Preventing depression

Clinical experiences can be stressful for students. Instructors can have a positive impact on learning, but have also been identified as a potential source of stress among many nursing students. This review was conducted to identify strategies that instructors can implement to create a positive environment and maximize learning. A narrative review was conducted to explore current literature for instructor strategies that promote learning among undergraduate nursing students in the clinical setting. Fourteen articles were identified, from which 6 themes to support clinical learning emerged: open communication, approachability and accessibility, role modeling, empathy, clinical-specific orientation, and effective feedback delivery. The findings reaffirm existing literature and highlight the need for quantitative research and consistent application of effective strategies. Integrating novel frameworks to apply these approaches will help instructors support students to remain in the learning zone and improve clinical learning outcomes.

In this paper, we focus on the function of the SOUTO system; the hypermedia authoring system, and classroom activities where learners make hypermedia compositions with SOUTO and discuss their compositions with the function mentioned above. Field tests of the system reveal that; 1. The Question-Answer function reconfigures social relationships in the classroom and thus creates a foundation for collaborative learning, 2. The Question-Answer function creates a field of informal talk, 3. The SOUTO system provides a foundation on which both formal and informal talks are constituted and woven together, and thus, transition between them is enabled. Based on these findings, we suggest that educational systems should be designed as mediators that hybridize school-like activities and non-school-like activities.

While entertainment web forums provide a dynamic medium for interaction, not many researchers feel the need to go deeply into the contents. One of the reasons behind this attitude lies on a widely perceived assumption that web forums do not deal with knowledge matter and have the inclination to take place only as small talk. In this paper, we will mainly inspect the components of knowledge as are being handled by the six service-men of Kipling’s 5W1H framework. Based on our observation on a learning zone that contains 35 forum topics and 789 messages in a web forum (http://asamboi.org), we found that at least several topics were dealing with deep knowledge contents. From our analysis, we have found that the depth of knowledge details is reasonably significant particularly when responding to specific question demand. On average the depth of details obtained were ranked as ‘Who’ Siapa, ‘What’ Apa, ‘How’ Bagaimana, ‘Why’ Kenapa, ‘Where’ Mana and ‘When’ Bila once sorted descendingly. We conclude that web forums are a good web-resource for digital age learning styles as it provides detailed knowledge for networked learning.

BDSM: psychotherapy's grey area

Bariatric nurse specialist Nicky Green’s excellent and informative overview of bariatric surgery (learning zone May 9) highlights the growing obesity problem in the UK and the importance of long-term weight management.

Reconfiguring school-like activities to create a zone of emergent learning

The values of nationalism can be learned from educational materials that are oriented towards character development. Character education is part of a revolutionary zone among students, therefore character education is a very important part to be urgently developed in the minds of the student head because students are the next generation who will lead the nation and state. Character learning that is oriented towards the values of nationalism can overcome various social problems. Building character for the current generation is one of the goals of national education. The Ministry of National Education (2011) describes the matter of character building through educational institutions that in the implementation process designing students to have caring care and responsibility. This analysis concerns that character education is part of the formation of identity, selfconcept, self-esteem, psychology, personality, character, individualistic behavior, character and character. This writing method uses a descriptive method. Discussion: 1). Zone of Nationalism and Learning. 2). Character Education and Learning Development. Conclusion: Character learning in universities is one of the development of learning which should provide an effective space in internalizing the values of Nationalism in shaping the character and civilization of the Indonesian nation to students

A wide variety of public and private initiatives aim to support on-farm sustainable development. But these sustainable farming initiatives (SFIs) show considerable variation in their success to do so. To understand success factors and propose appropriate strategies for continuing and expanding SFI’s, we scrutinized the developmental history of Veldleeuwerik (VL), a Dutch SFI, by using concepts from Engeström’s Cultural-Historical Activity Theory (CHAT); i.e. activity system, contradictions, zone of proximal development (ZPD) and expansive learning (Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit). We found how contradictions between the components of an activity system were dealt with by VL’s participating actors and how they contributed to expansion of its possibilities. By distinguishing eight dimensions in VL’s expansive learning, six potential strategies to expand an SFI’s developmental possibilities could be derived: (i) embed in and align with the agri-food system, (ii) communicate with and towards the broader society, (iii) attract more participants, (iv) guarantee a variety of knowledge exchange on sustainable development, (v) increase the longevity, (vi) guarantee equal positions in decision making. CHAT proved a comprehensive theory to understand change and development at the level of the SFI.

