Successful Teaching Strategies Research Articles

Influence of Electronic Monitoring and Evaluation on Administrative Decision-Making in the Educational Sector

This study investigates the essential role of Electronic Monitoring and Evaluation (EMAE) in enhancing the elementary education sector. EMAE frameworks offer systematic methodologies for assessing educational programs, fostering accountability, and facilitating data-driven decision-making. This research serves as a case study of the primary education authority in Bauchi Local Government, with a particular focus on their teachers. According to the 2023 Annual School Census, there are 4,226 staff members, from which 367 were sampled using the Yamane formula. The sampling frame was stratified to reach the target respondents effectively. Data were collected using a structured questionnaire comprised of closed-ended questions that were designed and validated, achieving a Cronbach’s Alpha of 0.83. Based on 358 completed questionnaires, the responses were analyzed using descriptive and inferential statistics. The findings emphasize how effective EMAE practices can lead to improved educational outcomes by identifying successful teaching strategies and fostering continuous enhancement. Additionally, the involvement of diverse stakeholders—including educators, parents, and community members—strengthens collaboration and ensures that educational reforms remain relevant and sustainable. The results highlight the significance of EMAE in aligning national education systems with global standards, such as the Sustainable Development Goals (SDGs). Ultimately, this research underscores that robust EMAE practices are essential for cultivating an effective, responsive, and equitable educational environment, ensuring that all students receive a quality education.

The Interplay between Emi Lecturers’ Self-Efficacy and Their Professional Development Needs: A Case Study at a Vietnamese University

This study examines the interplay between teachers’ self-efficacy and professional development needs of 15 EMI (English Medium Instruction) economics lecturers at a university in Vietnam. Using Nvivo 12 software for qualitative data analysis, the research identifies the divergent needs of experienced and novice lecturers in the EMI context. Experienced lecturers, who typically possess higher level of self-efficacy, prioritize professional development that enhances their teaching practices, adapts to emerging challenges, and fosters inclusive and dynamic learning environments. These lecturers focus on enhancing their pedagogical skills to meet the evolving demands of their students and to incorporate innovative teaching methods and a more student-centered approach. In contrast, less experienced lecturers focus on building language confidence and addressing pedagogical challenges. For these lecturers, professional development primarily revolves around improving their language proficiency and developing effective instructional strategies to handle classroom dynamics, communication barriers, and student engagement issues in an EMI setting. The findings emphasize the importance of tailored professional development programs to meet these distinct needs. Additionally, the study highlights the role of vicarious experiences, such as peer observation, in promoting reflective practices and facilitating the exchange of successful teaching strategies. Positive feedback and emotions are also found to contribute to increased self-confidence and engagement in professional development. Ultimately, the research suggests that a balanced approach addressing both emotional and professional development needs is essential for enhancing teacher self-efficacy, thereby fostering effective, inclusive teaching practices in the EMI context.

AI-Enhanced Learning Hub: Lesson Planning with Student Quizzes

Abstract--The KnowBridge project is a cutting-edge AI- driven educational platform designed to enhance instructor-student connections through technological automation of key aspects of the teaching and learning process. This system also to support syllabus management, test item bank creation and performance tracking during the process it also creates an integrated academic system. The core of the functionality is teachers uploading the syllabus into the image format. Using contemporary Optical Character Recognition (OCR) technology, the system extracts and classifies the text into a hierarchical taxonomy of how topics will be covered for the semester. This organised syllabus ensures synchronisation between teacher and student and between both, on the other, which in turn offers clarity and consistency. The moment a topic is wrapped up, the teacher confirms the topic as "completed" in the interface, and subsequently the AI generates a bespoke quiz on topics discussed. Quizzes assess the knowledge and feedback of students in real time, and the outcome is stored in a common database. Teachers are also furnished with the performant data, which enables them to further monitor the student's performance and to determine where the students need more attention. This automated evaluation system has the potential to accelerate the evaluation process besides supporting the decision-making through data-informed inputs to help develop more successful teaching strategies. Assignments generation for syllabus units in KnowBridge are in order to facilitate teaching with particular goals. Tasks automated via grading of objective questions reduce workload for teachers and offer timely feedback to students. KnowBridge, which by means of automation and analysis, builds an open, efficient, and participatory environment of learning. It allows teachers, who have access, ways to more effectively prepare and supervise the instruction, while also retaining the attention and interest of the students. At last, this site can facilitate teachers and students alike to focus their attention on the achievement of academic success. Keywords- Artificial Intelligence, OCR, MCQ Generation, Test Item Bank Creation

