Skill Domains Research Articles

Self-assessment questionnaire development for soft skills competency and core value evaluations

Soft skills play a vital role for providing excellent customer service in the healthcare setting. This study aims to develop and assess the instrument validity and reliability before measuring the levels of soft skills competency and core value internalization on staffs at the Sultan Ahmad Shah Medical Centre @International Islamic University Malaysia (SASMEC@IIUM). A self-assessment questionnaire was developed through three phases. The first phase involved reviewing and identifying relevant literatures and existing soft skills assessment instruments through bibliographic searches and expert consultations. A conceptual model was then established based on the selected conceptual frameworks after determining all relevant soft skill domains. The second phase involved generating relevant items, removing duplicate or irrelevant items, and appraising the content validity by three experts. The third phase was data collection, wherein the finalized instrument was distributed to 32 staff of SASMEC@IIUM via google forms. The instrument reliability was investigated through internal consistency reliability or Cronbach’s alpha, with all items, except for the construct ‘gratitude’, achieving acceptable values by exceeding the threshold value of 0.7. Subsequently, two gratitude items were removed from the questionnaire. The current instrument and theoretical framework employed in the self-assessment questionnaire development are valid and reliable for the actual application.

IMPLEMENTATION OF ISLAMIC EDUCATION CURRICULUM DEVELOPMENT IN INTEGRATED ISLAMIC SCHOOLS IN SOUTHEAST SULAWESI

This study aims to determine the planning, implementation, and evaluation of implementing Islamic education curriculum development at integrated Islamic schools in Southeast Sulawesi. The method used in this study is qualitative research with a phenomenological approach. Data collection techniques include observation, interviews, and documentation; data is processed using data reduction, display, and verification. Data checking techniques use triangulation techniques, discussions with colleagues, and extending time in the field. The results show that the planning of the Islamic education program at integrated Islamic schools in Southeast Sulawesi is prepared at the beginning of each academic year and has been well implemented as an annual, semester, weekly, daily, enrichment, and remedial program. The curriculum implementation is carried out variably between the 2013 and independent learning curricula. Implementing the Islamic education curriculum in the classroom involves elements of educators, students, learning resources, and other supporting facilities and infrastructure. All subjects and all school activities are inseparable from the framework of Islamic teaching values. The excellence in implementing the Islamic education curriculum lies in additional activities such as Muhayyan, programmed sunnah fasting, memorization of six chosen surahs, and blessed Friday movements. The implementation of the Islamic Education curriculum can be evaluated by looking at four aspects: objectives, strategies, lesson content, and evaluation activities. Learning evaluation as a curriculum is implemented through formative, summative, and summative, with assessment targets covering cognitive, attitudinal, and skill domains.

Assessing evidence-based practice among Australian radiographers: A self-report survey

IntroductionEvidence-based practice (EBP) is essential for ensuring the delivery of effective and efficient healthcare. Despite this, EBP is not always well implemented in the clinical environment. Evidence suggests that the application of EBP is likely impacted by healthcare workers' attitudes, knowledge and skills. While there has been a recent proliferation of international research examining diagnostic radiographers’ attitudes towards, knowledge of and skills in EBP, no such research exists in an Australian context. MethodsThis study presents the results of a validated self-report survey, the evidence-based practice questionnaire (EBPQ), administered to Australian diagnostic radiographers. The data were described and aggregated means were calculated for each of the domains. Inferential statistical tests were computed, including Cronbach's alpha, Pearson's correlations and independent t-tests, and Kruskal-Wallis tests. ResultsThe aggregated mean for the practice domain was 5.02 (SD 1.104), for the attitudes domain it was 5.41 (SD 1.169), and for the knowledge and skills domain, it was 5.20 (SD 1.177) on a seven-point scale. Significant associations were identified among these domains, with individuals holding higher qualifications and occupying leadership positions more likely to score higher. Additionally, the modality in which an individual primarily practiced appeared to also have an impact on their score. However, no significant correlation was found between any domain and the number of years an individual had been practicing. ConclusionThis research has established a baseline of Australian diagnostic radiographers’ practices, knowledge skills and attitudes towards evidence-based practice. Implications for practiceThis baseline can inform the development of interventions aimed at enhancing the role of evidence-based practice in the sampled population.

