Knowledge Of Situation Research Articles

Cross-referencing French hematology teams’ knowledge and perception of end-of-life situations: a national mixed-methods survey

IntroductionHaematology is a speciality frequently confronted with end-of-life situations, and teams will be concerned by the question of medical assistance in dying. The Ethics Commission of the French Society of Haematology has conducted a survey on the knowledge and perceptions of healthcare professionals regarding complex end-of-life situations.MethodsA cross-sectionalonline survey of hematology professionals in France. The comprehensive online questionnaire addressed respondents’ experience of complex end-of-life situations in hematology, based on 7 clinical vignettes. The survey contained 55 questions, 6 of which were open-ended. They were asked to give their opinion on whether it should be legalized. Justifications were then requested and analyzed by theme.ResultsThe survey was distributed to associations of hematology healthcare professionals (approximately 1,300 members). Overall, 182 healthcare professionals replied, including a third nurses and a third physicians. The average score for identifying complex situations was 7.1 out of 10 (IQR 5.7,8.6), with lesser knowledge of situations involving double effect, euthanasia and sedation for distress than of situations involving limiting or stopping treatment. Training in palliative care was the main driver of knowledge (p = 0.004), as well as being a physician (p < 0.001). We found that the opinions of healthcare professionals regarding the legalization of medical assistance in dying in France were diverse and well-founded.ConclusionHematology healthcare professionals had lesser knowledge of situations involving double effect, euthanasia and sedation for distress. Knowledge of specific situations impacts professionals’ opinion on legalization of medical assistance in dying.

실제 맥락에서의 학습전이에 관한 민속방법론적 연구: 미디어 리터러시 수업 사례 분석

Objectives This study aims to understand learning experiences in real contexts as a core learning science inquiry topic regarding embodiment and transfer in learning. Methods This study relied on ethnomethodology (EM) as a learning science research method on learning experiences in real contexts. EM opened up the possibility of systematic observation and analysis of embodied experiences and situated learning through qualitative analysis of the composition of real-time situational contexts created by the interaction between agents and practical reasoning and behavior, thereby providing an important research methodology for learning science. EM played an important role in exploring how learners’ internal understanding of concepts they encounter is expressed and changed in the process of embodiment, that is, interaction. The subject of analysis in this study was a 16-hour media literacy class conducted at the graduate school of H University. Results First, transfer in learning has a dynamic characteristic that continuously appears throughout the learning process. Second, transfer appears in the process of interacting with various factors and recognizing situations to utilize knowledge. Third, transfer is not simply applying knowledge, but is achieved through the process of reconstructing and deeply understanding knowledge in various situations. Conclusions Transfer in learning is created in the process of integrating knowledge through continuous interaction between participants. In other words, transfer is created in the process of the flow of situational context, which is the interaction with various factors experienced to utilize knowledge. The teaching strategy that promotes transfer can be viewed as a role that maximizes the room for learners to choose their own judgment and actions by opening a space for participation where they can use all the resources that they can take in their own context, including the knowledge. In future research on the design of learning experiences, it is necessary to pay attention to the dynamic conditions and settings of the flow of micro-contexts created by the situational inference and actions revealed by the interaction between agents, which are important key points of learning design.

Becoming Future Health Professionals: The Role of Experiential Learning on Exercise Science Students’ Pre-Professional Identity

Pre-Professional Identity (PPI) forms by internalizing professional skills, knowledge, and values of the intended future profession into one’s identity. This process enables individuals to act, think, and feel like professionals. Upon graduation, the majority of students in exercise science pursue careers in various health professions, and their undergraduate experiences significantly influence the formation of PPI. Future health professionals who develop a strong PPI are better equipped to navigate their professional careers with purpose and meaning, contributing to both stability and longevity in their profession. This study explores the impact of an experiential learning course on PPI formation among exercise science major students. Eleven students participated in this study and the data were collected through semi-structured individual interviews and reflection papers. Four key themes were identified in this study: Experiencing and Reflecting, Acting and Thinking Like a Professional, Feeling Like a Professional, and Constructing a Pre-Professional Identity as a Health Professional. Through experiential learning, followed by guided reflection, exercise science students were able to apply their knowledge and skills in real-world situations and embody professional values, influencing the development of PPI as future health professionals. This study provides insights into how experiential learning can shape the PPI of future health professionals. Also, this study highlights the importance of intentionally integrating various strategies that contribute to the formation of PPI among exercise science students.

