University In Southern Taiwan Research Articles

AACN competency-based essentials revisit: Evidence-based validation of entrustable professional activities in Asia

AimThis study intended to validate the competency-based approach through an entrustable professional activity in the nursing undergraduate education arena in Taiwan. BackgroundEntrustable professional activity is a recommended strategy to enhance nursing competencies and skills. It has been widely applied to nursing education in Western countries, especially graduate programs. However, its effects in eastern countries and undergraduate programs remain unclear. DesignA quasi-experimental comparison design was used. MethodThe study is conducted at the Department of Nursing at a university in southern Taiwan. A total of 72 Two-Year Nursing Program students participated in the study. After implementing the designated entrustable professional activity in the Wound Care Nursing course, outcomes were measured using the Competency Inventory of Nursing Students, Learning Satisfaction and Objective Structured Clinical Examinations. These outcomes were then compared with post-test results at the end of the semester. About 90 % of students completed the study with the test group (n=31) receiving extra activity and the comparison group (n=34) receiving usual teaching. Data were analyzed through chi-square, paired t and Student’s t-test. ResultsThe test group demonstrated significantly higher scores in perceived competency and clinical examinations than the comparison group. However, both groups experienced an increase in learning satisfaction without reaching a significant difference. ConclusionResults of the study indicate that competency-based pedagogy, e.g., using entrustable professional activities, should be integrated into nursing curricula to meet the new American Association of Colleges of Nursing standards with compelling evidence.

Animation and Manga on Improvement in Students’ Problem-Solving Capabilities: Comparison of Two Psychometric Models

To improve the problem-solving capabilities of students, this study explored using interactive digital teaching materials based on animation and manga. A classroom teaching system was developed based on teaching material using a manga format. Students from a national university and a science and technology university in southern Taiwan were recruited. A questionnaire survey was administered for data collection. A total of 104 valid samples were collected; the data were analysed using SPSS 17.0. Two statistically significant models could be used to predict learning outcomes, and the highest R2 value was 52.5%. The utilisation of interactive multimedia teaching materials based on animation and manga helped students apply knowledge to solve practical problems, cultivating their problem-solving capabilities. The findings differed from previous studies; models developed in this study could be used to determine the effects and relationships of multiple factors.

Enhancing Vocabulary Proficiency and Self-Directed Learning through YouTube: A Study in an EFL Context

This study investigates the impact of using YouTube channels, specifically Ray Du English and BBC Learning English, on the vocabulary acquisition and self-directed learning motivation of non-English major students in Taiwan. The research aims to enhance traditional teaching methods and broaden students' international perspectives by leveraging the diverse and engaging resources available on YouTube. The study involves 128 first-year students from the Departments of Communication and Electrical Engineering at a university in southern Taiwan. A mixed-methods approach, combining quantitative pretests and post-tests with qualitative questionnaires and focus group interviews, was employed to evaluate the effectiveness of YouTube-assisted learning. Findings indicate that YouTube videos significantly improve vocabulary proficiency and self-directed learning motivation, with notable differences between the two student groups. Communication majors showed substantial vocabulary gains, while Electrical Engineering majors exhibited higher autonomous learning motivation. Overall, students expressed positive attitudes toward integrating YouTube into their learning process, highlighting its potential to make vocabulary learning more engaging and effective.

The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD

AbstractProcessing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific Learning Disabilities (SLD) remains unclear, especially in a nonalphabetic language, such as Chinese. This study investigated the effects of working memory and processing speed on the relationships between state anxiety and academic performance of university students with and without SLD in Chinese. A sample of 223 s-year undergraduate students was recruited from universities in southern Taiwan; 123 were typical learners, while the remaining 100 were identified as having SLD. We found distinct profiles in the relationships between state anxiety, working memory, processing speed, and academic performance. The interaction between state anxiety and working memory was also predictive of the academic performance of university students with SLD, highlighting the negative impact of state anxiety on those students who performed poorly in working memory tasks. Our findings emphasize the importance of cognitive and psychological factors in contributing to the learning of students with SLD. Furthermore, the effects of working memory and state anxiety on academic performance, particularly in students with SLD, could inform the design of teaching materials and procedures, especially regarding the levels of difficulty and volumes of learning.

Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study

BackgroundClinical reasoning is an essential nursing competency that students must develop to provide safe patient care. Developing and utilizing unfolding case studies, which present constantly changing patient conditions to improve students' clinical reasoning and to foster communication and self-reflection, can help to achieve that imperative. ObjectivesTo develop an unfolding case study and to test its effectiveness in improving clinical reasoning, team collaboration, and self-directed learning. DesignA mixed methods design. SettingOne university in Southern Taiwan. ParticipantsForty nursing students. MethodsAn unfolding case study was developed based on the clinical reasoning model and unfolding cases model. The Nurses Clinical Reasoning Scale, Self-Directed Learning Instrument, and Questionnaire of Group Responsibility and Cooperation in Learning Teams were used. Forty nursing students completed questionnaires and nine of them participated in focus group discussions. Wilcoxon signed-rank, Spearman correlation, regression, and inductive content analysis were used to analyze data. ResultsStudents' abilities in clinical reasoning, self-directed learning, and team collaboration were statistically significantly improved after implementation of the unfolding case study. Emergent themes included “patient-centered communication,” “group inspiration and learning,” “thinking critically and reflecting on oneself,” and “applying theoretical knowledge in care to meet patients' changing needs.” ConclusionsUnfolding case studies provide a safe environment in which nursing students may learn and apply knowledge to safe patient care.

EXPLORING THE EFFECTIVENESS OF USING QUIZLET ON LEARNING DENTAL TERMINOLOGY

The main goal of this study is to evaluate the effectiveness of the Quizlet flashcard app for learning English dental terminology. 100 dental-technology students from a five-year junior college in southern Taiwan participated in this study. Participants had access to Quizlet for learning281 dental terms. By using a quasi-experimental research design, data were collected from vocabulary quizzes and a questionnaire. Vocabulary quiz results were compared to measure the effectiveness of Quizlet’s assistance. The questionnaire was distributed after the use of Quizlet to evaluate satisfactory features of the software. Preliminary research findings have shown a positive correlation between frequency of Quizlet use and the acquisition of dental vocabulary, at a significance level of p < .001~.005. In addition, the participants gave positive feedback on Quizlet’s functions with mean scores ranging from 4.71~5.0 (on a 6-point scale). Unexpectedly, the perceived benefits of using Quizlet did not result in satisfactory test scores because the students did not use it extensively. Future research can focus on the correlation between students' perceptions of educational apps and their eagerness to use them.

Comparing the effect of assessment-simulation-animation-based against traditional education on nursing students’ anxiety and self-efficacy in maternity clinical practicum

BackgroundThe clinical practicum is the practical course that causes the most anxiety in nursing undergraduates. Although high-fidelity simulation education has been demonstrated to boost nursing students' self-efficacy and decrease anxiety in patient care, it is also associated with excessive psychological stress. Assessment-simulation-animation-based (ASA-based) education has been developed to solve the drawbacks of simulation-based education while preserving positive learning outcomes. ObjectivesTo compare the effects of ASA-based education and traditional education in reducing anxiety and improving self-efficacy of junior nursing students in their maternity clinical practicum. DesignThis study used a two-group pre-post quasi-experimental design. The comparison group was studied first followed by the experimental group. SettingsDepartment of Nursing and affiliated medical center at a medical university in southern Taiwan. ParticipantsWe enrolled 114 junior nursing students from two different class years. MethodsA convenience sample of junior nursing students was used in this study, with 55 in the experimental group and 59 in the comparison group. The intervention included online ASA-based education videos with pamphlets and was conducted three days a week for five weeks encompassing the maternity nursing clinical practicum. We developed and applied the Clinical Situation Anxiety Scale (CS-AS) and Clinical Situation Self-Efficacy Scale (CS-SES) before and after the intervention. Qualitative feedback was assessed after the intervention. Data were collected from both the comparison and experimental groups during the fall and spring terms of both the 2019–2020 and 2020–2021 academic years. ResultsCompared with the comparison group, the total CS-AS and CS-SES scores significantly improved from before to after the intervention in the experimental group. The students responded to the intervention by demonstrating clinical consistency, knowing what to do and how to do it and more confidently practicing health education. ConclusionOur results suggest that ASA-based education with videos and pamphlets contributed to reducing anxiety and increasing self-efficacy in nursing students during their maternity clinical practicum.

