Work, Employment, and Resistance in Transportation Platforms: Theoretical Approaches, Empirical Insights, and Critical Reflections

Objective To understand the current status of primary hospital clinical nurses ’ critical thinking ability and self-learning ability and to explore the relationship between them , so as to provide theoretical basis and reference for continuing medical education .Methods Totals of 345 clinical nurses in three county hospitals were surveyed by general information questionnaire , Critical Thinking Disposition Inventory-Chinese Version （ CTDI-CV ） and nurse self-learning ability rating scale .Results The total score of clinical nurses ’ critical thinking ability was （276.08 ±34.31）, and the self-learning ability score was （121.40 ±18.42）. Based on the above results , Except that cognitive maturity had no significant correlation with task analysis , self-monitoring and regulation , critical thinking ability was positively related to self -learning ability and other dimensions （P 〈0.05）.Conclusions The critical thinking and self-learning ability of clinical nurses in primary hospital need to be improved .Because of their mutual positive impact , nursing managers should take a variety of measures to develop and improve these abilities . Key words: Clinical nurse; Critical thinking ability; Self-learning ability; Correlation; Primary hospital

to reflect on Florence Nightingale's legacy and describe her contributions to critical holistic thinking in nursing. this is a theoretical reflection, for which scientific productions on Florence Nightingale's environmental theory, as published in national and international journals, were based. Florence Nightingale's philosophy and teachings emphasize that the nurse must use her brain, heart and hands to create healing environments to care for the patient's body, mind and spirit. Nursing, since the time of Nightingale, has been building the holistic paradigm, in all schools of thought, with a view to a humanistic approach to the human being in their indivisible relationship with the environment. Florence's contributions to holistic critical thinking in nursing are evident, constituting nurses' differential in clinical practice.

This paper starts from a premise that critical thinking is a threat to the owners of capital in the media, but that a critical view of the world is also an essential need of journalists and wide public. That is why there are so many changes in the work of modern journalists. The paper, through empirical insight, points out the inevitable pitfalls that stand in the way of the development of critical thinking among journalists employed in new media. The main goal of the paper is to investigate survival of the role of critical thinking in the digital environment media, which keep developing faster and faster in the (never clearly stated) conditions where critical thinking remains foreign to most Internet users. Possible strategies of resistance against exclusively market-oriented media are also pointed out at the end of the paper.

to reflect on the contributions of Jean Watson's theory to the nurses' holistic critical thinking. This is a theoretical reflection article, on which scientific productions about Jean Watson's human care theory, published in national and international periodicals, were based. Jean Watson's theory and its contribution to the nurses' holistic critical thinking; the interface of critical holistic thinking in teaching the nursing diagnosis process according to Watson's theory; contributions of critical holistic thinking to the nursing field. Jean Watson's theory is based on the humanistic aspects and on the ethical and spiritual dimensions of care, considering the characteristics of each individual and their bio-psycho-spiritual-social needs, which can contribute fundamentally to the development of holistic critical thinking and to the role of the nurse in care, teaching and research fields.