‘It just feels like it's gonna be so very long?’ Exploring the resources used by university students in noticing, navigating, and resolving issues during math-intensive problem solving in chemistry

Problem solving is a complex endeavour that requires students to understand concepts and procedures, as well as knowing when and how to apply them effectively. This study is part of a broader research project examining how university students engage with math-intensive problem solving in chemistry. Here, we focus specifically on the cognitive resources students use to notice, navigate, and resolve potential obstacles. We observed student pairs as they worked collaboratively on a task in chemical kinetics that involved deriving a rate law for a multi-step reaction. Through qualitative analysis of their discussions, we identified three categories of resources: implicit models, episodic memories, and standard procedures. Our findings suggest that implicit models and episodic memories play a key role in helping students navigate uncertainty by shaping their expectations, pointing to a connection between these resources and situational knowledge—a type of knowledge that is critical in enhancing students’ strategic flexibility and refining their intuitions. Overall, this work aims to provide insight into the role of intuitive reasoning in problem solving, emphasising the importance of integrating conceptual, procedural, and situational knowledge. It also opens up opportunities to help students foster expert-like problem-solving skills through directed learning activities that actively engage them in using and reflecting on these knowledge types and how these connect to their own intuitions.

Beyond the Classroom: Sustainable Science Learning in Authentic Environments

The objective of this paper is to study sustainable science learning in authentic environments, based on the perceptions of school-level teachers. The study follows a quantitative approach, supported by the positivist paradigm, for which data was collected using a dichotomous questionnaire applied to 42 teachers from various countries. The conceptual topics underpinning this work include (a) sustainable learning, (b) science teaching, and (c) authentic environments. Among the main results, it was found that transcending the traditional approach to science teaching facilitates the conversion of the abstract language of science into simpler and more easily understandable terms for students through didactic methodologies where practice is more fundamental than memorization. In this regard, it was concluded that when the traditional classroom approach is replaced by an innovative one, where the natural environment, daily practice, and the application of knowledge and concepts in real-life situations are the common denominators, more meaningful learning is achieved, and active participation is promoted, thus creating an authentic learning environment.

Impact of Situational Awareness on Flood Vulnerability Reduction in Nowshera, Pakistan

The study was carried out in District Nowshera with the aim of investigating the relationship between situational awareness and flood vulnerability reduction in Nowshera, Pakistan. The study is purely quantitative in nature, and the outcome of the quantitative data was collected from 384 respondents in the study area. Univariate and bivariate analysis methods with indexation have been used for the analysis of data. The findings of the study reveal that heightened situational awareness and risk knowledge substantially enhance flood preparedness, evacuation compliance, and adaptive capacity. The research identifies key contributing factors of situational awareness and risk knowledge, including knowledge about the causes and consequences of floods, awareness of flood-prone areas, structural integrity of buildings, land use planning, capacity building, and robust solid waste and sanitation systems at the community level. The findings established significant associations between these factors and flood vulnerability reduction. The study emphasizes the importance of community engagement, effective governance, and resilience measures in development planning to minimize flood vulnerability. The outcomes inform data-driven flood risk management strategies, underscoring the imperative of integrating situational awareness and risk knowledge to mitigate vulnerability and enhance resilience in susceptible communities like District Nowshera.

Comparative analysis of approaches to developing universal learning actions within computer science education