Using design thinking for interdisciplinary curriculum design and teaching: a case study in higher education

This study investigates the utilization of design thinking by a university instructor in the development and delivery of an interdisciplinary curriculum. It examines the challenges encountered and the coping strategies employed during the process. The research, conducted as a case study of an interdisciplinary program course at a university in southern Taiwan from September to December 2022, involved data collection through field observations, in-depth interviews, and document analysis. All data were transcribed verbatim, coded, and triangulated to enhance research validity. The findings suggest that design thinking serves as an effective methodology for interdisciplinary curriculum design and teaching. It emphasizes the integration of practice and application to facilitate students’ interdisciplinary collaboration and co-creation. Additionally, the study evaluates teaching strategies, with a focus on the role of visual tools, communication, and on-site observation. The insights gained from this research provide valuable perspectives on challenges in interdisciplinary teaching, particularly in a post-pandemic context. They guided the development of effective practices in Taiwan and beyond, addressing crucial aspects such as the roles of instructors, resource allocation, and the cultivation of interdisciplinary talent. The study emphasizes the continuous need for adaptation and the prioritization of depth in learning outcomes.

Investigating resilience of international students at a public university in Southern Taiwan and its implications for the New Southbound Policy

While the initiative behind Taiwan’s New Southbound Policy is largely driven by economic, political and academic priorities, this study promotes strengthening the psychological dimension of the policy to support its increasing international student population. The current study examines how optimism and emotional regulation predicts resilient behavior among a sample of international students in Taiwan. Empirical results from regression analysis showed that there is a positive association between optimism and resilience, while mediation analyses reported that optimism is also a partial mediator between emotion regulation and resilience, which nuances their relationship. The findings bear significant policy implications to Taiwan’s educational development initiative.

Exploring the Self-efficacy and Its Influencing Factors of University Nursing Students in Taiwan during the Clinical Practicum

Aim: This study aims to investigate the self-efficacy of nursing students during their clinical practicum and identify the factors influencing their self-efficacy. Methods: A cross-sectional research design was employed using convenience sampling and a questionnaire survey. The 264 nursing students consisted of 144 third-year and 120 fourth-year nursing students from a university in southern Taiwan. Data were collected using the "Self-Efficacy Scale" from Liang et al. [1] and analyzed using SPSS software. Descriptive statistics, independent samples t-tests, and ANOVA were utilized to examine the differences in self efficacy based on various demographic and experiential factors. Results: The study achieved a 100% response rate. The findings indicated that nursing students generally exhibited high levels of self efficacy, with a mean score of 44.19 out of 60. Significant differences in self-efficacy were observed based on enjoyment of clinical practice (t=5.45, p<.001), taking care of sick family members (t=2.02, p=.04), satisfaction with self-performance during practicum (F=6.81, p<.001), and intention to pursue clinical work after graduation (F=13.12, p<.001). Students who enjoyed their clinical practicum and those with higher satisfaction in their practicum performance demonstrated higher self-efficacy. Conclusion: The study highlights the importance of enhancing self efficacy in nursing students through supportive clinical environments, effective communication, and reflective practices. Improving self efficacy can increase students' clinical confidence and motivation to pursue a career in nursing. Future research should include larger and more diverse samples to generalize the findings across different educational contexts. Keywords: Nursing education, clinical practice, self-efficacy, nursing students, professional development

Effects of Multimedia Education Integrated Marketing Course Teaching on Students’ Marketing Awareness and Marketing Attitude

Integrating information technology into teaching will be a major policy for schools, improving teaching models. Teachers should get rid of the traditional teaching model of merely stressing on knowledge imparting in order to have students enjoy learning, absorb knowledge, and cultivate interests. With an experimental design model, 116 students of the Department of Business Administration of a university in southern Taiwan are participating in the quasiexperimental research. The experimental class (58 students) is preceded by multimedia education integrated marketing course teaching, and the control class (58 students) maintains traditional teaching combined marketing course teaching for the 18-week (three hours per week for a total of 54 hours) experimental teaching research. According to the results of the proposed discussions and suggestions, it is expected to develop instruction from a single model to an intuitive, interesting, artistic, and three-dimensional mode, create a vivid and interesting teaching situation for students, getthem into a lively learning atmosphere, induce students’ attention, and enhance students’ learning interests.

EXPLORING THE EFFECTIVENESS OF USING QUIZLET ON LEARNING DENTAL TERMINOLOGY

The main goal of this study is to evaluate the effectiveness of the Quizlet flashcard app for learning English dental terminology. 100 dental-technology students from a five-year junior college in southern Taiwan participated in this study. Participants had access to Quizlet for learning281 dental terms. By using a quasi-experimental research design, data were collected from vocabulary quizzes and a questionnaire. Vocabulary quiz results were compared to measure the effectiveness of Quizlet’s assistance. The questionnaire was distributed after the use of Quizlet to evaluate satisfactory features of the software. Preliminary research findings have shown a positive correlation between frequency of Quizlet use and the acquisition of dental vocabulary, at a significance level of p < .001~.005. In addition, the participants gave positive feedback on Quizlet’s functions with mean scores ranging from 4.71~5.0 (on a 6-point scale). Unexpectedly, the perceived benefits of using Quizlet did not result in satisfactory test scores because the students did not use it extensively. Future research can focus on the correlation between students' perceptions of educational apps and their eagerness to use them.