Incorporating social validity into practice: Treatment progression across pediatric feeding skill domains

AbstractA small but growing body of research in pediatric feeding disorders asserts the importance of comprehensively measuring social significance of goals, procedures, and effects of intervention, and incorporating social validity into practice to inform treatment. This report sought to extend this literature by detailing procedures to measure and improve social validity during a clinical case of a 3.5‐year‐old during a home‐based intensive feeding program. A multiple baseline design demonstrated effectiveness of nonremoval and re‐presentation added to a treatment package. Repeated choice via direct child preference assessments informed demand fading and gradual progression across six feeding skill domains (medication, cup drinking, independence, texture, volume, variety) and arrangements of response effort (preference, skill) with layers of reinforcer parameters (quality, magnitude, rate, immediacy). Indices of happiness definitions were modified, and extinction bursts examined. Fostering a collaborative approach, caregivers provided detailed input on social validity measures pretreatment, at discharge, and long‐term follow‐up (6‐month, 1‐year), inclusive of both qualitative and quantitative responses, written and verbal communication, and permanent product data. Further implications for practitioners included detailing the process for caregiver training and generalization to family meals with siblings and community settings, and providing adaptable full‐text guidelines for free access/choice contexts.

Leadership of the Head of Madrasah in Forming Santri Religious Competence in Madrasah Diniyah Takmiliyah

Madrasah Diniyah Takmiliyah is one of the Islamic religious education institutions outside of formal education which is organized in a structured and tiered manner as a complement to the implementation of religious education. Madrasah Diniyah Takmiliyah Awaliyah Education is flexible, accommodating, and integrated, therefore its development can be carried out by the Central Ministry of Religion, education relates to the problem of madrasa principals in forming opportunities to hold meetings effectively with teachers in a conducive situation. This research uses a qualitative research approach in this study and aims to reveal existing data in the field by describing and interpreting something like what is in the field and linking cause and effect to something that happened during the research, to obtain a realistic picture of the program development process training. The research was conducted at the Al Munawaroh Laranganan MDTA, Lohbener Indramayu District. The results of the research show that the principal at MDTA Al-Munawaroh in Larangan village is still conventional in the pattern of forming the competence of his students. The principal in forming the competence of his students emphasizes only cognitive aspects. In the classroom, the teacher can provide teaching to students that emphasizes the effective domain (feelings and attitudes), without abandoning the values contained in the cognitive (rational thinking) and psychomotor (skills) domains.

L-serine treatment in patients with GRIN-related encephalopathy: a phase 2A, non-randomized study.

GRIN-related disorders are rare developmental encephalopathies with variable manifestations and limited therapeutic options. Here, we present the first non-randomized, open-label, single-arm trial (NCT04646447) designed to evaluate the tolerability and efficacy of L-serine in children with GRIN genetic variants leading to loss-of-function. In this phase 2A trial, patients aged 2-18 years with GRIN loss-of-function pathogenic variants received L-serine for 52 weeks. Primary end points included safety and efficacy by measuring changes in the Vineland Adaptive Behavior Scales, Bayley Scales, age-appropriate Wechsler Scales, Gross Motor Function-88, Sleep Disturbance Scale for Children, Pediatric Quality of Life Inventory, Child Behavior Checklist and the Caregiver-Teacher Report Form following 12 months of treatment. Secondary outcomes included seizure frequency and intensity reduction and EEG improvement. Assessments were performed 3 months and 1 day before starting treatment and 1, 3, 6 and 12 months after beginning the supplement. Twenty-four participants were enrolled (13 males/11 females, mean age 9.8 years, SD 4.8), 23 of whom completed the study. Patients had GRIN2B, GRIN1 and GRIN2A variants (12, 6 and 5 cases, respectively). Their clinical phenotypes showed 91% had intellectual disability (61% severe), 83% had behavioural problems, 78% had movement disorders and 58% had epilepsy. Based on the Vineland Adaptive Behavior Composite standard scores, nine children were classified as mildly impaired (cut-off score > 55), whereas 14 were assigned to the clinically severe group. An improvement was detected in the Daily Living Skills domain (P = 0035) from the Vineland Scales within the mild group. Expressive (P = 0.005), Personal (P = 0.003), Community (P = 0.009), Interpersonal (P = 0.005) and Fine Motor (P = 0.031) subdomains improved for the whole cohort, although improvement was mostly found in the mild group. The Growth Scale Values in the Cognitive subdomain of the Bayley-III Scale showed a significant improvement in the severe group (P = 0.016), with a mean increase of 21.6 points. L-serine treatment was associated with significant improvement in the median Gross Motor Function-88 total score (P = 0.002) and the mean Pediatric Quality of Life total score (P = 0.00068), regardless of severity. L-serine normalized the EEG pattern in five children and the frequency of seizures in one clinically affected child. One patient discontinued treatment due to irritability and insomnia. The trial provides evidence that L-serine is a safe treatment for children with GRIN loss-of-function variants, having the potential to improve adaptive behaviour, motor function and quality of life, with a better response to the treatment in mild phenotypes.