Introduction. In modern society, education plays a key role in the formation of personality and the development of skills necessary for successful adaptation and self-realization. One of the key aspects of the educational process is the development of universal learning activities (UMS), which provide the opportunity for effective learning and the application of acquired knowledge in various situations. In this regard, it becomes necessary to conduct a comparative analysis of approaches to the development of UMS in order to determine the most effective methods and tools that contribute to the successful development of educational materials and the formation of independent work skills. This article examines the constructivist approach in the context of developing universal learning actions (ULA) in computer science education in schools. The main focus is on the importance of connecting learning with real-life tasks and the ability of students to influence the learning process through independent choice of research topics.Materials and Methods. A comparative analysis of approaches to developing ULA in computer science education was conducted based on the study of theoretical works and practical examples of the application of these methods in the educational environment. The approaches are analyzed in terms of their ability to provide a holistic view of the study material and its practical application.Results. The advantages of the constructivist approach were identified, including its focus on the practical application of knowledge and the development of the ability for independent learning. However, shortcomings such as the risk of formalizing education and difficulties in assessing competencies were also noted. The systemic-activity approach emphasizes the integrity of the study material and its connection to real life.Discussion and Conclusions. The article discusses the conditions and aspects of each approach that contribute to the development of ULA. The importance of integrating theory with practice and the need for sufficient time for reflection and introspection in the constructivist approach are emphasized. The study highlights the importance of balancing the depth of theoretical knowledge and practical skills for effective computer science education. In the future, it is necessary to continue the study of the interaction of constructivist and system-activity approaches in education, especially in the context of the development of digital technologies and changing educational needs in the information society. It will also be useful to develop and test innovative diagnostic tools that will allow students to more accurately assess their competencies in creative and personality-oriented aspects of learning.

Mixing Flipped Classroom with Mental Mind Mapping for Deeper Learning: A Case Study within the Tunisian Higher Education Sector

To meet the needs of our knowledge-based society, students must have problem-solving, critical thinking, teamwork, learning-to-learn, and communication skills. Transferring knowledge is important to using these skills in non-school environments, communicating effectively, and applying content in new situations and future work. Flipped Learning has the potential to promote Deep Learning (DL). This paper describes a case study involving Flipped learning, to engage students in DL in an Economic intelligence course. We use the lens of Cultural-Historical Activity Theory (CHAT) to understand how the relationship between the human mind (what people think and feel) and activity (what people do) operates in mixing Flipped classrooms with mind-mapping techniques to promote DL. The evaluation of the results shows that students have a deeper understanding of the subject, but it also confirms a strong need for time and generalisation. The new pedagogy has to be introduced earlier in the school and integrated within the curricula to reinforce the students’ capacity for transfer and application. Isolated experimentation by teachers of Flipped Classrooms and Mind Mapping is insufficient to transfer knowledge in problem-solving situations. This limitation could negatively impact future entrepreneurs’ cognitive skills and task identity. Entrepreneurs as the main drivers of economic development need competen-cies in information and knowledge searching to reduce environmental uncertainty. They also have to make sense of early warning information to convert it into knowledge supporting the decision-making process.

Women's Intensity of Non-Communicable Diseases Compared To Men in Bangladesh

Background Noncommunicable diseases (NCDs) are strongly connected with human mortality and morbidity. Bangladesh has a high rate of chronic illnesses. Global efforts for women's health are mostly focused on improving sexual and reproductive health. The purpose of this study is to determine the severity of Noncommunicable diseases in women by comparing risk variables by gender. Methods Between February and May 2023, a cross-sectional survey was undertaken to identify the baseline status of Noncommunicable disease risk variables among men and women over the age of 35 in chosen intervention and control locations in rural Bangladesh as part of a noncommunicable diseases project. We conducted blood pressure and anthropometric assessments on 100 men and 100 women using the World Health Organization STEPS questionnaire and normal operating procedures. We performed a descriptive analysis with SPSS Statistics 20.0. Results According to the findings, 75% of males are married, 5% are single, and 20% of women are widowed. Approximately 46% are working women. Women had a greater prevalence than males of lack of physical activity (28% vs 72%), overweight and obesity (45% vs 55%), excessive waist circumference (21% vs 79%), Noncommunicable diseases (35% vs 65%), and uncontrolled diabetes mellites after medication (47% vs 53%). Women are less likely than males to seek medical treatment (83% vs 17%), have self-reported ailments (69% vs 31%), consume fruits and vegetables (77% vs 23%), or use medicines (59% vs 41%). Women are more likely to suffer from anxiety (67%) and depression (86%). Conclusions In Bangladesh, women have a greater incidence of certain behavioral and clinical risk factors than males. A thorough assessment of such differences between men and women might increase knowledge of situations and help health providers and policymakers optimize preventative policies to reduce the global illness burden more effectively in both men and women.