Effect of Cognitive Style and Working Memory on Floral Design Ability

Students were sampled from two universities in southern Taiwan from 1 September 2022 to 31 October 2022. This study examined the factors affecting the floral design ability of 125 university students by analyzing the relationship between demographic variables, cognitive styles, working memory, and floral design ability. The results revealed that the cognitive style, working memory, and floral design ability scores of the participants were 2.82 (standard deviation [SD]: 0.35), 5.06 (SD: 1.11), and 77.27 (SD: 5.43), respectively. Most participants were visual processors and demonstrated favorable scores for working memory and floral design ability. Floral design ability had a moderately positive correlation with cognitive style (r = 0.474, p < 0.000) and working memory (r = 0.521, p < 0.000). Both working memory and cognitive style were influential factors for floral design ability. Specifically, working memory exhibited a higher predictive power and explained 27.2% of the variance, whereas cognitive style only explained 10.3% of the variance. Therefore, teaching aids that improve working memory, such as computer games and picture cards, can be used as supplementary teaching aids in floral design education. Visual processors can be taught using more picture-based or photo-based teaching methods, whereas a list of operational procedures is more suitable for verbal processors.

Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design

AimTo examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BackgroundDidactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DesignA parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. MethodsThe participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students’ demographic data, three structural questionnaires were developed to examine the variation in students’ nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. ResultsThere were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group’s scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students’ learning outcomes. ConclusionThe research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students’ learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.

Improved Understanding of Learning Characteristics among International Students in Post-Baccalaureate Medical Education for Sustainable Development

Ensuring the success of medical students in post-baccalaureate training is crucial for providing sustainable, high-quality healthcare worldwide. However, international medical students encounter unique sustainability challenges that may affect their ability to learn and excel in medical schools. Therefore, this study aimed to investigate and assess the key attributes of learning styles and attitudes among first- and second-year medical students from a university in Southern Taiwan using the Attitudes Toward Thinking and Learning Survey (ATTLS). In November 2022, a cross-sectional survey and purposive sampling were used to recruit all 43 international medical students. Factor analysis was employed to identify and simplify complex personality traits associated with learning styles and attitudes. The resulting four-factor solution, which accounted for 70.364% of the total variance, was labeled as follows: Factor 1 “Understanding, Interaction Insights, and Empathy”, Factor 2 “Respect, Trust, and an Objective and Rational Vision of Multicultural Diversity”, Factor 3 “Comment, Debate, and Declare One’s Position”, and Factor 4 “Critical Thinking, Logical and Rational Problem Solving, and Rigorous Inference”. This study highlights the significance of connected knowers, who possess both Factor 1 and Factor 2, in providing holistic empathy and multicultural insight for future pedagogy. The four factors identified in this research can serve as a guide for developing teaching strategies that consider students’ diverse learning preferences and needs. By cultivating connected knowers, this research contributes to the sustainable improvement of pedagogical quality and the reduction of non-intellectual challenges in the classroom.

Teaching and learning in interprofessional ethics education: Tutors' perspectives.

Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors' experience teaching in this program. To explore the phenomenon of teaching and learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Phenomenological qualitative research. Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. The study was approved by the Institutional Review Board. Three themes emerged from the tutors' teaching perspectives, including the instructor's motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students' professions, and between different students' professional maturities is observed. Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication.

Examining the Learning Progression of Undergraduate Students’ Scientific Imagination: A Measurement Perspective

This study aimed to examine the learning progression (LP) model of scientific imagination among undergraduate students using the Scientific Imagination Test-Verbal (SIT-Verbal) and investigated the influence of students’ demographic characteristics including gender, age, and discipline on their scientific imagination. Six hundred and sixteen undergraduates from a university in southern Taiwan participated in this study. The SIT-Verbal covered four key components of the scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of SIT-Verbal were assessed via a Rasch partial credit model. The results indicated that the SIT-Verbal had good model–data fit, supporting that undergraduate students’ scientific imagination in four stages from brainstorming, association and transformation/elaboration to conceptualization/organization/formation. Additionally, the results showed that the SIT-Verbal was suitable for measuring students’ scientific imagination at the university level. The study also provided abundant evidence verifying the SIT-Verbal and supported the learning progression for undergraduate students’ scientific imagination.

