Self-assessed Ability Research Articles

Predicting and assessing the impacts of COVID-19 disruption on marine science and sectors in Australia

AbstractBy March 2020 coronavirus disease 2019 (COVID-19) was anticipated to present a major challenge to the work undertaken by scientists. This pandemic could be considered just one of the shocks that human society has had and will be likely to confront again in the future. As strategic thinking about the future can assist performance and planning of scientific research in the face of change, the pandemic presented an opportunity to evaluate the performance of marine researchers in prediction of future outcomes. In March 2020, two groups of researchers predicted outcomes for the Australian marine research sector, and then evaluated these predictions after 18 months. The self-assessed coping ability of a group experienced in ‘futures studies’ was not higher than the less-experienced group, suggesting that scientists in general may be well placed to cope with shocks. A range of changes to scientific endeavours (e.g., travel, fieldwork) and to marine sectors (e.g., fisheries, biodiversity) were predicted over the first 12–18 months of COVID-19 disruption. The predicted direction of change was generally correct (56%) or neutral (25%) for predictions related to the scientific endeavour, and correct (73%) or mixed (9%) for predictions related to sectors that are the focus of marine research. The success of this foresighting experiment suggests that the collective wisdom of scientists can be used by their organisations to consider the impact of shocks and disruptions and to better prepare for and cope with shocks. Graphical abstract Word cloud analysis of free text responses to questions about expected impact of COVID-19 on the activities associated with marine science

Prevalence of Dunning-Kruger effect in first semester medical students: a correlational study of self-assessment and actual academic performance

IntroductionThe ability to self-assess is a crucial skill in identifying one’s own strengths and weaknesses and in coordinating self-directed learning. The Dunning-Kruger effect occurs when limited knowledge causes individuals to overestimate their competence and underestimate others’, leading to poor self-assessment and unrecognized incompetence. To serve as a foundation for developing strategies to improve self-assessment, the self-assessment abilities of first-semester students were assessed.MethodsIn the final weeks of the summer 2021, winter 2021/22, and summer 2022 semesters, the academic performance (oral anatomy exam) of first semester students was assessed (0–15 points). Before the exam results were announced, students were asked to self-assess their performance.ResultsExam scores (M = 10.64, SD = 2.95) and self-assessed scores (M = 10.38, SD = 2.54) were comparable. The absolute difference between them, as a measure of self-assessment ability ranged from − 9 to + 9 points (M = -0.26, SD = 2.59). Among participants (N = 426), 18.5% assessed themselves accurately, 35.5% overestimated, and 46.0% underestimated their performance. The correlation between actual score and self-assessment was ρ = -0.590 (p < 0.001), reflecting the Dunning-Kruger effect. When separated by gender, correlation for females was ρ = -0.591 (p < 0.001), and for males ρ = -0.580 (p < 0.001).ConclusionsRealistic self-assessment is a challenge for first-semester students. The data indicate that females tend to overestimate their performance while males underestimate theirs. A pronounced Dunning-Kruger effect is evident in both genders, with significant negative correlations between self-assessment and actual performance. There are several reasons for the occurrence of the Dunning-Kruger effect. Considering that the COVID-19 pandemic influenced learning environments, collaborative learning was significantly restricted. The lack of opportunities for comparison could potentially lead to unrealistic self-assessment.

Course and Predictors of Adult Spinal Sagittal Disorders: A 10-year Prospective Case Series.

Prospective case series. To study the natural course of adult spinal deformity (ASD) over a10-year period and the determinants associated with postural malalignments. ASD comprises a heterogeneous spectrum of abnormalities of the thoracolumbar spine throughout adulthood. Radiographic deterioration of sagittal alignment is a combination of decreased lumbar lordosis (LL), PI-related retroversion of the pelvic tilt (PT), anteriorizing sagittal vertical axis (SVA) and increased T1 pelvic angle (TPA). The full spine radiographs were taken to measure the SRS-Schwab sagittal modifiers PI-LL, PT and SVA to measure the possible change in severity of deformity from the 204 volunteer participants (mean age 62.7 years, 61% female), which were 32% of the 637 consecutive patients with prolonged back pain who originally joined the study in 2012-2013. Each participant completed the Scoliosis Research Society 22r (SRS-22r) questionnaire. The mean change in the SRS-Schwab score was 0.4 units (baseline 1.1 vs. follow-up 1.5, P < 0.001) implying deterioration of the spinal deformity. The SRS-Schwab score decreased (n=76, 37%), remained the same (n=102, 50%) or improved (n=26, 13%). Four predictive factors for a change of sagittal alignment were found, of which the poor score in the SRS-22r function domain (P=0.049) and severe pelvic tilt (PT greater than 30°, P=0.006) predicted the change. This study showed the variability in how sagittal alignment of the spine change during the 10-year follow-up period. The ASD patients with poor self-assessed functional ability and disturbed pelvic position were associated with the risk of deterioration in spinopelvic alignment. The diversity in the natural course of ASD and the known risk factors highlights the need for tailored advice when planning preventive treatment procedures for ASD patients. 3.

