Examining 21st century skills in BYOD schools: From programs to practice.

Bring-your-own-device (BYOD) is a common strategy to increase technology integration in schools and give learners more responsibility in using digital devices for educational purposes. In particular, learners are expected to develop domain-general 21st-century skills when using their personal devices. Although there is no consensus regarding a comprehensive framework of 21st-century skills, most conceptual models incorporate aspects such as collaboration, communication, creativity, and critical thinking-so-called 4C competences-as well as self-direction and the use of digital technologies for learning, among other aspects. The importance of these competencies has been stressed in general and vocational education. To study the relationship between BYOD approaches and self-reported 21st-century skills, we conducted a survey of N = 8265 upper-secondary students from 100 schools in Switzerland. Using multilevel linear modeling, we compared the self-reported 21st-century skills of students with or without personal digital devices for learning in general and vocational education tracks. Our results indicate that learners reported higher levels of 21st-century skills by indicating that they brought their own devices to school, especially with regard to creativity, self-direction, and the use of technology for learning. However, an official BYOD program was no significant predictor of students' self-reported skills. The interactions between an official BYOD program and actual BYOD practice in class were not significant. Further, self-reported levels of 21st-century skills seemed to be higher in general than in vocational education. The study indicates that a BYOD concept alone does correspond to students' 21st-century skills but actual BYOD practices do.

Updated Framework for School Nurse Self-Reflection and Evaluation.

This article shares an updated structure for school nurse evaluation using the School Nursing Practice Framework and the fourth edition of the School Nursing: Scope and Standards of Practice. This evaluation structure is modeled on work originally published in the January 2020 issue of NASN School Nurse. The original linking of the Framework for 21st Century School Nursing Practice and the 3rd edition of the School Nursing: Scope and Standards of Practice allowed the school nurse and their evaluators to understand the complex roles and responsibilities of the school nurse. This updated version incorporates the growing understanding of social issues and complex health concerns impacting school nursing practice. The School Nursing: Scope and Standards of Practice (4th ed.) competencies recognize issues including emerging technologies, structural barriers to health, and the complex health needs of students in an environment of inequities, violence, and underfunding, as well as the impact of natural disasters, public health crises, human migration, and social media on students. The updated School Nursing Practice Framework (Framework) likewise incorporates an understanding of the foundational aspect of the standards and the interconnectedness of the key principles. Our revised evaluation tool accomplishes the integration of the revised Framework with the updated standards of school nursing practice.

The integration of 21st century skills in the curriculum of education.

The premise of this study, utilizing content analysis and descriptive qualitative designs, posited that teachers' comprehension of 21st-century/4Cs skills' could define the caliber of educational materials in higher education institutions. The study aimed to ascertain how 21st-century skills were incorporated in teachers' term evaluations and instructional plans, and to explore teachers' understanding of these skills. From 2022 to 2023, this research was carried out at the Faculty of Education in one university in Indonesia. There were 54 documents collected, which included 27 teachers' term evaluations and 27 instructional plans. Four teachers were interviewed to collect information related to their 4Cs competencies' familiarity, opinions, and the challenges of the 4Cs competencies integration. To evaluate the collected documents, this study utilized the Career Technical Education (CTE) Career Ready Practices checklist, a 21st-Century Skills/4Cs rubric encompassing "Communication," "Creativity," "Critical Thinking," and "Collaboration." The research indicated that teachers' term evaluations and instructional plans have incorporated 4C skills in the categories of "Not yet reached competency" and "Approaching competency." The research suggests that teachers' understanding of 4Cs competencies can be initially assessed through their instructional materials, 4Cs competencies, familiarity, positive opinions, and challenges. Teachers must have familiarity with 4Cs competencies in order to provide these skills in their instructional materials/plans and develop teaching with the 4Cs competencies. A multifaceted strategy is needed for the next research, including focused professional development, collaboration among educators, institutional leaders' support, and alignment with larger educational priorities and goals.

Practicing With a Framework Mindset: A Closer Look at the Principle of Care Coordination.