Systematic Review of Competencies for Counseling Survivors of Sex Trafficking

ABSTRACT Increasing numbers of survivors of sex trafficking are seeking mental health treatment, yet no frameworks currently exist to guide counseling practice with this specific client population. To address this need, we conducted a systematic review to understand which specific awareness, knowledge, skills, and actions are indicated as competencies for mental health professionals to possess when working with survivors. We analyzed 34 relevant articles published between 2010–2021 from peer-reviewed journals and analyzed themes via qualitative content analysis. We identified 33 competencies within the literature, which we organized via axial coding into the a priori domains of awareness (four competencies), knowledge (11 competencies), skills (15 competencies), and actions (three competencies). We reflect on these competencies to provide suggestions for mental health professional preparation and training alongside recommendations for future research, with the intent to support progress toward UN Sustainable Development Goal 16: Promoting just, peaceful, and inclusive societies.

Eating Behavior and Nutritional Profile of Children with Autism Spectrum Disorder in a Reference Center in the Amazon.

There is no single pattern for the evolution of the nutritional status of children with autism spectrum disorder (ASD). Previous studies have found a tendency towards food selectivity with food monotony and difficulties with food texture in children with ASD, but studies in this area, especially in Brazil, are still scarce. The nutritional profile and changes in eating behavior were analyzed in patients with autism spectrum disorder assisted at a reference center in Belém. Eating behavior was assessed using the Labyrinth Scale, nutritional status assessment through weight and height (to calculate body mass index-BMI), and consumption food through the 24 h reminder. A total of 80 children of both sexes participated in the study, the majority of whom were male (80%), 47.5% eutrophic, while for the food consumption of the children evaluated, there was an average energy consumption of 1911 kcal daily, with 57.3%, 15.4%, and 27.3% of carbohydrates, proteins, and lipids, respectively. In relation to eating behavior, the highest averages were demonstrated in the domains of food selectivity, behavioral aspects, and mealtime skills. Masticatory motor scores showed a positive correlation with weight, BMI, and the amount of energy consumed by the child. The gastrointestinal symptoms score showed a negative correlation with the child's age. Regarding mealtime skills, a negative correlation was observed with the proportion of carbohydrates in the diet and a positive correlation with the proportion of lipids consumed in the children's diet. Therefore, knowing the main changes in eating behavior is important to ensure a complete and safe approach for each patient.

Food and Nutrition Literacy through Formal Education in Iran: A Content Analysis of School Textbooks

Background: Formal education in any society should foster all aspects of students' growth. However, studying the curriculum of the country academic period indicates null food and nutrition. Nutrition, as an essential factor in the health of students, can play an effective role in their academic progress. This study aimed to analyze the content of school textbooks concerning food and nutrition literacy (FNLIT) concept and its components in Iran. Methods: This study is a content analysis of school textbooks during 2020-2021 academic year. All school textbooks published in 2020 for elementary (grades 1st to 6th), junior high school (grades 7th to 9th), as well as high schools (grades 10th to 12th) were included. Content analysis of the textbooks was conducted based on Krippendorf framework using FNLIT component checklist. The reliability assessment using Holsti method was 85.29% for elementary school textbooks and 84.78% for junior high school and high school textbooks. Results: The cognitive domain of FNLIT had the highest frequency (92%) within the text, images, and practice questions of the elementary school textbooks, followed by very few references regarding the skill domain (7%). The value-attitude domain was largely unnoticed (1%). In junior high school textbooks, the total number of FNLIT components was 439, of which the cognitive domain of 308 (70.16%) had the highest frequency, followed by the skill domain with 96 units (21.86%), while only 35 units were identified regarding the value-attitude domain (7.97%). In high school textbooks, 342 units of analysis were identified, 82.16% of which were related to cognition, 14.03% value-attitude domain, and only 3.80% were related to the skill domain. Conclusion: Meager attention is given to FNLIT and its components in school textbooks in Iran, especially concerning skill and value-attitude domains.