Evaluating the effects of mental health e-learning on the knowledge, attitudes and practices of allied and healthcare professionals in Senegal

BackgroundDespite the widespread prevalence and substantial burden of mental disorders, they remain significantly underdiagnosed and undertreated. In low- and middle-income countries like Senegal, integrating mental health services into primary care represents the most feasible strategy to bridge the treatment gap. This study aimed to assess the effects of a mental health e-learning program on the knowledge, attitudes, and practices of allied and healthcare professionals in Senegal. MethodsAn e-learning platform including 12 interactive modules was used to train 322 allied and healthcare professionals. We evaluated changes in knowledge, attitudes, and practices, as well as in satisfaction with knowledge and in self-assessed ability to diagnose and manage patients, by comparing data collected before and after the e-learning modules. Qualitative feedback on the satisfaction with the various components of the program was also collected via a post-training survey. OutcomesKnowledge, attitudes and practices scores increased significantly for all modules. Additionally, scores related to satisfaction with knowledge and ability to diagnose and manage patients showed significant improvements (+77.0% and +75.0%, respectively), surpassing the gains observed in knowledge, attitudes, and practices scores (+19.2%, +11.1% and +15.0%, respectively). Mean scores regarding participants’ satisfaction with the various elements of the program ranged from 8.1 to 9.1, out of a maximum of 10. ConclusionAlthough only a limited number of participants completed all 12 modules, the mental health e-learning program showed positive results on the knowledge, attitudes, and practices of participants. It also increased their confidence and was perceived as a very positive experience by learners.

Assessment of the Need for Designing an Interactive Educational Tool on Exophytic Lesions of the Oral Mucosa.

Introduction This study sought to evaluate the necessity of creating an interactive educational resource for instructing dental students on oral exophytic lesions. It also aimed to determine the validity and reliability of a questionnaire designed to assess the quality of educational software tailored to these lesions. Materials and methods This descriptive cross-sectional study involved 102 dental students from Mashhad University of Medical Sciences, Iran, who had completed the theoretical course on oral exophytic lesions. A paper questionnaire, including 23 items, assessed their clinical knowledge, the efficacy and limitations of existing educational resources, and the need for interactive electronic courseware (e-courseware). The questionnaire's validity and reliability were evaluated through expert feedback and statistical measures (intraclass correlation coefficient (ICC) and Cronbach's alpha). Results Students' answers to the seven items about evaluating their clinical diagnosis knowledge of oral exophytic lesions were between four and five items correct on average. This finding indicated that students' overall skill in diagnosing exophytic lesions was poor to moderate.The study highlighted a moderate level of self-assessed clinical ability in diagnosing oral exophytic lesions among students (62.7%), with a preference for textbooks and color atlases as primary information sources. The disadvantages of existing electronic resources were noted, alongside a strong student consensus (88.23%) on the need for interactive e-courseware featuring comprehensive, visually engaging content for differential diagnosis education. The reliability and validity analyses of the questionnaire underscored its appropriateness for assessing educational needs. In this regard, ICC for the usability of scientific context, training ability, and interaction was 0.92, 0.73, and 0.82, respectively. Also, Cronbach's alpha score was at 0.90. Conclusion The research underscores a significant gap in dental students' knowledge and diagnostic skills regarding oral exophytic lesions. It emphasizes the critical need for an innovative, interactive educational tool that aligns with contemporary students' digital learning preferences. The envisioned e-courseware would facilitate self-learning and address current resources' limitations, potentially transforming dental education by enhancing clinical diagnostic skills through accessible, effective, and engaging digital content.