Innovating Chemical Education: Leveraging Artificial Intelligence and Effective Teaching Strategies to Enhance Public Engagement in Environmental and Organic Chemistry

This research examined the effects of evidence-based teaching strategies and artificial intelligence (AI) on learning outcomes and public involvement in the teaching of organic and environmental chemistry. Using a hybrid approach, we created an adaptive AI model that integrates important teaching techniques including inquiry-based learning (IBL), problem-based learning (PBL), and collaborative learning while tailoring information according to the participant's success. Over the course of 12 weeks, 300 participants—including high school students, college students, teachers, and members of the general public—participated in the research, which assessed both quantitative and qualitative data. Quantitative results demonstrated considerable gains in understanding (85% retention), a noteworthy 33.2% increase in high school students' comprehension, and an increase in the AI model's accuracy from 82% to 93%. With a 99.9% uptime and a quick reaction time (0.3 seconds), the AI model—which was created utilizing a variety of machine learning techniques—showed great flexibility. Core engagement themes were identified using thematic analysis, including real-world applications (78%) and individualized feedback (92%), as well as interactive learning (85%), enhancing comprehension and accessibility of difficult chemical ideas. 94% of participants were far more satisfied when organized teaching techniques were included into the AI framework, especially in collaborative and problem-solving settings. This research demonstrates how combining adaptive learning systems with successful teaching strategies may result in learning experiences that are powerful, accessible, and engaging. It also illustrates the revolutionary potential of AI in chemistry education. These results underline AI's potential for scalable, individualized teaching, with wider ramifications for public participation and scientific literacy.

Unlocking Oral Proficiency Through the Shadowing Technique Combined with VOA

Speaking is a multifaceted skill that presents notable difficulties for students. To effectively tackle these challenges, educators need to employ successful teaching strategies. This study examines the impact of the Shadowing technique using VOA (Voice of America) on improving students' speaking skills. The experimental research involved a comparison between two groups of fourth-semester undergraduate students: an experimental group that received instruction through the Shadowing technique and a control group that received no instruction. The study sample consisted of 20 English major students. Pre- and post-test scores were analyzed using the Mann-Whitney U test, which revealed significant improvements in the speaking abilities of the experimental group. Although both groups started with similar baseline scores, the post-test results indicated a significant increase in the experimental group, with a mean score of 71.70, compared to the control group's mean score of 65.20. A p-value of 0.044 led to the rejection of the null hypothesis, confirming the effectiveness of the Shadowing technique through VOA in enhancing speaking skills. In conclusion, this study offers empirical evidence that the Shadowing technique via VOA significantly boosts the speaking abilities of undergraduate students, supporting its potential as a valuable approach for teaching speaking skills.

Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices

Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the contents of several previous studies. Results and Discussion: The study obtained results that comprised several successful teaching strategies in EFL virtual classrooms and a proposed model for designing teaching strategies in virtual classrooms. Research Implications: In addition to these results,this study presents numerous teaching strategies and successful practices in EFL virtual classrooms that help teaching faculty, teaching cadres in a virtual classroom environment. It also gives a proposed model for successful teaching strategies and practices in EFL virtual classrooms that aids e-learning designers in designing teaching strategies in a virtual classroom environment. Originality/Value: This study is amongst the first to investigate successful teaching strategies and practices in EFL virtual classrooms especially in the context of arabian countries .