In this issue, we witness different ways in which to illuminate the complexities of music teachers and music teaching processes and the conditions through which students learn and teachers embody different and contested images of professional ideals, ideologies and practices. In studies drawn from as far afield as New Zealand, Australia, Republic of Ireland and the UK, authors locate current debates about practice and offer careful analysis, insights and compelling ideas for change that range from teacher professionalism and accountability to community engagement and government policy. There are a range of theoretical frameworks incorporated (including cognitive psychology, constructivism, interpretative phenomenology, and sociocultural theories of situated learning, zone of proximal learning, and concept formation) and the authors' work relates to a range of contested areas. The articles move between teacher thinking and classroom practice to key factors in students’ learning and achievement and music learning in the ‘third age’. All are concerned with the ways in which beliefs, values and identities, structural and curriculum reforms, informal and formal learning sites, and pre-service and continuing professional development, shape and affirm the importance in building understandings of students and teachers' musical lives and how particular practices get embodied in particular contexts. The sites of practice include secondary school music, conservatoire research, university programmes, music communities and local government sectors. The articles draw on diverse data generated via in-depth interview methods, questionnaires, document analysis, observation and accounts of musical experiences.

Covid-19 continues to increase the number of patients who are positive for Covid-19. Indonesia is a risky country to visit, while the National Data for South Sumatra is the number one province on Sumatra Island with the highest number of Covid-19 patients. Government policy allows regions or regions with yellow zones to open schools offline. Banyuasin Regency is included in the yellow zone of Covid patients, so teaching and learning has been carried out offline with strict implementation of health protocols. To support offline teaching and learning activities, it is necessary to educate students about the 3M movement (maintaining distance, using masks, washing hands with soap). This activity aims to train students to apply the 3M health protocol correctly. The results of the service show that there is an increase in knowledge and changes in student behaviour after receiving training and counselling about health protocols at school. Optimization of health protocols needs to be carried out on an ongoing basis to prevent the transmission of COVID-19 in elementary schools.

This paper investigates the challenges faced by contemporary univer-sities and highlights the need for innovative educational strategies in response to social, cultural, and environmental changes. As the Inter-net shifts the role of educators from sole knowledge providers to facil-itators of student-centred learning, peer tutoring and peer feedback emerge as pivotal methods for enhancing academic success and per-sonal growth. Central to this discussion are two case studies from the University of Groningen's Masters of Didactics program in 2022-2023, which il-lustrates a practical application of these strategies. The paper also re-views theoretical foundations of these methods, drawing on construc-tivist learning theories and Zone of Proximal Development. Key ele-ments for successful implementation of the strategies discussed in the case studies include trained tutors, well-informed students, struc-tured sessions, personalized support and continuous feedback. These characteristics not only enhance the learning experience but also cul-tivate essential interpersonal skills. Our findings underscore the positive impact of integrating peer tu-toring and feedback on student engagement, collaboration, and aca-demic performance. This paper advocates for the widespread adoption of these pedagogical approaches in higher education, emphasizing their role in creating an inclusive and effective learning environment that prepares students for future academic and professional chal-lenges.

Virtual Learning Environments (VLEs) bring traditional educational strategies into the 21st century by using technology as a deployment method. Online environments can be utilized alone or in conjunction with face-to-face instruction to develop a robust educational paradigm that is tailored to the students' needs. This paper intends to describe how learning theories recently applied in traditional classrooms can be transferred to an interactive virtual medium to achieve this paradigm. In addition, this paper also demonstrates how the practical model of Piaget's Constructivist Theory of Learning and Vygotsky's Zone of Proximal Development, and their related strategies, could be applied to achieve a set of specific and effective e-learning objectives. This paper will also discuss identify how these strategies can be used to develop a VLE appropriate for primary schools.

Objective: To determine the number of surgeries needed for trainees to achieve competence in performing phacoemulsification with deliberate practice (DP). Materials and Methods: The present study was a prospective observational study, the residents were observed as they progressed through their third year of residency. Resident and patient demographic data were recorded. Complexities of the cases and surgical steps and rate of surgical complications were recorded. Self and staff assessments as to the DP learning zone attained by the trainees were collected. Risk adjusted-cumulative summation (RA-CUSUM) was used to evaluate the competency of the trainees to achieve the acceptable posterior capsule rupture (PCR) rate of 5%. Kaplan-Meier analysis was used to determine the median number of surgeries required to attain competency. Results: Eight of the 10 trainees achieved competence in performing phacoemulsification. A median of 28 cases and 278 days was required before competence was attained. There were no statistically significant associations between the achievement of competence and the gender of the trainees, perceived complexity of the cases, or the grade-point average of the residents during their tenure in medical school. A median of four cases were required for a shift in the trainees’ DP confidence levels from “panic” to “learning” from self-assessment, while the median of ten case were required from staff assessment. The PCR was 8.53% and dropped to 6% at two years after the trainees finished residency training. Conclusion: Trainees require at least 28 cases of non-complicated phacoemulsification surgery to achieve a minimum level of competency. The perceived skill in performing phacoemulsification differs between novice and experienced surgeons. Phacoemulsification skills can be further developed after graduating from the training program. Assisting staff should be attentive when trainees perform lens nucleus division and lens nucleus removal to avoid complications. Keywords: Residency training; Phacoemulsification; CUSUM; Deliberate practice; Cataract

A learning zone article inspired Eva Richards to improve the quality of life for care home residents with delirium

Deborah Muldoon-Smith has a better understanding of isolation precautions to prevent the spread of infection after reading a learning zone article