The use of Community/Public Health Nursing Competencies during the COVID-19 pandemic.

(1) Ascertain the use of the Quad Council Competencies for Community/Public Health Nursing (QCC-C/PHN) Competencies by community/public health nurses (C/PHNs) during the COVID-19 pandemic; (2) Inform from a systems-level the need to sustain the C/PHN workforce; (3) Assess the C/PHN infrastructure for response capacity. Cross-sectional. Statewide email distribution lists were used for dissemination. Convenience sample (n=169) obtained using emailed Qualtrics link with the eligibility criteria of self-identification as a C/PHN who works in the state of Missouri. Demographic questions included employment sector, nursing education level, years of nursing, and C/PHN experience. Two Likert-type questions and one optional open-text question were created for the eight domains. One hundred sixty-nine participants' data were analyzed. One hundred fifty-four were employed in a local public health agency. Total 63.2% held a bachelor's degree in nursing or higher. The average number of years of nurse experience was 20.84, and C/PHN experience was 9.84. The domain of Communication Skills scored highest and Cultural Competency was the lowest. Three themes emerged from the open-ended questions including vulnerabilities of the public health system. Understanding the experiences of C/PHNs in Missouri related to the utilization of QCC-C/PHN competencies informs efforts to strengthen public health infrastructure and target resources to equip Missouri's C/PHNs.

The Effectiveness of Leadership among Female Secondary School Principals within the Green Line in Light of some Variables

The study aimed to identify the effectiveness of leadership among secondary school principals within the Green Line in light of (gender, academic qualification, experience, and job title) variables. The study used the descriptive survey methodology, and the questionnaire as a study tool after confirming its validity and reliability, the participants were (444) individuals (346 teachers, and 98 female principals) who were selected using stratified random sampling according to job title variable. The results showed a high degree of leadership effectiveness among female secondary school principals within the Green Line from the participants' viewpoint over all domains, and that there were statistically significant differences at the level of significance (α = 0.05) in the domains of self-skills and administrative skills according to the gender variable in favor of females, as well as on the job title variable in favor of female principals, and there were no statistically significant differences according to the variables of academic qualification and experience. The study recommended reconsidering the mechanisms of appointing principals in secondary schools and giving females the opportunity to take over the leadership of secondary schools due to the skills that they possess.

Long-term medication for ADHD (LMA) trial: 2-year prospective observational study in children and adolescents. Core symptoms, daily functioning, and comorbidity outcomes

More knowledge is needed about long-term ADHD medication and symptom, daily functioning, comorbidity, and tolerability outcomes. This “Long-term Medication for ADHD (LMA) trial” was a prospective observational 2-year trial in children and adolescents aged 6–18 years (extension of 1-year trial). Participants met criteria for DSM-5 ADHD (inattentive or combined), with complex comorbidities; autism spectrum disorder (31%), autistic traits (24%), oppositional symptoms (59%), anxiety (32%), dyslexia/language disorder (16%), borderline intellectual functioning (17%). Medication was individually tailored and followed-up at clinical visits (1, 2, 3, 6, 12, 18, 24 months). Primary outcome: Clinical Global Impression-Severity and Improvement scales (CGI-S, CGI-I). Secondary outcomes: Investigator-rated ADHD-Rating Scale, Weiss Functional Impairment Rating Scale-Parent report (WFIRS-P; Family, School Learning and Behavior, Life Skills, Self-Concept, Social Activities, and Risky Activities domains), comorbidity symptoms and adverse events (AEs). One hundred twenty-eight participants were enrolled (1-year trial only n = 27, LMA trial n = 101). Of these 29 (23%) discontinued, mainly due to AEs (n = 7), moving (n = 7), or no longer needing medication (n = 6). Main AEs were poor appetite, low mood, anxiety, irritability, fatigue. Improvements from baseline to 2 years were large in CGI-S (effect size (ES) 2.28), ADHD-RS (ES 2.06), and moderate to large in WFIRS-P (ES total 0.73, learning 0.4, family 0.67). Overall, the trial showed robust and sustained improvements in ADHD symptom severity and daily functioning over a period of 2 years of ADHD medication in children and adolescents with ADHD and complex comorbidities. Most AEs were mild. Comorbidity symptoms were improved after 1 year, particularly oppositional symptoms, depression, and anxiety.