Cooperative Learning A Preventive Approach to Extremism at Higher Education, Pakistan

The study was intended to identify cooperative learning as a preventive approach to extremism at higher education institutions. In addition, explore the process of social interdependence and constructive controversy to prevent extremism. Research shows that certain cognitive, social and emotional skills broaden students’ minds and enable them to seek pieces of evidence of imposed opinions. Cooperative learning is considered as a successful teaching strategy in higher education to enhance critical thinking, psychological health and interpersonal skills. Here, a group of students works together irrespective of gender, age, culture and abilities to achieve the common goals. Further, the process of constructive controversy promotes moral and civic values among students which leads to global citizenship. The framework of this research is based on social interdependence and constructive controversy within a cooperative context, which can be a positive approach to reduce radicalization and extremism. Within the qualitative paradigm, semi-structured interviews were conducted with students of higher education to share their reflective experiences of cooperative learning. The outcomes of this study revealed that students gain moral reasoning, tolerance problem solving and critical thinking skills when they involve in constructive controversy within a cooperative context. Further, this research proposed to implement different engaging instructional strategies at higher education levels for gaining prosocial behavior, psychological health and conflict management. Accordingly, suggested mentoring and counseling for at risk students.

The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old

The formation of numerical concepts is a critical stage in early childhood development. Understandingnumbers lays the groundwork for future mathematical abilities and academic success. This study aimsto investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old childrento recognize number concepts. To reach the research goal, a quantitative approach was used, alongwith experimental methodologies. The study participants were children aged 4-5 years old, and datawas collected via total sampling. The experimental group was taught using an open-ended learningtechnique, while the control group followed a traditional structured teaching method. Pre-and post-testswere used to examine the children’s ability to recognize number concepts. Statistical analysis, includingt-tests, was used to compare the performance of the experimental and control groups. The results of thisstudy show that using an open-ended learning strategy improves the capacity of 4-5-year-old children torecognize number concepts. In comparison to traditional structured teaching method, the open-endedapproach stimulates active inquiry, independent thinking, and problem-solving, which improves children’scognitive development with regard to numerical concepts. This study suggests that open-ended learningtechniques are excellent educational strategies for developing number concept identification in youngchildren. This study’s findings have ramifications for early childhood educators and curriculum makers.This study stresses the necessity of implementing such tactics in educational settings by demonstratingthe benefits of an open-ended learning strategy in developing number concept awareness. Open-endedlearning techniques can improve children’s mathematics ability while also contributing to their generalcognitive development. Furthermore, these findings may motivate additional study and inquiry into theuse of open-ended learning approaches in various domains of early childhood education, increasing ourunderstanding of successful teaching strategies for young children.

534-P: Evaluating the Impact of a Simulation Module on Empathy Development in Nursing Students

Empathetic behaviors by nurses have been shown to improve both patient satisfaction and health outcomes. However, there has been a documented decline in empathy levels among the undergraduate population, including nursing students. For these reasons educators have sought ways to improve empathy development in nursing students. This quasi-experimental study used a pre/posttest design to evaluate the effectiveness of a simulation intervention using an expert patient (EP) with diabetes to enhance empathy in nursing students with the intention of providing a foundation in empathy development early in their nursing careers. The intervention included a prerecorded interview with an EP, a person who has diabetes for more than 30 years, presentation of five facts about diabetes and the importance of empathy, and a guided debriefing session regarding feelings for people with diabetes. The scripting for the interview was based on the Diabetes Distress Tool and reviewed by the expert panel. However, the answers provided by the EP were her own experiences, thoughts, and feelings. Batson’s Eight Components of Empathy, Kolb’s Experiential Learning Theory, and Jeffries Simulation Theory provided a theoretical foundation for the study. Demographic data related to gender, race, age, work experience in healthcare, and closeness to a person with diabetes did not show any statistically significant influence on empathy development. But, there was a documented increase in levels of empathy as measured by the Comprehensive State Empathy Scale after the teaching intervention. The paired t-test reported a significant difference between the pretest total (M = 103.7; SD = 17.98) and posttest scores (M = 110.1; SD = 21.11) t(67) = 3.23, p = 0.001, with a small to medium effect size (d = .39 95% CI [2.46 - 10.44]). The core findings of this research contribute to the scholarship of nursing education and theory-based teaching interventions by validating a successful teaching strategy for enhancing empathy in nursing students. Disclosure G.L.Edstrom: None.