This is the second in a series of articles highlighting the practice principles of the refreshed School Nursing Practice Framework™. The focus of each article is to provide an in-depth look at each of the principles and emphasize how school nurses can apply them to their daily practice through a Framework Mindset. This article will explore Care Coordination as a practice principle, reflect on how it relates to current practice, and identify examples that illustrate care coordination. With each subsequent article in the series, we will continue to build upon and explore the interconnections between the Framework principles.

Increases in resilience and school performance among elementary school-aged afterschool participants.

Elementary-school students enrolled in a trauma-informed program participated in a prepost longitudinal study of resilience. The study assesses increases in various components of resilience, the effects of the afterschool program on resilience, and the relationship between resilience and school performance. A shortened version of a reliable resilience survey was developed from Madsen Thompson's Trauma Resilience Scale and administered at students' entry and exit from 3 yearly sessions. The high response rate provided a sample of 103 students, 37 of whom were new students with no ceiling effects. Statistical analysis demonstrated that both contextual and individual resilience increased significantly, with protective components impacting one another. Regression analyses found that the afterschool program supports significantly affected individual resilience increases, and high levels of individual resilience led to increases in school performance. The results suggest that trauma-informed contextual supports may be useful in increasing young students' well-being and closing gaps in academic performance.

Road to a National Health Information Network: US Trusted Exchange Framework and Common Agreement (TEFCA).

The Trusted Exchange Framework and Common Agreement (TEFCA) is a U.S. government initiative aimed at promoting the secure and interoperable exchange of electronic health information (EHI) across the healthcare ecosystem. In the U.S., TEFCA was established as part of the 21st Century Cures Act, signed into law in December 2016. Methods: A literature search using the PRISMA guidelines will be conducted through PubMed, CINAHL, Google Scholar, and Web of Science, for dates 2013-2024 will be conducted. Results will be demonstrated with a timeline, graphics, and written text on the key points of technical and operational standards for HIE, rules and expectations for data sharing under the Common Agreement, governance framework for implementation and enforcement principles, stakeholders and collaborators, and interoperability challenges. TEFCA seeks to improve patient care, reduce healthcare costs, and enhance overall healthcare quality by facilitating the seamless exchange of data between different healthcare entities. Sharing this information can contribute to nursing informatics practice and knowledge as the U.S. and other countries strive towards better interoperability in the race to improve patient care and outcomes using health information technology.

Automated Monitoring of Human-Computer Interaction for Assessing Teachers' Digital Competence Based on LMS Data Extraction.

The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching-learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers' interaction with computer technologies in education. Different authors have presented assessment methods for teachers' digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers' digital competence evaluation process based on monitoring metrics obtained from teachers' interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher's competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher's profile and planning educational actions to improve these competencies.

The effects of parent-child separation on the digital literacy of children and adolescents: A bidirectional perspective study.

From a bidirectional perspective, the present cross-sectional study explored the impacts of parent-child separation on the digital literacy of children and adolescents. Drawing upon data from 1894 students (12-18 years, 49.33 % females) in Nanling county, China, we found that parent-child separation can negatively affect the digital literacy of children and adolescents, but effects differ between children experiencing parental migration or parental divorce. Parental mediation can act as a mediator in this process while children's digital feedback to parents may be considered as an auxiliary promoter. To further promote the digital literacy of children and adolescents experiencing parent-child separation, assigned tasks from adults in which children can practice knowledge and skills related to digital devices and the Internet are recommended.

Teaching 21st-century skills in rural secondary schools: From theory to practice.

The concept of "21st-century skills" has become increasingly pervasive in the global educational discourse, and there has been a marked increase in research on how these skills can be integrated into education policy, curriculum, and assessment. Nevertheless, there has been a dearth of research on integrating and implementing 21st-century skills into classroom practices, particularly in peripheral societies. Adopting a mixed-method approach, this study investigates the integration and implementation of 21st-century skills in rural schools in Bangladesh, where many teachers are untrained and under-resourced. Data were obtained from primary and secondary sources through document analysis (n = 3), lesson observations (n = 15), and in-depth interviews with practising teachers (n = 18). Samples were selected purposefully to achieve the study objectives. Likewise, a convenient sampling technique was also followed by the researchers in terms of getting access to the participants. The qualitative content analysis, descriptive statistics, and thematic analysis of data demonstrate that while 21st-century skills are explicitly highlighted in policy documents, including the curriculum, many teachers are uninformed about these skills. Specifically, teachers have a limited pedagogical understanding of how to incorporate these skills into classroom instruction. As a result, both trained and untrained teachers rarely implement 21st-century skills in their classrooms, which results in their deviation from the instructional practices recommended by the curriculum.