Following those educational policies without entrance examination and twelve-year compulsory education, this study rethinks the meaning of the history teaching,and believes that it should be integrated with the Grade 1-9 Curriculum theory. The history teaching is not just the accumulation of knowledge, but to teach students ways of thinking. Learning of History can make students thinkingful. Historical data collation, interpretation, understanding, analysis used to thinking in favor of critical thinking ability that is convergent thinking. Therefore, This study tries to integrate critical thinking into the history of language teaching, and looks forward to enhancing students' historical thinking and critical thinking. Students in the class learned the critical thinking, transfer it to real world, and enrich their learning and lives. The subjects are 7-grade students. The method is an action research. There are four conclusions: First, how to design an appropriate teaching activity for social studies of history with infusion critical thinking strategies. This study adapts infusion critical thinking strategies of Swartz (2003) in the classroom. According to three principles, and four elements, the study gets six steps. This study showed that novice teachers can lead students to produce thinking maps based on six steps . After practicing, instructors can chang the sequence of six steps. Second, what problems may the infusion critical thinking teaching strategies in social studies teaching in History encounter? How to solve them? When using and restructuring teaching materials, teathers should use the material which are based on students' life experiences. At the same time,instructors shoud act in concert with history learning. Various forms of material using such as music, pictures, mvies, texts etc. will be re-formed as the new core issues of historical knowledge. The researcher applys three thinking maps (data analysis thinking map, event correlation thinking maps, making decisions thinking maps) to develop students’ critical thinking. Fragments of historical knowledge will be organized into a continuous whole context, and transferred these thinking maps to life. Third, after infusing critical thinking teaching strategies in social studies teaching History, students' history achievements are improved. For example, on quantitative analysis, the three-stage tests prove the history of academic achievement are accelated. Futhermore, on qualitative analysis, the motivation of history learning maintains at high point. Additionally, for the passive students, they become more active. Fourth, after infusing critical thinking teaching strategies in social studies teaching History, students' critical thinking skills are improved. By CTT-Ιtest, students’ critical thinking especially in the induction, deduction and interpretation is improved the most significantlly.

Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and making inferences to reach correct conclusions. These two skills support the development of critical thinking skills and contribute to individuals gaining deeper understanding based on the perspective of knowledge. This study aims to determine the relationships between critical listening, critical reading, and critical thinking, the effects of these variables on each other, and the explanation ratios. The study group of this study was determined through simple random sampling, one of the random sampling methods. The participants consisted of 201 teacher candidates studying in the Department of Turkish Language Teaching at a university in the north of Türkiye. The Critical Listening Scale, Critical Thinking Attitude Scale, Critical Reading Self-Efficacy Perception Scale, and a personal information form were used to collect research data. The data collected in the research were analyzed using structural equation modeling via AMOS 22.0. As a result of the research, it was determined that all hypothesis models established based on the relevant literature were valid. Two of the three hypotheses regarding the theoretical model were supported by the data, and one hypothesis was rejected. Critical listening has a direct high level effect on critical thinking and predicts it at a significant level. Critical listening has a direct high-level effect on critical reading and predicts it at a significant level, while explaining 65% of the total variance related to critical reading. The effect of critical reading on critical thinking is insignificant and does not predict critical thinking at a significant level. In the theoretical model created the effect of critical reading on critical thinking is insignificant, but these two variables explain 85% of the variance related to critical thinking. As a result of the research, it can be said that the main predictor of critical thinking is critical listening, and that critical reading and critical thinking develop depending on the development of critical listening.

This study is aimed to test a theoretical model of the critical thinking, self-efficacy, and adaptation ability prediction towards competitive behavior, with social comparison as a mediator. Participants comprised 334 active university students in Jakarta, the capital of Indonesia. This study applied a predictive-correlational design, with data obtained using questionnaires and analyzed with Structural Equation Modeling. The analysis indicated that the theoretical model corresponds to empirical data (RMSEA = 0.00, NNFI = 1.00) showing that sample data is an accurate representation of the data that would be present in the population (RMSEA < 0.05, NNFI > 0.90). However, critical thinking ability can not predict competitive behavior as mediated by social comparison. This present study provides a deeper understanding that competition is a complex behavior that involves the dimensions of a person's cognitive, self, and adaptive qualities, that cannot be separated from the social context.