Multimodal Anatomy Teaching Pedagogy: Student’s Perception for Effective Teaching of Anatomy Curriculum

Objective: There is still much disagreement over the most effective way to teach anatomy. This article has discussed the benefits of these instructional strategies. Nowadays, teaching anatomy primarily involves PowerPoint presentations. . As a result, the following article discusses the numerous teaching approaches and students input and suggestion in making anatomy lectures more interesting and easy. The purpose of this study was to ascertain whether the multimodal anatomy teaching methodology currently in use is viewed favorably and to identify the specific modalities that were considered to be most successful. Material and Methods: It was a cross sectional study conducted in two steps. Step one was carried out by distributing 250 questionnaires out of which 192 students participating by filling the questionnaires. The second step was dividing a class of 2ND year MBBS students in to 3 groups where group A was given a lecture in a teacher centered manner, Group B was student centered and Group C was a combination. Assessment was conducted in the end of the lecture and data was analyzed using SPPSS version 20. Results: students thought each way of teaching and learning is important but the best way of teaching was a multimodal teaching pedagogy. 93% thought that using a power point presentation with the use of white board teaching is the best method of teaching. Similarly the results of the assessment showed teacher-student interactive approach produced the highest mean score (mean=1.87), followed by the student-centered approach (mean=1.79), and the lowest mean score (mean=1.36) was recorded for the teacher-centered approach, according to the estimated marginal mean estimates based on the teaching method used. All three instructional approaches' average estimates are within the 95% confidence intervals. The findings show that the most successful method for getting the highest test scores is a combination of teacher-centered and student-centered teaching techniques. This demonstrated that rather than the lecturer monopolizing the transfer of information to the learners, interaction between the teacher and students during the teaching and learning process motivates the students to seek knowledge. The student-centered approach's predicted mean score (mean=1.79) was slightly lower than the teacher-student interactive approach's. This suggests that using student-centered strategies is a successful teaching strategy. When compared to student-centered and teacher-student interactive techniques, the results of adopting teacher-centered strategies were significantly lower (mean=1.36). The most successful strategy to teach basic anatomy is to use a variety of pedagogical educational materials; students seem to learn more quickly and effectively when using multimodal and system-based strategies. Future research should focus on evaluating the applicability of new curricula and student views of integrated and multimodal teaching paradigms as well as these paradigms' capacity to meet learning objectives. Conclusion: In order to determine the general level of the learner characteristics, learner analysis is a crucial stage. This study offers recommendations on how to create instructional objectives and choose the best ways to accomplish them. The findings of this study can be used to create educational plans and choose efficient anatomy teaching techniques. Keywords: Multimodal, Large group discussion, small group discussion, mini seminar, integration

A Review of Jerry Wellington’s Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Jerry Wellington’s “Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches” is a resource book for the teachers and teacher educators working in the field of science education. It has introduced the recent issues and hands on activities for teaching science primarily, considering the secondary level students. Jerry Wellington taught science at the school level and is now teaching education at the university level. The author has written so many books before and this science teaching book has been published in New York, London and Canada. It has been published in the print version and e-book version for available for all. It has tried to develop teachers as trainers and mentors. It has tried to cover the ten areas such as planning and managing, differentiation and special needs, practical work…and what it is for, investigations, Information, Communication and Technology (ICT) in science teaching and learning, building on children’s prior learning, handling controversial issues, language in science education, the nature of science, why to teach science . . . and why it is to learn¿ The writer focuses on the contemporary issues of teaching science which are seen quite relevant in the context of teaching science eduaction at both the school and university levels. The book is equally useful for university-level students who are going to be school and university-level science teachers to understand the issues of teaching and to select and use the approaches and methods for teaching science. Due to changes in society and the changes in Science and Technology, science teaching has been complex for novice secondary-level science teachers. They need to understand the recent issues and be familiar with the practical approaches. In this sense, this book provides support to the trainee science teachers on how to instruct in the classroom using innovative ways, how to use new teaching strategies for successful science teaching, how to use ICT in science teaching, how to plan science teaching, what types of questioning strategies to be used in science teaching, how to motivate students 82 A Review of Jerry Wellington’s Teaching and Learning Secondary Sci... toward knowledge construction and how to develop collaborative and cooperative though among students. This book recommends a variety of techniques including field trip, laboratory techniques, science competitions, and different ways of assessments. In this review, we have focused on three pertinent themes of the book: Arguments of teaching and learning, the beneficieries/recepients of science and the science curriculum development.