Validation of a Comprehensive Oral Health Literacy Tool for Thai Older Adults: A Multicenter Cross-sectional Study

Objectives: This study aimed to develop and validate the Oral Health Literacy Assessment for Thai Older Adults (OHLA-OA) tool. Methods: The study comprised two phases: tool development and data collection. The OHLA-OA consists of three sections: Reading Comprehension, Understanding Directions, and Self-evaluated OHL skills. A cross-sectional survey was conducted with 408 participants from four regions in Thailand. The average age of the participants was 66.8 years (SD=5.6). The descriptive analysis was performed to explore general information, and reliability and validity of OHLA-OA were tested using Kuder-Richardson Formula 20, Cronbach’s Alpha, correlation, and logistic regression analyses. Results: The OHLA-OA showed high reliability with a KR-20 coefficient of 0.79 and Cronbach’s Alpha of 0.85. Concurrent validity demonstrated significant correlations between OHLA-OA scores and variables such as age, income, self-assessed literacy ability, and dental service utilization. Convergent validity showed a significant correlation (r=0.319, p&lt;0.001) between OHLA-OA and the Thai Rapid Estimate of Adult Literacy in Dentistry (Th-REALD). Predictive validity indicated that higher OHLA-OA scores were associated with better oral health outcomes, including fewer decayed teeth (r= -0.166, p=0.01) and more filled teeth (r=0.184, p&lt;0.01). The study proposed cut-off scores for 3 levels: Inadequate, Sufficient, and Excellent OHL. Conclusions: The OHLA-OA tool demonstrated good psychometric properties, making it suitable for assessing oral health literacy among Thai older adults. It highlights the necessity of integrating literacy assessments into dental care and public health interventions to improve oral health outcomes in aging populations.

Implementing online learning of Diagnostic Criteria for the Temporomandibular Disorders (DC/TMD) protocol in undergraduate dental education.

The Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) is part of the undergraduate dental curriculum. Online teaching has nowadays become common also in dentistry. To compare undergraduate students' self-assessed ability and satisfaction with learning DC/TMD Axis I between traditional and online learning and to evaluate the possible gains of online teaching. Third-year undergraduate dental students in 2018 (traditional learning, Group 1, n = 43/50) and in 2019 (online learning, Group 2, n = 34/50) at the University of Oulu, Finland evaluated their self-assessed ability and satisfaction with learning DC/TMD clinical examination and diagnostics on a 10-point scale. Additionally, those participating in online courses answered to two open-ended questions; Group 2 (n = 50) and another group from the University of Eastern Finland in 2019 and 2020 (n = 75, Group 3). Total of 105/125 students (84%) responded. Content analysis was used to open-ended responses. The online course reported significantly higher self-assessed ability in measurements (p = 0.004), identifying referred pain (p = 0.043) and statement for the diagnostics (p = 0.017) and also higher self-assessed satisfaction in measurements (p = 0.046). According to the content analysis, essential gains of online teaching were efficient learning, videos and exercises, and adjustability to own timetable. The online learning course can be considered as a good option for traditional learning of the DC/TMD protocol.

Relationship between clinical belonging, professional identity, and nursing information ability among nursing interns: Model construction.

Clinical belonging refers to the feeling that clinical medical staff feel recognized and accepted by others or groups. The level of clinical belonging of nursing interns affects students' learning motivation and confidence, which in turn affects their clinical practice behavior. To explore the effects of professional identity and nursing information ability on clinical belonging among nursing interns and establish a relationship model for these factors. The researchers used the convenience sampling method to select 682 nursing interns from China. The survey was conducted using a general information questionnaire, clinical sense of belonging scale, nursing information ability self-assessment scale, and a nursing student professional identity questionnaire. The mediating effect of nursing information ability between their professional identity and clinical sense of belonging was analyzed using SPSS 21.0 and the path analysis in structural equation modeling. The total scores of clinical belonging, professional identity, and nursing information ability of nursing interns were (104.29 ± 13.11) points, (57.89 ± 7.16) points, and (70.29 ± 6.20) points, respectively. Nursing information ability had a direct effect on the clinical sense of belonging (effect value = 0.46, P < 0.05). Occupational identity had a direct effect (effect value = 0.52, P < 0.05) and an indirect effect (effect value = 0.21, P < 0.05) on clinical belonging. Nursing administrators in nursing colleges and hospitals should take effective measures to improve the professional identity and nursing information ability of nursing interns, as well as the clinical sense of belonging among nursing interns.