Objective To investigate the case-based learning (CBL) combined with team-based learning (TBL) teaching method for developing critical thinking and independent learning ability of nursing undergraduates. Methods Experimental control method was used. Totally 107 nursing students of grade 2015 of a medical school were randomly divided into experimental group (54 students) and control group (53 students) in 2018. The control group received traditional teaching and the observation group received CBL combined with TBL teaching method. Critical Thinking Disposition Inventory Chinese Version (CTDI-CV) and Self-directed Learning Readiness Scale for Nursing Education were used before and after probation to test the level of critical thinking and independent learning ability of both groups of students. Besides, both two groups had a theory test after the internship. Results After probation the total score of critical thinking in the experimental group was higher than that in the control group [(292.09±28.26) vs (282.47±37.12)]. Both groups of students had a good level of critical thinking. For independent learning preparation, the score of self-management in the experimental group were higher than those in the control group [(49.07±5.57) vs (46.13±7.56), t=2.08, P=0.04]. After probation the total score of critical thinking improved evidently in the experimental group [(292.09±28.26) vs (273.32±28.26), t=3.91, P<0.01 ]. After probation the total score of independent learning preparation improved significantly in experimental group [(158.13±15.25) vs (147.84±14.92), t=3.47, P<0.01]. The score of analytical questions [(45.43±4.00) vs (41.28±9.11)] and the total score [(74.90±4.60) vs (69.77±14.77)] in the theory test in the experimental group were higher than those in the control group after internship (all P<0.05). Conclusions CBL combined with TBL teaching method in the clinical probation of nursing undergraduates can improve the ability to analyze and solve problems and enhance students' academic performance. Besides, it also can develop the critical thinking and autonoruous learning of students. Key words: Critical thinking; Independent learning ability; Nursing students; Gynaecology and obstetrics department; Clinical probation

Critical thinking is a thought process used by nurses for clinical decision-making. This descriptive correlational study focused on the relationships among critical thinking, decision-making, and clinical nursing expertise during a clinical simulation. A midrange theory, developed from Benner (1) and Paul (2), states that as novice nurses become experts and develop clinical expertise through experience and the acquisition of knowledge, critical thinking is developed and used for clinical decision-making. > A convenience sample of 149 nursing students, graduate nurses, and expert nurses was selected for the study. Critical thinking was measured with the Elements of Thought Instrument (ETI) and a decision score was calculated. Critical thinking and decision-making increased with the level of clinical expertise. Related demographics included college credits taken, years in nursing practice, and grade point average. The findings were consistent with the midrange Theory of Critical Thinking of Nurses.

The research on critical thinking skill has been gaining in a focal point at home since 10 years ago. Its application to foreign language acquisition mainly focuses on the fields of speaking and writing of English majors. However, with Facione's research on critical thinking disposition as the theoretical framework, this paper explored the critical thinking disposition and their reading comprehensive abilities of college students majoring in Mechanical Engineering in the NCEPU. Furthermore, the correlation between them was probed into. The quantitative study was mainly adopted in the paper to find out 1) the characteristics of participants' critical thinking disposition, 2) the characteristics of their reading comprehensive abilities, 3) the correlation between participants' critical thinking disposition and their reading comprehensive abilities. The result shows that unlike people's expectation, the critical thinking disposition of students majoring in Mechanical Engineering is rather weak, and it has directly influenced their English reading comprehensive ability, which needs to be further improved.

In the last two decades, significant changes have taken place in the composition, orientation and dynamics of the international migration in the context of globalisation. Their consequences on the evolution of origin and settlement societies and on transnational relations are remarkable. Migration in Globalised World explores the social challenges associated with these new trends and the way research has responded to them. Theoretical reflections and empirical insights have been conducted along four broad lines: migration and social cohesion; transnationalisation and the transnational approach; the migratThe last two decades have witnessed sweeping changes in the composition, orientation and dynamics of international migration. While it's no surprise these transformations affect societies of origin and settlement, we still seek to understand how and why they carry with them certain social challenges. Migration in a Globalised World shines a light. Ten chapters astutely present theoretical and empirical insights by experts in the fields of international migration and social cohesion, transnationalisation, the migration-development nexus and the ever-blurring categories of refugee and asylum seeker. With its broad thematic scope and lively dialogue between French, Anglo-Saxon and Northern European academic traditions, this volume offers a major new perspective to further research and, potentially, to improve the quality of life in a globalised world.ion-development nexus; and the blurring categories of refugees and asylum seekers. Migration in a Globalised World offers a major new research perspective, whose strength lies in its broad thematic scope and in the dialogue between many academic traditions – among others, French, Anglo-Saxon and Northern European.