Pre-eclampsia training needs of midwives in a Ghanaian tertiary hospital: A cross-sectional study

AimThis study aimed to assess the specific clinical and non-clinical training needs of midwives and determine their preferred approach to enhancing performance. BackgroundPre-eclampsia remains one of the leading causes of maternal deaths in low and middle-income countries. Pre-eclampsia-related deaths may be due to reduced midwifery knowledge and inadequate management. Therefore, a training needs assessment is vital in identifying gaps in practice, especially, in poorly resourced settings for maximal use of training resources. DesignA hospital-based cross-sectional study. SettingThe largest tertiary hospital in Ghana. MethodsAn online version of the validated WHO Hennessy-Hicks Training Needs Analysis questionnaire was used to assess midwives’ training needs on the management of pre-eclampsia. The tool has good psychometric properties and was used to assess 1) midwives’ confidence in performing tasks, 2) the importance of the task to their role and 3) their preferred performance improvement approach. Data analysis adhered to the guidelines specified in the Hennessy-Hicks Training Needs Analysis Questionnaire and the priority training requirements of the midwives were assessed through descriptive statistics and a series of independent t-tests. ResultsAmong the 250 midwives who responded, most possessed 1–5 years of experience (74.7 %). All 28 tasks were viewed by midwives as essential responsibilities in pre-eclampsia management. Midwives had the greatest need for training in research/audit and clinical skills domains respectively (p < 0.001, 95 % confidence interval: 1.08–1.47, Cohen’s-D = 1.27; and p < 0.001, 95 % confidence interval: 0.69–1.06, Cohen’s-D = 0.87). The foremost primary training necessity, as recognised by midwives, was undertaking health promotion activities, including antenatal health education (MD= 0.43, 95 % confidence interval: 0.29–0.57). Training courses were identified as the preferred approach to address training needs and improve overall proficiency. ConclusionMidwives in Ghana require comprehensive training covering research and clinical-based competencies to improve pre-eclampsia management. Considering the pivotal role of Ghanaian midwives in safeguarding maternal well-being, there is a compelling need to enhance the calibre of midwifery services. These findings can guide stakeholders in countries with comparable healthcare contexts in creating effective, resource-efficient training programs that avoid counterproductivity, ultimately supporting national initiatives to enhance pre-eclampsia management and the quality of care.

MENGHAFAL AL-QURAN: TINJAUAN FUNGSI KOGNITIF

Cognitive function is a mental process consisting of knowledge, information processing, and reasoning. Cognitive functions include the domains of perception, memory, learning, attention, decision-making, and language skills. Assessment of cognitive functions consists of attention and concentration, executive function, memory, language, visuoconstruction skills, conceptual thinking, calculation, and orientation. Cognitive disorder is a maladaptive response characterized by impaired memory, disorientation, incoherence and difficulty thinking logically. Memorization involves various complex processes called basic cognitive processes which include encoding, storing, and recalling memories, because these processes occur in many memory systems that function differently but are interconnected with one another. Al-Quran is the holy book of Muslims that comes from Allah SWT and was revealed through the Prophet Muhammad SAW. Memorizing the Al-Quran can stimulate the neurotrophin factor. In adulthood, there is a decrease in cognitive function of 6.7%. Cognitive function can be assessed from the serum levels of Brain Derived Neurotrophic Factor (BDNF) and serum Nerve Growth Factor (NGF). Brain Derived Neurotrophic Factor is a protein that increases the survival of neurons and synapses that play a role in learning and memory processes. Nerve Growth Factor is a protein that plays a role in the growth, development and maintenance of nerve cells. The purpose of this study is to explain physiologically the effect of memorizing the Al-Quran on cognitive function in terms of serum BDNF and NGF levels. Based on the results of several studies, it was found that memorizing the Al-Quran continuously can improve cognitive function.