Dermoscopy in Selected Latin American Countries: A Preliminary Look into Current Trends and Future Opportunities Among Dermatology Residency Programs.

Skin cancer remains a global public health burden. Dermoscopy is a useful technique that aids in early detection and increases diagnostic accuracy with adequate training. However, dermoscopy is not uniformly taught to residents worldwide. Dermoscopy training in Latin American dermatology residency programs has not been explored. To assess current dermoscopy training among dermatology residency programs in Latin America (eg training modalities, preferred/most effective modalities per residents, diseases/pathologies taught). Cross-sectional survey distributed via e-mail between March and May 2021. Chief residents from Argentina, Brazil, Colombia, Costa Rica, Chile, Ecuador, Guatemala, Mexico, Panama, and Uruguay were invited to participate. 81 chief residents completed the questionnaire (81/126, 64.2%). Seventy-two percent of programs had an established dermoscopy curriculum, with dedicated hours of training varying greatly by program. Institutions commonly utilized sessions with "unknown" dermoscopy images and direct teaching by experts in the clinical setting as supplements to lectures, also described by residents as most effective. The most commonly taught methods included pattern analysis (74.1%), the two-step algorithm (61.7%), and the ABCD rule (59.3%). Almost all respondents reported desiring additional training during residency and believe that dermoscopy training should be a requirement to graduate from residency. This study highlights a preliminary look into current landscape in dermoscopy training among selected Latin American dermatology residency programs, demonstrating room for improvement and standardization in dermoscopic education and training. Our results serve as a baseline reference and provide valuable information to guide future educational initiatives incorporating successful teaching strategies (eg. spaced education/repetition, flipped classroom model) used in dermatology and other fields.

Evaluation of Learning Approaches among First-Year Medical and Dental Students of a Private University, in Malaysia

INTRODUCTION: Every learner has a way of interacting with the knowledge they have acquired, and this interaction is called a learning approach. Knowing the student's favorite learning methods will facilitate them with directions tailored to their unique needs. This study aims to measure the differences in learning approaches among first-year medical and dental students of a private university, in Malaysia. MATERIALS AND METHODS: A three-month analytical cross-sectional study was undertaken among the interested students. The self-administered, validated ASSIST questionnaire was used to measure students’ preferred learning approaches. The Pearson correlation and independent sample t-test were used to analyze the data with SPSS software. The p-value was set at less than 0.05 to indsicate a significant level. RESULTS: A total of 225 students participated, out of which 150 (66.7%) respondents were medical students, and 75 (33.3%) were dental students. Medical students reported a favoured considerably deep learning approach over dental students (t=2.874, p=0.004), and preferred the strategic approach to learning (t=2.051, p=0.041). There was a weak and no significant correlation between the concept of learning (learning as reproducing knowledge [RK] p=0.377, learning involving personal understanding [PU] p=0.269), self-rating (p=0.824), and the surface learning approach. Both medical and dental students have no significant difference in surface learning approach with t =0.556 and p=0.579. CONCLUSION: Medical students favoured deep and strategic learning over dental students. While there was no significant difference in the surface learning approach, the deep and strategic learning approaches were substantially connected with the notion of learning, types of courses/teaching, and self-rating. The knowledge of learning approaches will assist educators in making efforts to address students through successful teaching strategies. Once teachers understand the need to accommodate individual strengths and needs, they will devise appropriate new teaching methods.