Objective To explore the effect of objective structured clinical examination mode on improving the critical thinking ability of nursing students. Methods The convenience sampling method was used to select 24 nursing students at our school to participate in the skill competition in the form of objective structured clinical examination. Before and after the examination, the assessment scale was issued to the students to measure their critical thinking ability. The results of the implementation of objective structured clinical examination were analyzed using a self-made questionnaire. Results The total score of critical thinking ability, truth seeking, critical thinking confidence, analytical ability, open mind, intellectual desire, and cognitive maturity of the nursing students after assessment were improved to different degrees than those before. Most contestants believed that OSCE improved the students' theoretical knowledge learning ability, skill level, communication ability, and problem solving ability, and can be widely promoted. Conclusion Objective structured clinical examination can improve students' comprehensive ability of critical thinking, and can be further applied in nursing practice teaching. Key words: Objective structured clinical examination; Critical thinking ability; Application effect

Objective To explore the effects real-case-based teaching model on critical thinking of nursing students during internship. Methods From July 2015 to June 2016, nursing students in clinical practice of Cardiovascular Department in the First Affiliated Hospital of Harbin Medical University were selected as the control group by purposive sampling. Nursing students in clinical practice were chosen as the observation group between July 2016 and June 2017. Nursing students of the control group accepted conventional teaching model. Nursing students of the observation group were taught with the real-case-based teaching model. The theoretical achievements, skills performance and critical thinking of nursing students of two groups were compared. Results After intervention, the theoretical achievements and skills performance of nursing students of the observation group were higher than those of the control group with significant differences (P<0.05) . Besides, the scores of searching for truth, open mind, analytical ability, systematization ability, the confidence of critical thinking, aspiration to knowledge and cognitive maturity in the observation group were higher than those in the control group with significant differences (P<0.05) . Conclusions Real-case-based teaching model can improve the theoretical achievements, skills performance and critical thinking. It is worth to be popularized and applied. Key words: Students, nursing; Real-case-based teaching model; Critical thinking

The essence of critical thinking is a thinking process that consists of two parts: critical thinking disposition and critical thinking skills, and is an extremely important part of students’ quality development. The study establishes a theoretical model of the data-driven education model to support the development of students’ critical thinking skills, including three independent variables: activity space, physical space, and psychological space. The Californian Critical Thinking Disposition Questionnaire (CTDI-CV) was used to investigate and analyze 300 subjects. Multiple regression models and correlation analysis methods were used to test and analyze the data results of each variable in the data-driven teaching model and to develop students’ critical thinking skills. The results showed that students’ critical thinking ability reached 293 points overall, and there was no significant difference in students’ critical thinking ability in terms of gender, indicating that male and female students were basically the same in critical thinking. There is a significant difference in students’ critical thinking skills with respect to their majors, with science students having better critical thinking skills than arts students. Data-driven teaching models are significantly and positively correlated with students’ critical thinking skills.

This work explores the articulation of Information Literacy and Critical Thinking, throughout a preliminary study on the pedagogical strategies used by academic librarians in lecturing information literacy courses. A theoretical reflection is presented about students’ skills in Information Literacy, enhanced by Critical Thinking, to acquire the ability to move autonomously in printed and digital information environments, based on their reflective thinking, to transform information into new knowledge. The study aims to compare information literacy pedagogical practices in different subject areas. As such, psychology, education, and health sciences were the ecosystems in which the strategies were explored and applied to analyze common approaches, and ultimately detect and share good practices for pedagogical improvements. The present work results from a qualitative study, based on the interviews regarding the vision of three higher education librarians, framed by seven major parameters: metacognition, reflection, analysis, evaluation, inference, and use, as well as dispositions, applied to information management. The objective was to evaluate what kind of strategies were adopted by each librarian and if the pedagogical practices are effective in fulfilling the learning objectives. Overall, all three librarians agreed that libraries have an important role in promoting critical thinking in higher education students.