Reflective thinking and self-assessment: A model for the architectural design studio

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.

An Interactive Mapping and Case Discussion Seminar Introducing Medical Students to Climate Change, Environmental Justice, and Health.

Integrating climate change and health into a medical school curriculum is critical for future physicians who will manage health crises caused by a rapidly changing climate. Although medical schools have increasingly included climate change in the curriculum, there remains a need to address the link between the climate crisis, environmental justice, and historical policies that shape environmental health disparities in local communities. In academic years 2021-2022 (AY22) and 2022-2023 (AY23), second-year medical students participated in a 2.5-hour seminar utilizing didactic teaching and small breakout groups that included interactive mapping activities and case scenarios. Learner knowledge and attitudes were self-assessed using pre- and postcurriculum surveys and a quiz. Qualitative thematic and content analysis was used to evaluate short-answer quiz responses and feedback. Of 357 students who participated in the seminar, 208 (58%) completed both the precurriculum and postcurriculum surveys. Self-assessed ability increased significantly for all educational objectives across both years. Attitudes on the importance of climate change knowledge for patient health also improved from a mean of 3.5 precurriculum to 4.2 postcurriculum (difference = 0.7, p < .01) in AY22 and from 3.6 pre- to 4.3 postcurriculum (difference = 0.7, p < .01) in AY23 on a 5-point Likert scale. This climate change and health session highlighting the link between environmental policy and climate change health vulnerability in the local context was successful in improving students' self-assessed ability across all stated educational objectives. Students cited the interactive small-group sessions as a major strength.

Are Italian Newly Licensed Nurses Ready? A Study on Self-Perceived Clinical Autonomy in Critical Care Scenarios.

The experience and self-confidence of healthcare professionals play critical roles in reducing anxiety levels during emergencies. It is important to recognize the potential impact of anxiety on performance. To enhance preparedness and confidence in managing emergencies, healthcare professionals benefit from regular training and simulations. Additionally, repeated exposure to emergency scenarios can help modulate physiological responses. Managing anxiety effectively is key, as heightened sympathetic stimulation associated with anxiety can adversely affect performance. This study aimed to investigate nurses' self-assessed ability to manage emergency guidelines and their self-confidence in performing tasks in critical care settings. A questionnaire was provided to 1097 nurses. We compared the self-confidence of experienced nurses (ENs) and newly licensed nurses (NLNs) in managing emergency department shifts or critical patients, and found that ENs are more confident in these scenarios. This phenomenon was also observed in subjects who had taken simulation courses, although they were still a low percentage. Most NLNs feel sufficiently ready to work in medium-intensity wards. Attending advanced training courses enhances nurses' self-confidence and may improve patient safety management., improving patient recovery, and minimizing errors. Attending courses improves the perception of autonomy of nurses in different scenarios.

Measuring digital skills in community adult learning settings – implications for Australian policy development

ABSTRACT Social and economic participation is increasingly dependent on the proficient use of digital technologies in everyday life. Digital skills, alongside literacy and numeracy, are now foundational skills that all Australians should have. Yet, how policy makers, scholars, and adult educators can effectively identify people’s current and desired digital skills is not well established. Existing frameworks tend to be instrumentalist, listing generic abilities that all citizens need for success. Digital abilities, however, are context-specific and attempts to generalise need to be responsive to local circumstances. We present a theory-driven Digital Ability Self-Assessment Tool, developed for a government agency and piloted in a community organisation. The Tool takes a distinctive socio-material approach to overcome shortcomings of other digital ability assessment tools, which often focus on normative measures of skills attainment. Overall, we argue that authentic digital skills policy and programme development must account for the contexts in which digital technologies are used.