PRICE AND ITS ROLE IN THE MARKETING MIX

The article considers the main objectives of marketing pricing policy. It is found that by properly developing marketing pricing policy, companies can form their strategic direction, establish relationships with consumers and improve the conditions for the sale of goods, which is an important part of the marketing-mix complex in the marketing management system. Price in the market economy is of key importance, because it is not only a means of exchange, but also an important mechanism affecting the production, distribution, exchange and consumption of goods and services. In the article on the basis of a number of works of domestic and foreign economists, as well as a number of legislative acts in force in our country, the definition of the concept of ‘price’ is given. It is determined that the price affects both the volume of product sales in the domestic and foreign markets and the level of profitability of the firm. It is found out that the main objectives of the firm in the context of pricing are to increase market share, strengthen financial condition, positioning of its products, sales promotion and influence on the behaviour of competitors. Firms may use pricing to realise individual objectives, such as keeping prices low to deter new competitors or to set prices in line with competitors' prices to ensure market stabilisation. Pricing can be used as a tool to maintain brand loyalty, to maintain business relationships with resellers, or as a measure to counter government regulation Prices can be temporarily reduced to promote a product or to attract new customers. Pricing for certain types of goods may be designed to stimulate sales of other goods within the same product mix, using it as a strategy to achieve the firm's long-term goals. It is proved, in marketing, pricing depends on the interaction of three subjects: seller, buyer and competitor, so special attention is paid to the analysis of external factors. The role of factor analysis in the development of marketing pricing policy comes down to the fact that the set price should recover costs and reflect the usefulness of the product or service for the consumer, as well as take into account the competitive situation in the market. Selecting and developing a pricing policy for a company is a complex and comprehensive process that requires an analytical approach, in-depth knowledge of the market situation and flexibility in decision-making. Pricing should be an integrated part of the overall business strategy to achieve long-term goals. In this article, we will look at the pricing process, which consists of six steps, each with its own unique purpose and importance. In a market economy, pricing strategy becomes one of the key factors in a company's success. Free competition confirms that every entrepreneur seeks to maximise their profits. In addition to increasing production volumes and entering new markets, an important task is to reduce the costs of production and sales.

The use of project technologies in teaching the structure and maintenance of cars

The research focused on how the application of the project method in the educational process contributes to a deeper understanding of theoretical knowledge and the development of practical skills among students of technical specialities. In this study, an analysis of the effectiveness of design technologies in teaching the construction and maintenance of cars was carried out, which allowed assessing their impact on the development of theoretical and practical skills of students. It was found that the use of project technologies in teaching significantly improves the quality of students’ assimilation of theoretical knowledge and contributes to the development of practical skills. It was found that students who completed tasks in the form of projects better understood the principles of operation of automotive systems and were able to apply their knowledge in real situations. Practical work in the project format contributed to the development of critical thinking and the ability to make informed decisions, as participants were forced to analyse problems and find optimal ways to solve them. It was also found that the project method increased students' motivation to learn and encouraged them to independently search for information, collaborate in a team, and use modern diagnostic tools. Work in groups contributed to the development of communication and time management skills, which are important in professional activities. In general, the results of the study indicate a significant increase in the effectiveness of the educational process through the integration of the project method, which contributes not only to a deeper assimilation of theoretical knowledge, but also to the development of practical skills that directly affect the professional readiness of students of technical specialities. The results of this study can be used in educational institutions that train car maintenance specialists to improve training programmes and teaching methods

Collaborative Learning Techniques in Python Programming: A Case Study with CSE Students at Anurag University

Abstract—Today's education system requires new, interactive methods to keep students interested and help them learn better. This paper looks at various Teaching-Learning Process (TLP) methods used to teach Python programming to B.Tech CSE students. The methods include Chalk &amp; Talk with PowerPoint, Think Pair Share, Open-ended problems in Laboratories, Quality Circles, Concept Mapping, Web-based Learning, Moodle, Mock Interviews, and Think Aloud Pair Problem Solving. These methods were included in the curriculum to make the classroom more engaging and participative. The aim was to change traditional teaching into an interactive experience, encouraging students to actively participate, collaborate, and use their knowledge in real-life situations. Each TLP method covered different learning aspects, from understanding theory to solving practical problems. Using these methods in teaching Python showed great improvements in student involvement, understanding, and retention. These methods were used on one of the batches of CSE department, and results show a significant improvement in final results. This paper details each method, its classroom use, and the observed outcomes, offering recommendations for educators to improve teaching practices in technical education. Keywords: Interactive teaching methods, Teaching learning process, Pedagogy, Active learning, Python programming

