.64) and (80.55±9.06). The scores of the experimental class were significantly higher than those of the control class, and there and statistically significant difference between the scores of two classes. T values were 6.851 and 5.938 and P values were 0.000 and 0.000 respectively. Sur-vey results show that: 90% of the students agree with the new teaching methods. Conclusion The teach-ing result of the new teaching mode is superior to the traditional teaching mode. Key words: Microbiological test; Medical laboratory specialty; The director-leading teaching method

Objective To explore the application effect of elaborate and staged teaching in the teaching of emergency nursing practice. Methods 65 cases of intern nursing students in emergency department from June 2015 to July 2015 were selected as the control group, and the traditional clinical teaching mode was adopted for this group. 68 cases of intern nursing students in emergency department from August 2015 to September 2015 were selected as the experimental group, and elaborate and staged teach-ing was adopted to make teaching requirements in order to carry out the clinical practice teaching. The re-sults of two groups of intern nursing students in theoretical score and practice score undergoing different kinds of teaching modes were contrasted and analyzed, and the teaching satisfaction degree for the intern nursing students were recorded. All the data were analyzed by t test with independent sample. Results The theoretical knowledge score [(82.0±1.7) vs. (77.5±2.0)], practice performance score [(80.5±1.3) vs. 75.5±2.5)] and teaching satisfaction degree [(93.3±1.3) vs. (75.5±2.5)] of the experimental group were significantly better than those of the control group, and the differences were all statistically significant (P<0.05). Conclusion Elaborate and staged teaching is helpful for nursing students to master the knowledge and clinical practice skills in emergency nursing, and can improve the teaching satisfaction of the nursing students. There is certain kind of value for promotion for this mode. Key words: Elaborate and staged teaching; Emergency nursing; Practice teaching; Application effect

This study aims to determine the mathematical critical thinking ability of junior high school students in Rancabali District with indicators of the mathematical critical thinking ability of students used to understand the problem, provide arguments, induce and the ability to make decisions or actions. The ability of mathematical critical thinking is the ability to think that aims to make decisions or actions that make sense through what is believed to be truth and can be done correctly. This research was conducted on 10 students in one junior high school in Rancabali District by using a qualitative descriptive method. The instrument used in the form of 4 items about students' mathematical critical thinking skills on the material to build flat side spaces accompanied by interviews with students. The conclusion of this study is the mathematical critical thinking ability of junior high school students in Rancabali District is still very low.

Objective To investigate the effect of bedside comprehensive ability training and critical thinking on the improvement of the personality maturity of pediatric nurses. Methods A total of 102 nurses with pediatric working years within one year were selected, and then they were arranged to receive critical thinking in combination with bedside comprehensive ability training for 6 months. After the training, pediatric nurses′ critical thinking ability, bedside comprehensive ability and personality maturity were evaluated. Results Before training, the total score of Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) , total score of bedside comprehensive ability, personality maturity score were 288.21±25.44, 75.24±2.51, 84.01±32.26, after training, they were respectively 324.18±25.93, 92.65±3.17, 125.57±35.47. Comparison of the scores before training and after training showed statistically significant difference (t=7.071, 30.750, 6.190, P < 0.05 or 0.01). Setting personality maturity as the dependent variable, and and CTDI-CV and bedside comprehensive ability as the independent variables, regression analysis showed that CTDI-CV and bedside comprehensive ability had a positive impact on the personality maturity. Conclusions The ability of pediatric nurses' critical thinking ability and bedside comprehensive ability training can promote the improvement of personality maturity of pediatric nurses. Key words: Critical thinking; Bedside comprehensive ability; Training; Pediatrics; Personality maturity

The background of this research was that the mathematical critical thinking ability of the students is still low. Therefore, the purpose of this study was to find out the misconceptions or difficulties of students in each indicator of mathematical critical thinking ability of high school students that learned Brain Based Learning (BBL) with material in the Three Dimensions. This reseacrh used a qualitative approach with the descriptive method. The subjects in this study were the students of XII MIPA 5 class or first grade of senior high school in Subang Regency which was on a total of 32 students. The instrument of this study consisted of a test instrument of mathematical critical thinking ability and a non-test instrument in the form of an observation sheet. The results of this study shows that students almost have difficulty in carrying out tests of mathematical critical thinking skills based on the indicators tested. The indicators of critical thinking ability tested include providing simple clarification (elementary clarification), making conclusion (inference), determining strategies and tactics (strategies and tactics) to solve problems, and making further clarification (advances clarification).

Objective To joint medical simulation teaching simulator and PBL teaching method to improve the teaching effects on the curriculum of clinical nursing practice, and cultivate nursing students′ comprehensive ability. Methods A total of 180 nursing college students were randomly divided into experimental group and control group, with each group 90 students. Experimental group students were taught with medical simulation teaching method, while control group students were taught with traditional role play practice method. The student′s critical thinking ability, communication ability and self-learning ability were evaluated before and after the experiment. All the two groups′ students were tested, and the teaching effects were evaluated after the experiment. Results Before the experiment, the differences of the critical thinking ability, communication ability and self-learning ability of the two group students were not statistically significant (P>0.05). After the experiment, the critical thinking ability, communication ability and self-learning ability of the experimental group students were respectively (288.00±16.91), (37.94±0.80), (75.66±6.56) score, which were higher than that of the control group (258.63±20.80), (31.48±0.58), (68.97±3.79) score, and the difference were statistically significant (t=5.99, 35.51, 4.84; P<0.05); The test results and the teaching satisfaction of experimental group were respectively (91.00±1.11) and (4.57±0.50) score, which were higher than that of the control group (80.60±2.46) and (3.97±0.71) score, and the difference were statistically significant (t=21.11, 3.75; P<0.05). Conclusions The medical simulation teaching simulator combined with PBL teaching method can improve student′s critical thinking ability, communication ability, self-learning ability, and so other comprehensive ability, which is a effective attempt for the teaching of the curriculum of clinical nursing practice. Key words: Curriculum of clinical nursing practice; Medical simulation teaching; Critical thinking; Communication ability; Self-learning ability

Critical discourse analysis and critical thinking: An experimental study in an EFL context

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 &lt; 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; ABSTRACK&#x0D; Before the action was implemented, the average score for Class XII students' Creative Products and Entrepreneurship lessons was 66.67. After taking action in cycle I, the average student critical thinking ability score was 72.89. Furthermore, in cycle II the average critical thinking ability of students increased, namely 89.48. Before the action was carried out, the average critical thinking ability of students was in the low category with a completion level of 44% out of 27 students. In cycle I, after taking action, students' critical thinking skills were still in the low category with a completion level of 56% out of 27 students. In cycle II, after carrying out further action as a result of reflection in cycle I, students' critical thinking abilities were in the medium category with a completion level of 93%, with a total of 25 students passing out of a total of 27 students.&#x0D; Keywords Keywords: Problem Based Learning Model, Project Based Learning, Critical Thinking Ability&#x0D; &#x0D; &#x0D; &#x0D;