Development of an electronic food ordering system and a la carte menu: Enhancing patient involvement in nutritional care

BackgroundMalnutrition is a significant issue in hospitals, leading to weight loss and reduced quality of life for patients. Hospital food plays a crucial role in preventing malnutrition, especially for patients with high nutritional risk or malnourishment. However, barriers to providing adequate nutritional care include a lack of tools to record patients' nutritional intake and a limited understanding of energy and protein content in hospital menus. ObjectiveThe study aimed to develop an electronic patient-centered food ordering system and an à la carte menu to improve patients' nutritional care and involvement in their dietary choices. MethodsThe study was conducted in two parts. Part 1 involved a questionnaire survey among hospitalized patients to determine their food preferences, self-assessed ability to use an electronic food ordering system, and preferences for different types of cuisine. The survey also investigated patients' meal choices for a full day, including portion sizes. Part 2 comprised usability tests of the electronic food ordering system prototype, conducted on hospitalized patients to identify interface issues and assess overall satisfaction. ResultsA total of 99 patients participated in the questionnaire survey. The majority (78.7%) found the selection of dishes appropriate. Patients' preferences were used to adjust the à la carte menu to reflect their meal choices. In the usability tests, the electronic food ordering system prototype showed positive results, and the System Usability Score was above the threshold for minor adjustments. ConclusionThe study successfully developed an electronic patient-centered food ordering system and an à la carte menu that aligned with patients' preferences and needs. The system demonstrated usability and potential to improve patients' nutritional care and involvement in their dietary decisions. By addressing the barriers to nutritional care, this system offers a feasible solution to prevent and treat malnutrition in hospitalized patients.

Mitigating Misinformation Toolkit: Online Simulation and Standardized Patient Cases for Interprofessional Students to Address Vaccine Hesitancy and Misinformation.

Medical misinformation, which contributes to vaccine hesitancy, poses challenges to health professionals. Health professions students, while capable of addressing and advocating for vaccination, may lack the confidence to engage with vaccine-hesitant individuals influenced by medical misinformation. An interprofessional in-person simulation activity (90 minutes) using standardized patients was developed and instituted for students in medicine, nursing, pharmacy, and public health programs. Student volunteers were recruited from classes approximately halfway through their respective degree programs (i.e., second or third year of a 4-year program). Online simulation was used as a method to prepare for in-person simulation. Impact on students was assessed primarily through a postprogram student self-assessment. A total of 220 students participated in the program; 206 (94%) had paired data available to analyze. Following program participation, self-assessed abilities increased from pre to post, from 2.8 out of 5 (good) to 3.9 out of 5 (very good; p < .001). Ninety-eight percent of students felt that their ability to address medical misinformation was somewhat/much better after the activity, compared to before, and that their ability to address vaccine hesitancy was somewhat/much better. The overall program was rated highly, with mean scores for each program evaluation item >4 out of 5 (very good). An interprofessional cohort of students demonstrated improvement in self-assessed skills to participate in a conversation with an individual with hesitancy to receive vaccines and/or beliefs informed by misinformation. Students felt that this program was relevant and important to their professional development.

Longitudinal Assessment of Pharmacy Students’ Collaborative Practice Abilities

ObjectiveInterprofessional education (IPE) varies across schools/colleges of pharmacy. Long-term impact of IPE on interprofessional collaborative competencies remains uncertain despite available data on singular experiences. This study aimed to evaluate changes in pharmacy students’ collaborative abilities over the second and third professional years (PYs). MethodsStudents completed the Interprofessional Collaborative Competency Attainment Scale - Revised (ICCAS-R) after 2 large-scale interprofessional forums that occurred approximately 8 months apart. Four cohorts of students were used to examine the longitudinal change in collaborative abilities: cohort 1 (2019), cohort 2 (2020), cohort 3 (2021) and cohort 4 (2022). The ICCAS-R was used to capture data from 4 timepoints for each student in each cohort: prior to the Spring Forum in PY2 (T1), after the Spring Forum in PY2 (T2), prior to the Fall Forum in PY3 (T3), and after the Fall Forum in PY3 (T4). Using repeated measures analysis of variance, 4 total mean scores (T1 = pre1, T2 = post1, T3 = pre2, T4 = post2) were compared. ResultsFour cohorts (N = 414) completed the interprofessional forums and 336 (81%) completed the ICCAS-R instrument and were included. In each cohort, total mean scores increased T1 to T2 and T3 to T4, indicating an increase in self-assessed abilities pre/post-forum. Total mean scores decreased between T2 and T3, indicating that collaborative abilities decreased during the period between interprofessional forums. ConclusionWhile students' collaborative abilities increased around the time of the forum experiences, these changes decreased in between experiences. These findings suggest that interprofessional competencies should be reinforced at multiple time points to support enduring effects.