Charting the Path of Technology-Integrated Competence in Industrial Design during the Era of Industry 4.0

The fusion of emerging technologies with industrial design has catalyzed a fundamental shift in the aesthetics, user experiences, and service frameworks of products in the Industry 4.0 era. Simultaneously, this convergence has heightened the demands placed on the technological integration competencies of designers. Consequently, there exists a necessity to articulate a precise developmental trajectory for proficiency in industrial design that incorporates these novel technologies. This study initiates with a bibliometric analysis to quantify the scholarly literature relevant to this research domain. Subsequently, leveraging the insights from this analysis, semi-structured interviews were conducted with 15 experts spanning the United States, Europe, South Korea, and China. Our conclusions show the following: (1) Co-word analysis and cluster analysis techniques are applied to identify 80 technologies and four technological clusters that demonstrate strong associations with industrial design in the Industry 4.0 era. (2) Employing coding techniques and thematic analysis, four distinct skill domains emerge for technology-integrated industrial design: Industrial Design Skills, Industrial Design Knowledge, Ethical Considerations in Industrial Design, and Industrial Design Industry Insight. Furthermore, a limitation that affects these competencies is identified. (3) A recommended methodology for assessing these competencies is proposed. This study represented an expansion upon existing industrial design competencies. The empirical data generated herein serves as a valuable resource for practitioners and educators within the field of industrial design. Furthermore, it provides a theoretical groundwork for future models addressing technology-infused industrial design capabilities.

Adaptive behavior assessed by Vineland-3 as comprehensive outcome measure in vanishing white matter.

Investigate the results and usability of the Vineland-3 as an outcome measure in vanishing white matter patients. A cross-sectional investigation of the Vineland-3 based on interviews with caregivers, the Health Utilities Index, and the modified Rankin Scale in 64 vanishing white matter patients. Adaptive behavior measured with the Vineland-3 is impaired in the vast majority of vanishing white matter patients and significantly impacts daily life. Typically, the daily living skills domain is most severely affected and the socialization domain is the least affected. Based on the metric properties and the clinical relevance, the standard scores for the daily living skills domain and Adaptive Behavior Composite have the best properties to be used as an outcome measure. The Vineland-3 appears to be a useful outcome measure to explore and quantify complex cognitive, behavioral, and psychiatric impairments affecting daily functioning in vanishing white matter. Further research should address the longitudinal evaluation of this tool and its additional value to standard neuropsychological and clinical examination.

Status and associated factors of food and nutrition literacy among young adults aged 15-44 years in Shenzhen City, China.

Food and nutrition literacy (FNL) plays an important role in young adults' dietary habits and nutrition. This study aimed to investigate FNL status and its associated factors among young adults aged 15-44 years in Shenzhen. A cross-sectional survey of 5,390 participants was conducted in June 2021. FNL was measured using the Food and Nutrition Literacy Questionnaire for Chinese Adults (FNLQ). A generalized linear model was employed to analyze the factors associated with FNL. The median FNL score (total score = 100) was 68.00, which was below the adequate level of 80. FNL was divided into the two different domains of knowledge and skills, with significantly different scoring rate of 85.30 and 67.77%, respectively. The overall proportion of respondents with adequate FNL was 19.52%. The FNL score was significantly higher among the participants who were female (β = 2.665; 95% confidence interval [CI]: 2.031-3.299) and with higher education levels (β ranging from 5.632 [CI: 3.845-7.419] to 10.756 [CI: 8.973-12.538]), healthcare-related work experience (β = 4.197; CI: 3.557-4.837) and a higher economic status (β ranging from 0.753 [CI: 0.079-1.426] to 6.217 [CI: 5.208-7.227]). Those who were divorced or with an unknown marital status (β = -8.438; CI: -9.701, -7.175), abnormal body mass index (thin [β = -2.115; CI: -3.063, -1.166], overweight [β = -1.427; CI: -2.254, -0.600]), and suffering from chronic diseases (single disease [β = -3.483; CI: -4.485, -2.480], multimorbidity [β = -5.119; CI: -5.912, -4.327]) had significantly lower FNL scores. Generally, the level of FNL among young adults in Shenzhen, China, was relatively low. Thus, nutrition education programs targeted at promoting improved FNL status call for additional emphasis, especially in subgroups with lower scores.