Outstanding Mathematics Teachers’ Teaching Practices: A Collective Case Study

This collective case study explored the teaching practices of outstanding mathematics teachers who were purposely chosen using a selection guide by a team of mathematics administrators in Panay Island, Philippines. Researcher-made classroom observation tools (COT), interview protocols, field and reflection notes, lesson plans, and focus group discussions from students were used to gather multiple sources of data. Analyses of pedagogical strategies, including the interactive classroom collaborations, and explanations for those decisions from the teachers were included in the within-case analysis and cross-case analysis. The study depicted detailed verbatim interactions between the teachers and the students during actual teaching episodes to give the reader naturalistic examples of the explanation patterns and strategies that the outstanding teachers used to further students’ understanding of mathematical concepts and procedures. The Philippine Professional Standards for Teachers (PPST) framework was used as guide in the analysis, interpretation, and presentation of the results. These outstanding teachers were noted to be exemplary in planning the teaching and learning process, proficient in using teaching and learning resources including ICT, and excellent in managing the classroom; applied successful teaching strategies in the development of critical and creative thinking as well as of higher-order thinking skills; used appropriate formal and non-formal assessment tools; provided feedback to their learners to rationalize and to improve learning; and constantly communicated their learners’ progress and achievements to parents. Keywords: teaching practices, outstanding mathematics teachers, collective case study DOI: 10.7176/JEP/14-12-07 Publication date: April 30 th 2023

A clinical medicine level test at Jinan University School of Medicine reveals the importance of training medical students in clinical history-taking.

Training in the basic interview skills of clinical history-taking has always been a significant component of medical education. This study was designed to identify the factors influence medical students' history-taking skills learning and develop a way to improve these skills. We firstly analysed the academic performance of medical students at Jinan University School of Medicine in different disciplines of the Clinical Medicine Level Test (CMLT), to ensure the students have obtained comprehensive medical education prior to beginning their clinical internships. Next, we conducted a survey among the CMLT participants to seek the underlying causes and corresponding measures to improve history-taking in the future. Before these medical students entered their fifth-year clinical practice, we finally provide them with pre-internship training, including the history-taking workshops with standard patients (SP). The analysis of the clinical skill sections of the CMLT revealed that the students performed significantly better on clinical operations from multiple disciplines than on medical history-taking. Principal component analysis of the survey questionnaire indicated that the capability of history-taking, course assessments, and awareness of the value of medical history-taking emerged as the key factors forming a cohesive clue for sustaining history-taking implementation. The intervention workshops of employing SP had a positive impact, as evidenced by the students' feedback and suggestions for improving their ability of history-taking. This study suggests that strengthening of medical history-taking training is indispensable for training qualified medical students. Workshops with SP is a successful teaching strategy for practicing history-taking, allowing students to spot minute errors and training communication skills.

Problem-based numbered head together learning approach for a successful teaching strategy

The study aims to investigate the potential of the Numbered Head Together (NHT) model for improving the learning engagement of elementary students in Indonesia. Although the work in this area is extensive, little is currently known about the adequacy and better strategy for implementing the model at the elementary school level. Classroom Action Research (CAR) was applied to this study, as it has been extensively used in elementary school teaching and is well established in the literature. The study results provide an extended approach as a proven successful process for applying the NHT model to elementary schools in Indonesia by incorporating the Problem Solving (PS) learning model into the NHT model. While this study was originally designed for the Indonesian context, we also see a possible application of the proposed expanded NHT model as transboundary for teaching activities in general at the elementary school level. This research serves as the first step toward a deeper insight into the practical application of the NHT and PS learning model in primary school contexts. The evaluation of the results provides initial evidence of the effectiveness of the combined model in improving student engagement in learning.

Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review.