Unskilled, underperforming, or unaware? Testing three accounts of individual differences in metacognitive monitoring

Many studies show that competence (e.g., skill, expertise, natural ability) influences individuals' capabilities of monitoring their item-level performance. However, debate persists about how best to explain these individual differences in metacognition. The competence-based account ascribes differences in monitoring to individuals' objective ability level, arguing that the same skills necessary to perform a task are required to effectively monitor performance. The performance-based account attributes differences in monitoring to changes in overall task performance – no individual differences in competence required. Finally, the metacognitive awareness account proposes that alignment between an individuals' self-assessed and objective ability leads to differences in monitoring. In this study, 603 participants completed a self-assessment of face recognition ability, a lineup identification task, and an objective assessment of face recognition ability. We manipulated the number of encoding repetitions and delay between encoding and test to produce varying levels of task performance across objective face recognition ability. Following each lineup decision, participants provided both a numeric confidence rating and a written expression of verbal confidence. We transformed verbal confidence into a quantitative value using machine learning techniques. When matched on overall identification accuracy, objectively stronger face recognizers used numeric and verbal confidence that a) better discriminates between correct and filler lineup identifications than weaker recognizers, and b) shows better calibration to accuracy. Participants with greater self-assessed ability used higher levels of confidence, irrespective of trial accuracy. These results support the competence-based account.

The influence of collaborative learning and self-organisation on medical students’ academic performance in anatomy

BackgroundIn 2021, university teaching at the Faculty of Medicine Tuebingen was transferred to a digital setting. Due to the discontinuation of face-to-face teaching, students lacked the temporal and spatial framework of the curriculum and the possibility to socialise with fellow students was extremely limited. Increased demands were placed on the students' self-organisation, and the possibility of collaborative learning was drastically limited. The present study investigated the extent to which these study conditions affected the academic performance of medical students in the oral exam after the 60-hour introductory anatomy lecture. Specifically, collaborative, and organisational learning strategies were considered. MethodsLearning strategies of 146 students were assessed by means of a questionnaire. The anatomy exam was used to assess the academic performance. In addition, students were asked to rate their own oral exam performance. ResultsStudents used strategies of collaborative learning (M = 3.30, SD = 0.88) and self-organisation (M = 3.28, SD = 0.72) about equally as often. A significant correlation was found between the use of collaborative learning strategies and the ability for realistic self-assessment (ρ = −0.22, P =.02). Collaborative behaviour could be divided into Initiative Collaborative Learning and Subordinate Collaborative Learning. Only the former had an influence on the ability for realistic self-assessment. Neither organisational learning strategies nor collaborative learning strategies had an influence on academic performance. Discussion and conclusionInitiative collaborative learners showed a higher degree of realistic self-assessment. This could be explained through a more distinct social referencing, as fellow students’ knowledge levels can be related early on to their own academic performance. There was no correlation between the learning strategies used and the exam result.

Stand-up paddling: A case study on the effect and impact pathway of information and appeals to reduce ecological conflicts