A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’ ‘flow’ experience and learning effectiveness — a case study of legal education in China

ABSTRACT The rapid advancement of Generative Artificial Intelligence Technology has increasingly drawn attention to its potential applications in the educational sector. This study aims to investigate the effects of Situational Interactive Teaching, facilitated by generative artificial intelligence, on students’ learning outcomes and flow experiences. A series of experiments were designed to compare the performance of a Generative Artificial Intelligence-supported Situational Interactive Teaching Method with a Traditional Video Interactive Teaching Method. Data was collected using research tools such as questionnaires and test questions to assess students’ cognitive levels, learning effectiveness, flow experiences, and subjective evaluations during the instructional process. The analysis revealed distinct differences between the two teaching methods. The findings suggest that compared to traditional teaching methods, Generative Artificial Intelligence-supported Situational Interactive Teaching significantly improves students’ learning outcomes in cognitive, skill, and affective domains, while also enhancing flow experiences. These positive effects are not limited by individual student differences, indicating broad applicability. Furthermore, this teaching approach can foster a positive feedback loop between learning effectiveness and flow experience. In conclusion, this study confirms the effective application of generative artificial intelligence technology in legal education, providing empirical evidence for the promotion of this innovative teaching model in the educational field.

Bidirectional Relationship Over Time Between Body Mass Index and Fundamental Movement Skill Domains Measured by a Process-Oriented Method in Childhood: A 3-Year Longitudinal Study

The worldwide increase in childhood overweight and obesity underscores the need to study variables like fundamental movement skill (FMS) levels from early childhood. This study investigated the bidirectional longitudinal relationship between body mass index (BMI) and process-oriented FMSs, including locomotor skills and object control skills in 675 Finnish children, aged 3–8 years at baseline (50.5% female, mean age 5.5 years) over 3 years. Standardized BMI-for-age SD scores (BMI SDS z-scores) followed Finnish national standards. The FMS assessment comprised four subtests from the Test of Gross Motor Development, third edition. Age-adjusted standardized residuals of FMS or skill domains and BMI SDS z-scores were used in a two-level, cross-classified, cross-lagged regression analysis, accounting for gender, and baseline value of the dependent variables. The results showed no statistically significant longitudinal relationship between BMI and FMS or its skill domains for either gender in either direction. This suggests that BMI and process-oriented FMS, encompassing locomotor skill and object control skill, develop independently, possibly influenced by unexplored variables. These findings contradict earlier results based on product-oriented measurements, which may include a physical capacity component. The outcomes further underscore the importance of monitoring weight status from early childhood, given its significant association with later-life weight conditions.

Development of Interpersonal Soft Skills Learning Model Based TLTD to Improve Hospital Nurse’s Competency in Timor-Leste: A Cross- Sectional Study

Introduction and Purpose: Nurses are expected to be competent in practice based on the domain of standards and interpersonal soft skills (ISS). Nurses are faced with inadequate physical assessment 28%, formulating diagnoses 56%, plans 34%, implementation 31%, and evaluation 37.5%, and communication skills 41%. Aims to develop an ISS learning model based on transformative learning theory and digitalization (TLTD) to improve nurses’ competencies. Method: Used Explanatory cross-sectional involved 190 practitioner nurses. Variables of individual characters (X1), facilities (X2), Social environment support/SES (X3), TLTD (X4), ISS (X5), and nursing competencies (Y) were measured. Data was collected using a checklist questionnaire, conducted on 6 June to 10 August 2022 at Dili, Baucau, and Maliana hospitals. Used descriptive and inferential analysis with SEM-PLS. Results: Five of the 11 hypotheses of statistical p-value &lt; 0,05 and T-Test &gt; 1,96, including X2&gt;X4, X3&gt;X5, X4&gt;X5, and X5&gt;y, to form ISS learning model. The characteristic of respondents were 81,8% young adults, 67.9% women, 57.8% undergraduates, judging the previous training 35% was unsuccessful, and 45.8% did not meet expectations. Learning facilities that are still lacking include policies 23.7%, curriculum 23.4%, guideline 22.7%, modules 27.9%, infrastructure 20.3%, social environment support 24.2% low, organizational support, 30.0% low peer support and 26.3% low family support. The average TLTD is 25.3% to 34.2%, ISS 22.1% to 30.5%, and nurse competence 25.3% to 30.5%. Suggestion: Result of the study become base to improve nurse’s competencies. Conclusion: Learning model was formed by facilities, SES, TLTD, ISS, and nurses’ competencies