A Contemporary Framework Update for Today's School Nursing Landscape: Introducing the School Nursing Practice Framework™.

School nursing is a unique nursing specialty that benefits from a practice framework that aids school nurses in explaining and accomplishing their role. In 2016, the NASN debuted its Framework for 21st Century School Nursing Practice™, which has shaped school nursing practice as well as education, leadership, research, and collaboration with stakeholders. However, practice frameworks are not meant to remain the same indefinitely. Therefore, NASN evaluated and updated the Framework to ensure its continued alignment with the education and healthcare landscape. The purpose of this article is to share the history of the Framework for 21st Century School Nursing Practice™ development, provide the rationale for the update, and discuss the strategic process NASN used to update its Framework now entitled the School Nursing Practice Framework™.

Exploring success factors and relationships in virtual learning using ISM and fuzzy MICMAC analysis.

The COVID-19 pandemic's consequences have led to a global change in educational settings towards online learning. The utilization of virtual learning (VL) has increased significantly. This study aimed to extract the success factors of VL and also examine the relationships among them. The research method involves examining factors identified in the literature review and seeking confirmation from experts using the Content Validity Index (CVI) method. Ten success factors are extracted and confirmed, including Technological, Management, Learning Capability, Pedagogical, Ethical, Resource Support, Interface Design, Evaluation, Institutional, and Study Environment. Based on the Interpretive Structural Model (ISM) method and the fuzzy matrix of cross-impact multiplications applied to classification (MICMAC), which divides the factors into five levels, the relationship between these factors is examined. Level I emphasizes the importance of evaluation mechanisms. Level II stresses integrating pedagogical, ethical, resource support, and institutional aspects. Level III highlights the alignment of learner capabilities with platform interfaces. Level IV underscores the significance of the learning environment. Lastly, Level V emphasizes the interplay between technology and management in VL's expansion. The findings of this study can be developed and customized through collaboration among instructors, learners, and institutions. Moreover, the findings from correlating success factors can be applied in practical learning experiments or utilized to develop efficient modeling manuals.

Patient Access of Their Radiology Reports Before and After Implementation of 21st Century Cures Act Information-Blocking Provisions at a Large Multicampus Health System.

BACKGROUND. To implement provisions of the 21st Century Cures Act that address information blocking, federal regulations mandated that health systems provide patients with immediate access to elements of their electronic health information, including imaging results. OBJECTIVE. The purpose of this study was to compare patient access of radiology reports before and after implementation of the information-blocking provisions of the 21st Century Cures Act. METHODS. This retrospective study included patients who underwent outpatient imaging examinations from January 1, 2021, through December 31, 2022, at three campuses within a large health system. The system implemented policies to comply with the Cures Act information-blocking provisions on January 1, 2022. Imaging results were released in patient portals after a 36-hour embargo period before implementation versus being released immediately after report finalization after implementation. Data regarding patient report access in the portal and report acknowledgment by the ordering provider in the EMR were extracted and compared between periods. RESULTS. The study included reports for 1,188,692 examinations in 388,921 patients (mean age, 58.5 ± 16.6 [SD] years; 209,589 women, 179,290 men, eight nonbinary individuals, and 34 individuals for whom sex information was missing). A total of 77.5% of reports were accessed by the patient before implementation versus 80.4% after implementation. The median time from report finalization to report release in the patient portal was 36.0 hours before implementation versus 0.4 hours after implementation. The median time from report release to first patient access of the report in the portal was 8.7 hours before implementation versus 3.0 hours after implementation. The median time from report finalization to first patient access was 45.0 hours before implementation versus 5.5 hours after implementation. Before implementation, a total of 18.5% of reports were first accessed by the patient before being accessed by the ordering provider versus 44.0% after implementation. After implementation, the median time from report release to first patient access was 1.8 hours for patients with age younger than 60 years old versus 4.3 hours for patients 60 years old or older. CONCLUSION. After implementation of institutional policies to comply with 21st Century Cures Act information-blocking provisions, the length of time until patients accessed imaging results decreased, and the proportion of patients who accessed their reports before the ordering provider increased. CLINICAL IMPACT. Radiologists should consider mechanisms to ensure timely and appropriate communication of important findings to ordering providers.