Water bodies form important habitats for animals and plants. At the same time, they offer special recreational benefits, through nature experiences, their scenic quality or as a basis for sport activities. However, high visitor numbers and problematic behaviour can lead to disturbances in nature. To maintain the recreational benefits of such public spaces and to protect nature, campaigns are a useful means, in addition to spatial interventions and legal regulations. This study evaluates a campaign to reduce negative effects on nature due to the increasingly popular activity of stand-up paddling. A written pre-post survey of the treatment group at Lake Greifensee was completed by the stand-up paddlers on site on tablets or location-independently on their own device. The control survey took place at Lake Lauerzersee, but mainly via various disseminators and social media in German-speaking Switzerland, starting with the pre-survey and ending with the post-survey at Lake Greifensee. The total sample comprised 334 people. To evaluate the campaign, behavioural predictors - based on the theory of planned behaviour (TPB) (Ajzen, 1991) - and self-reported behaviour of stand-up paddlers with and without exposure to the campaign were compared. Exposure to the campaign influenced the predictor “perceived control” the most; the two variables “knowledge” and “self-assessed skills” increased significantly with exposure to the campaign. The poster, which was present on site throughout the campaign, was the communication tool most perceived by stand-up paddlers. The variables that best predicted self-reported behaviour were behavioural knowledge, relevance, and self-assessed ability. The results indicate that TPB-predictors tend to be positively influenced by campaign exposure, and they point to a relationship between TPB-predictors and behaviour. However, not all components of the TPB-predictors are statistically significantly improved by campaign exposure, nor do they all significantly influence self-reported behaviour. Nonetheless, the results show that persuasive work improves self-reported ecological behaviour and largely confirm the impact path for persuasion as it has been theoretically proposed. Management implications•A combination of information and behavioural recommendations reduce conflicts between stand-up paddlers and nature. To improve all TPB-predictors, additional efforts such as persuasion on an emotion-related basis are recommended.•Due to the low level of organization of the activity and because information is rarely obtained in advance, paddlers are best informed on site or in the beginning of their activity career (e.g., when buying/renting equipment).

Urgency for Kidney Palliative Care in Chinese Maintenance Hemodialysis Patients

The aim of this study is to understand nephrology medical staff's awareness of, basic knowledge of, practical ability of, and the barriers to palliative kidney care to patients on maintenance hemodialysis (HD) in mainland China. This cross-sectional descriptive study employed convenience sampling of medical staff (physicians and nurses) working in nephrology departments in mainland China. Independent predictors of self-assessment ability for palliative care (PC) were determined using multivariate binary logistic regression. Responses were received from medical staff in 28 provinces and 657 questionnaires were analyzed. Among the participants, 53.1% (349/657) were doctors, and only 4.3% claimed to be confident in providing PC to patients on HD. The average score of self-assessing ability for PC was 2.65 ± 1.15 (range 1-5). Among the 580 participants who experienced patient withdrawal from dialysis, only 16.0% reported that their patients had well-planned withdrawal from dialysis. Male (odds ratio [OR] [95% confidence interval [CI], 0.585 [0.34-0.99], P= 0.048), nurse (OR [95% CI], 1.81 [1.01-3.27], P= 0.047), more experience in dealing with deceased cases (OR [95% CI], 1.28 [1.02-1.61], P= 0.034), less experience of medical disputes before/after withdrawal from dialysis (OR [95% CI], 0.62 [0.40-0.98], P= 0.041), and PC training experiences (OR [95% CI], 2.33 [1.86-2.91], P< 0.001) were independently correlated with significant better self-assessing ability for PC. This study demonstrates that the nephrology medical staff had a positive attitude but lacked relative knowledge and training in PC. Institutionalized education, training models, practice guidelines for kidney PC, and guidelines for well-planned withdrawal from dialysis according to cultural background are urgently needed in mainland China.

Professional Development of Preschool Teachers for Inclusive Educational Practice

With the development of globalization and continuous changes in terms of the formal inclusion of children in social systems, the need for acceptance and inclusion in the system of children with special social support needs has been recognized. The research aimed to determine the circumstances that are significant for the professional development of preschool teachers (frequency, motivation, forms, self-assessment of abilities, application of new knowledge, and cooperation) for the needs of inclusive educational practice in preschool institutions. A convenience sample of 141 preschool teachers from the territory of the cities of Pirot and Niš participated in the research. Teachers expressed their views on this topic using a Likert-type scale composed of 52 items divided into 7 subscales, through the use of a Google Forms questionnaire. The obtained results show that: teachers consider continuous professional development for the organization and implementation of inclusive practice to be significant and necessary; teachers enhance their expertise in the field of inclusion through activities such as thematic workshops, online programs, and joint activities with other teachers, while individual and group research is less frequently applied. Preschool teachers with fewer years of work experience apply various forms of professional development in the field of inclusion. Teachers who implement inclusive educational practices with the nursery or younger preschool group are less motivated for professional development in the field of inclusion. Preschool teachers with less work experience tend to apply new knowledge in the field of inclusion (acquired through professional development). Based on the obtained results, it is recommended to encourage and support teachers in choosing activities for professional development that contribute to the development of skills and knowledge for working in inclusive educational practice.