BackgroundCritical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students.ObjectiveThe proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students.MethodsThe proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized.ResultsThe development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023.ConclusionsThe results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education.International Registered Report Identifier (IRRID)DERR1-10.2196/36725

Strategies in Enhancing Speaking Skills of EFL Students

Speaking has traditionally been regarded as the most challenging of the four competencies required of language students. Most recent research has stressed the importance of being able to communicate well. Learners may improve their speaking abilities by using a variety of tools, owing to the widespread use of technology in today's environment. Consequently, it is vital to identify the learners' learning approaches for speaking skills in the new learning setting. This study looked at the most widely utilized language learning approaches for enhancing speaking ability. The papers were published between 2017 and 2021 and were located in ERIC and Google Scholar. The basis for this study is PRISMA 2020. According to the research, metacognitive and cognitive tactics were the most often utilized approaches for improving speaking abilities, followed by compensatory and social procedures. Memory and emotional tactics were the least popular approaches among students. The results may help instructors choose the most successful teaching strategy for their students in today's learning environment. Future research might include a detailed study of learning approaches for various educating abilities.

Leveraging Innovation to Design a Psychiatric Mental Health Simulation for Undergraduate Nursing Students During the COVID-19 Global Pandemic.

Undergraduate nursing students experience challenges integrating didactic knowledge into the clinical care of clients living with psychiatric mental illness. Simulation can be a successful teaching strategy to mitigate some of these challenges. The aim of this pilot simulation experience was to understand how academic technology and telehealth competencies could be leveraged to support the success of standardized patient simulations for nursing students during the COVID-19 pandemic. Data from debriefings found that students had greater confidence in their technical skills than their ability to manage their emotional responses to simulation scenarios.

Twelve recommendations for conducting high-quality writing intervention research

By researching writing interventions, we may learn more about the art of writing, its history, and the most successful teaching strategies. Unfortunately, Graham and his colleagues discovered that a lot of previously completed writing intervention studies had a poor degree of scientific rigor in various meta-analyses, despite the importance of this area of research (Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008). In the context of this article, we offer twelve recommendations for doing intervention research successfully. These suggestions are based on my ta-analyses, past research (Pressley & Harris, 1994a, 1994b) on raising the caliber of intervention research, and our unique experiences as authors of intervention research and editors of publications that do so, including the Journal of Writing Research. I sincerely hope you will find these suggestions useful. The ideas encompass all aspects of planning, conducting, and reporting the findings of such research, as well as the issues and steps involved.
 This article lists the best procedures for planning, carrying out, and presenting writing interventions-based research. We believe this type of research is crucial for achieving substantial advancements in theory and practice, and as a result, we view this as a serious issue (more about this later). Moreover, we have committed a considerable amount of our academic careers to conducting research of this sort and evaluating and synthesizing the current research on writing interventions, so it is important to us personally and professionally (see Graham & Harris, 2009, 2012). (Graham, Harris, and Chambers are now working on a publication, for instance.)
 Not only do we like what we do, but we also feel that we require experience. Thus we entered this area of work. Having previously worked as general and education professors, we were dissatisfied with the "pied-piper" approach employed to educate in schools (where instructional practices are promoted and sold with passion and articulate rhetoric but with little or no evidence of effectiveness). We were curious to learn more about alternative techniques that may help aspiring writers hone their craft (e.g., Harris & Graham, 1996).
 The suggestions made in this post were created using our former experiences as a guide. Our meta-analyses of writing intervention research's findings have taught us a lot about the benefits and drawbacks of this body of information (e.g., Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008). We are well aware of the many obstacles that must be overcome to conduct studies of this kind since we have prior experience working in writing intervention research. We have a wealth of experience between us as editors of five publications focused on intervention research, and as a result, we are frequently given a chance to compare cutting-edge and established techniques used in intervention research (Journal of Writing Research, Exceptional Children, Contemporary Educational Psychology, Archives of Scientific Psychology - Section for Educational and School Psychology, and Journal of Educational Psychology). The earlier study on improving educational intervention research by Pressley and Harris (1994a, 1994b) and Pressley, Graham, and Harris (2005) offers a framework for considering how to improve intervention research in writing more specifically.
 We first discuss the relevance of this study before outlining our suggestions for planning, conducting, and reporting better writing intervention research. Before we go any further, you must be made aware that the author's research largely backs some of the claims mentioned in this article. This article is not intended to downplay the important contribution made by other writers' research scholars. Instead, it uses the elements that we are most comfortable with to help us support and build upon our main beliefs. Why Is It Important to Carry Out High-Quality Research on Writing Interventions?