ОСОБИСТІСНА ДЕТЕРМІНАЦІЯ ВПЕВНЕНОСТІ У СОБІ ПСИХОЛОГА-ПОЧАТКІВЦЯ В КОНТЕКСТІ ПСИХОЛОГІЧНОГО КОНСУЛЬТУВАННЯ

Purpose. To present the results of a theoretical analysis of the problem of personal determination of self-confidence of a novice psychologist in the context of psychological counseling. Methods. Theoretical research methods included analysis, comparison, systematization, and generalization of theoretical and empirical data on the problem of self-confidence. Results. Self-confidence can be defined as generalized self-esteem, manifested in a positive assessment of one’s skills, behavioral repertoire and results of one’s own professional actions as sufficient to achieve important goals. The psychological aspects of the professional activity of a psychologist-consultant have been considered. The profession of a psychologist-consultant involves intervention in the psycho-emotional space of another person, which makes this process multifaceted and unpredictable, and requires a high level of professional competence, responsibility, readiness for non-standard situations and self-confidence from the specialist. Reflexivity plays an important role in the formation of a psychologist’s confidence, as it allows to understand professional qualities better, evaluate one’s actions and carry out self-regulation. Thanks to reflection, a psychologist can adapt more effectively, improve skills and optimize work, which contributes to personal growth and increased self-confidence necessary for successful professional activity. Successful performance of productive activities requires developed motivational characteristics, such as interest in the work and belief in one’s own abilities to achieve a certain result. For a novice psychologist, achievement motivation is important because it ensures readiness for challenges and increases the ability to effectively apply knowledge in real situations, developing confidence in one’s own competence. Autonomy has also been defined as a determinant of self-confidence, as it allows the subject to act independently, guided by his or her own values and needs, helps to develop independence in decision-making and responsibility for the actions, which increases confidence in own abilities and the effectiveness of professional activity. Conclusions. Self-confidence of a specialist can be characterized as a complex psychological formation based on a subjective positive assessment of one’s own professional actions and results, which promotes effective activity and self-realization in the professional sphere. Personal determinants of self-confidence of a novice psychologists have been defined as reflexivity, achievement motivation, autonomy.

Didactic strategy for enhancing mental Mathematical computation in elementary school

The study "Teaching strategies to improve mathematical mental calculation in high school" attempts to improve mental calculation skills in high school students in the educational unit "Ilo Alfaro" in Chuván, Ecuador. The research is based on the recognition that mental arithmetic is an important skill not only in developing mental agility and logical reasoning, but also in solving mathematical problems effectively. The research justifies the implementation of a didactic strategy that promotes meaningful, individualized and participatory learning. Teachers play a key role in adapting this strategy to the needs of students, using new methods that encourage and strengthen their confidence in their mathematical abilities. The methodology used includes a mixed approach, theoretical and experimental, which includes the observation and survey of teachers, and the analysis of the results obtained by implementing specific teaching activities. The studied population consisted of sixth year primary education students of the above educational unit. Preliminary results suggest that the applied teaching strategies not only improve fluency in mental arithmetic, but also encourage critical thinking, collaboration among students, and the ability to apply mathematical knowledge in everyday situations.