Factors Influencing the Teaching Beliefs of University Faculty Members during Covid-19 Pandemic

Taiwanese university educators’ efficacy is traditionally associated with the belief in aligning teaching and learning outcomes. However, existing research on teacher efficacy involving modern university educators is limited. We bridge this gap by exploring university educators’ perceived efficacy and the factors that influence those perceptions. We surveyed teachers from a national university in southern Taiwan using the Teacher Efficacy Scale and interviews about the source of efficacy beliefs. We obtained 74 survey responses and descriptive statistics and analysis of variance were performed. During the interviews, four qualitative data sets were collected, and we analyzed the data using a continuous comparison analysis method. Generally, participants had medium- to high-levels of perceived efficacy; however, levels differed by gender. Efficacy scores were also higher in course design, technology usage, and classroom management, compared to instructional strategies and learning assessments. The main sources of efficacy perception included mastery experience, role models, student-teacher relationship, professional growth, and student support. Our findings suggest several strategies for follow-up research to promote university educators’ sense of efficacy.

Cross-Sectional Analysis of Taiwanese Pharmacy Students' Experiences and Perceptions of Transitioning from In-Hospital Internships to Distance Learning Due to COVID-19.

The introductory pharmacy practice experiences (IPPE) in Taiwan, which are traditionally conducted in physical hospital settings, incorporated up to 30% distance learning from May 2021 due to Coronavirus Disease 2019 (COVID-19). A web-based cross-sectional survey was adopted to investigate pharmacy students’ experiences and perceptions of transitioning from in-hospital internships to distance learning due to COVID-19 in the pharmacy department of a university in Southern Taiwan. We analyzed the results to discover factors that significantly affected students’ perceptions of transitioning from in-hospital internships to distance learning. In total, 81 interns from the university’s pharmacy department responded to the questionnaire. Approximately half of the participants felt happy when they learned, before the internship began, that the internship would be partially replaced with distance learning. The overall satisfaction rate was 67.9%, and no significant differences was observed in students’ satisfaction between hospital size or distance-learning time. However, more students in the medical center felt they had insufficient time to finish assignments compared to those in the regional hospitals, and the students who had 11–15 days of distance learning felt that they interacted more smoothly with their peers compared to those who had other durations. Program designers should make distance internship courses more student-centered, with a focus on increasing interactions between students, teachers, and peers to compensate for the lack of physical presence.

The Study of the Relationship on Meaning in Life, Citizenship Behavior, and ServiceLearning Effectiveness for Universities Students

本研究目的在於探討生命意義、公民行為與學習成效關係之研究。採問卷調查法，研究對象為南部8所公私立大學參與服務學習課程之學生，回收有效問卷351份。研究結果發現：生命意義對學習成效不具顯著影響；生命意義對公民行為具有顯著影響；公民行為對學習成效具有顯著影響；公民行為對生命意義與學習成效的影響具有中介效果，且為完全中介。依此，本研究根據研究結果提出建議，包括強化學生對生命意義應有的正確認知；引發學生自主展現公民行為，並強化其能更深一層知識運用，以彰顯服務學習成效等，提供參與學生、課程教師、學校相關單位以及未來研究方向之參考。The purpose of this study was to explore the relationships between meaning in life, citizenship behavior, and service-learning effectiveness for university students, and to further verify the mediation effect of organizational citizenship behaviors. Pre-and post- surveys were administrated to students from eight public and private universities in southern Taiwan who had participated in service learning. Survey data were analyzed from 351 valid responses. Results of the study indicated the following: meaning in life has no significant effect on service learning effectiveness; meaning in life has a significant positive effect on citizenship behaviors; citizenship behaviors have a significant positive effect on service learning effectiveness; citizenship behaviors have an intermediary effect on meaning in life and service learning effectiveness. Suggestions were made based on the results, such as strengthening students’ cognition of the meaning in life, expanding the effect of civic behavior, and stimulating students’ demonstration of organizational citizenship behaviors to enhance its intermediary effect on meaning in life and service learning effectiveness. In all, the findings in this study will enable college students, course teachers, and related departments to have a deeper understanding of the relationships so that they could be considered in related contexts.