Transforming Insights into Action: The Influence of Business Analytics on Corporate Strategy Development

The revolutionary impact of business analytics on corporate strategy in modern firms is investigated in this research paper. Integrating analytics into strategic planning has become essential for gaining a competitive edge in a time of rapid technological innovation and data abundance. The significance of this study is in its capacity to clarify how data-driven decision-making can improve organizational performance and flexibility in a changing marketplace. The main goal of this study is to investigate the effects of employing business analytics in the development of corporate strategies, with a particular emphasis on how these processes affect decision-making and the overall efficacy of strategic initiatives. By analyzing these dynamics, the study hopes to offer firms looking to use analytics for strategic success practical insights. The scope of the study includes a thorough investigation of how business analytics impacts many aspects of corporate strategy, such as risk management, customer relationship management, and operational efficiency. The main issue discussed is the discrepancy between conventional strategic planning techniques and the requirement for a more data-centric strategy that can adapt to changing market conditions. The idea that better strategic results can result from the efficient application of business analytics forms the basis of the theoretical framework that directs this study. Using secondary data sources including case studies, industry reports, and scholarly literature, a qualitative research methodology is used to accomplish these goals. This methodology makes it easier to conduct a comprehensive analysis of current business analytics methods and knowledge in strategic situations. Organizations that successfully incorporate analytics into their strategic planning procedures report better performance metrics and increased decision-making capabilities, according to the main findings of the analysis. Potential biases in secondary data and the difficulty of extrapolating results across several businesses are drawbacks, though. In terms of theory and practice, this study has consequences. Theorists can better grasp how business analytics may transform strategic frameworks, and practitioners can learn about the most effective ways to put data-driven plans into reality. The findings of this study ultimately highlight how important it is for businesses to develop a strong data culture that values analytics as a fundamental part of their strategic decision-making procedures.

The role of alternative education to Students’ holistic learning: A case of Tanzanian schools in Morogoro

This research investigates how alternative education contributes to students' overall education. Data was gathered utilising a mixed-tech approach, which included questionnaires and interviews. The results demonstrated the need for alternative education in enhancing academic content because academic content alone is insufficient to help students build transferable skills, entrepreneurial abilities, and real-world situational knowledge. If a student fails the standardised national examination at the exit stages of school, they are still eligible for alternative education, which helps them deal with situations in the real world.

The Ability of Seventh-Grade Students in Mathematical Problem-Solving on Set Theory Using Animation Media

The importance of mathematical problem-solving skills is so that students can understand mathematical concepts deeply and flexibly, allowing them to apply their knowledge in various problem-solving situations. One of the learning media that can be applied to train students in solving mathematical problems is animation media, which is closely related to engaging visual and auditory elements, thereby motivating students in the learning process. The aim of this research is to describe problem-solving skills in the topic of sets using animation media. This research is a type of descriptive study focusing on mathematical problem-solving skills, which is the variable of this research. The subject of this research is seventh-grade students at Muhammadiyah 4 Middle School in Palembang. Data was collected through two methods: written methods and interview methods. The research results indicate that the mathematical problem-solving ability of seventh-grade students at Muhammadiyah 4 Middle School in Palembang falls into the moderate category. By utilizing animated videos in mathematics learning on the topic of sets, it can assist students in solving or finding solutions to mathematical problems.

Effectivess of Structured Teaching Programme on Skipping Meals among Nursing Students

The practice of skipping meals is prevalent among nursing students, often due to the pressures of academic and clinical schedules. This study evaluates the effectiveness of a structured teaching program designed to address the knowledge, attitudes, and practices related to meal-skipping among nursing students. A quasi-experimental design was used, involving a pre-test and post-test assessment of 60 nursing students from nursing college. Data on meal-skipping behaviors, nutritional knowledge, and health attitudes were collected using a validated questionnaire. The intervention included educational sessions on the importance of balanced nutrition, the effects of skipping meals on health and academic performance, and strategies for effective meal planning. Post-intervention results revealed a significant increase in knowledge and a positive shift in attitudes toward regular meal consumption, with a substantial reduction in reported meal-skipping behaviors. Assess the effectiveness of structured teaching programme on skipping meals among nursing students. This was a quasi-experimental study where closed ended demographic questionnaire were given to 60 first year student to assess their current situation and self-administered knowledge questionnaire were used as a tool to access sleep hygiene and sleep quality respectively among those 60 first year nursing student by using purposive sampling technique. Data was collected by direct distribution of tools to each nursing student and data was analysed and results were interpreted by using quasi experimental statistics. The overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The results of the study showed that the overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The statistical paired ‘t’ test indicates that enhancement in the mean percentage knowledge score was found to be significant at 0.05 level for all the aspect under study. The association found to be totally significant between pre-test knowledge scores and selected socio demographic variables at 0.05 level (p&lt;0.05). The study findings suggested that ppt assisted structured teaching program is an effective instructional method in improving the knowledge regarding Skipping Meal among nursing students.

Participation in eHealth Communication Interventions Among Patients Undergoing Hemodialysis: Scoping Review.

eHealth communication interventions have been shown to offer individuals with chronic kidney disease the opportunity to embrace dialysis therapies with greater confidence, the potential to obtain better clinical outcomes, and an increased quality of life. eHealth is an emerging field that offers diverse, flexible designs and delivery options. However, existing evidence on eHealth communication among patients undergoing hemodialysis is sparse and scattered and lacks systematization. This scoping review aims to identify and map the current evidence on patient participation in eHealth communication interventions. We aimed to map the associations between interventions and electronic health records, the participative role of individuals living with chronic kidney disease and undergoing hemodialysis, and the barriers to and facilitators of patient involvement in eHealth communication with health care professionals. This study used the Joanna Briggs Institute methodology for conducting a scoping review. Studies eligible for inclusion were those that included adult patients (aged >18 y) undergoing all types of hemodialysis, including prescheduled in-center hemodialysis and conventional home-based hemodialysis. Systematic searches were completed in Ovid MEDLINE, Ovid Embase, EBSCOhost CINAHL with Full Text, Scopus, and ProQuest Dissertations and Theses. Extracted data from the included studies were presented in figures and tables along with descriptions that responded to the research questions. This review was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. In total, 9 peer-reviewed studies were included. The main result was a low participative patient role and a vaguely described link to electronic health records. The key participative facilitators were availability of and access to the intervention; security, trust, and confidence; patient knowledge of their health situation and use of self-care; and patient preparedness for an uncertain future health situation and the ability to relate to family and friends about it. The key participative barriers were lack of availability of and access to information, mistrust and lack of safety, lack of knowledge of health situation and self-care, and relational issues. All barriers and facilitators were related to health literacy. This scoping review summarizes 4 specific and 3 nonspecific eHealth communication interventions developed and evaluated in various studies involving patients receiving hemodialysis. A knowledge gap exists between low levels of patient participation in eHealth communication and patients' limited access to electronic health records. eHealth communication interventions should implement patient participation and focus on the fact that different modalities of eHealth communication can complement face-to-face communication. RR2-10.2196/38615.

Analysis and Application of Problem Situation Creation in Comprehensive Courses for Teaching Chinese as a Foreign Language

Background and Aim: To solve the current problems of low student interest and low classroom atmosphere in the teaching of integrated Chinese language courses in Thailand, is in line with the teaching objectives of integrated Chinese language courses to develop students‘ Chinese language skills such as listening, speaking, reading and writing and to improve students’ learning outcomes. In this paper, the problem situation teaching method is applied in the elementary Chinese comprehensive class to provide a reference for the innovation of teaching methodology in the elementary Chinese comprehensive class and to provide a reference for the teaching design of Chinese teachers. Materials and Methods: In this paper, through literature research, comparative analysis, teaching experiments, and other research methods, the study was carried out to create problematic situations in the Thai elementary Chinese integrated class, to verify the experimental hypothesis that the problematic situation teaching method can improve the teaching effect and learning effect, and to change the current situation of the Thai elementary Chinese integrated class. Results: This paper verifies the experimental hypotheses by applying the problem situation teaching method to the Thai integrated Chinese language classroom, designing an experiment in two classes of integrated Chinese language class comparing the results of the two classes, and finding that creating problem situations in the elementary integrated Chinese language class can help to improve students' academic performance and Chinese language proficiency. Conclusion: This paper takes the creation of problem situations as a teaching method, creates situations according to the teaching content and students' learning situation, gradually builds a scaffolding for students by asking questions, helps students to understand and apply knowledge in the problem situations created, and puts forward the corresponding solution strategies for the problems, to provide reference for the theoretical research on the teaching of problem situations in the future, and provide reference for the theoretical research on the teaching of problem situations in the Chinese integrated class. The purpose of this study is to provide a reference for the theoretical study of problem-situation teaching and to provide a reference for the creation of problem situations in Chinese comprehensive courses in the future.