Do 21st-century skills make you less lonely? The relation between 21st-century skills, social media usage, and students' loneliness during the COVID-19 pandemic.

21st-century skills are a new category of competencies recommended for people to adapt to the digital era. Digital communication skills, particularly, are regarded as an important facet in a progressively moving online society. Empirical evidence of their actual value, however, is largely missing. Recently, the COVID-19 pandemic offered an appropriate testing ground for the possible beneficial role that such skills might play. Our results show that digital communication skills correlate with loneliness. However, social media usage, online contacts, and offline contacts only partially mediate the relationship between digital communication skills and the loneliness levels of students. In addition, we found substantial differences between the two waves of data collection and the types of contacts that influenced loneliness. While skills may have reduced loneliness, the precise mechanism of this effect needs to be clarified more. We offer suggestions for future research to examine the potential benefits of 21st-century skills.

Media and information literacy as a model of societal balance: A grounded meta-synthesis.

Concerns about the spread of disinformation, information disorder, and fake news have grown to unprecedented proportions in recent years. This study aimed to explore how to mitigate this communication disorder and achieve a balance in the relationship among the public, the media, the dominant institutions, and the digital influencers in society. This study used the grounded meta-synthesis method, which relies on induction, to arrive at a new model according to the objective of the study. The process of open, axial, and selective coding included 101 studies, books, reports, and guides, starting with the Public Opinion by Walter Lippmann, issued in 1922, and ending with the 2022 Edelman Trust Barometer. The results led to the proposal of a new model to reduce communication dysfunction, in which media and information literacy (MIL) plays a crucial role in increasing an individual's ability to resist disinformation and enhancing their ability to monitor the performance of institutions, as well as expanding the circle of influencers in social media. To fulfil the three goals and contribute to achieving a degree of functional balance in communication within societies, the model recommends enhancing MIL. Other intervening variables, such as the fragility of political, cultural, and legal structures, should not be disregarded.

Mapping the educational Frontier: Unleashing the Potential of artificial intelligence talents through cooperative planning in the Guangdong-Hong Kong-Macao greater bay area.

The Guangdong-Hong Kong-Macao Greater Bay Area (GBA) has become an important hub for technological innovation and economic development in China. With the growing demand for artificial intelligence (AI) and big data technology talents, it is essential to develop educational cooperation within the GBA to develop a talent pool that can meet the changing needs in the region. This paper focuses on the development of dynamic demand for AI talents and proposes a strategic planning framework for educational cooperation in the GBA. We use the research idea of common attributes and key chain clustering-factor association selection-analysis of the driving force and subordination among factors-the key characteristics of AI talents. Using collinear analysis of citations and grounded theory methods, an operational definition of the influencing factors of AI talent literacy characteristics is constructed. Using the Interpretative Structural Modeling(ISM) and MICMAC (Matrice d'Impacts Croises-Multipication Applique A Classement), analyze and identify the driving force and subordination of the influencing factors of key traits of talents, and present the combined effect of multi-level factors of key traits of talents. Combined with the educational differences and complementary advantages in the GBA, five strategies and seven implementation suggestions for the GBA's AI talent education cooperation plan are formulated to establish a collaborative ecosystem that promotes the growth and integration of AI in the GBA.

Provider Perspectives on Adolescent Confidentiality and the Electronic Health Record Postimplementation of the 21st Century Cures Act Final Rule.

PURPOSE: The 21st Century Cures Act Final Rule mandates increased transparency and accessibility of the Electronic Health Record (EHR). This mandate has exacerbated tensions in adolescent healthcare between transparency and confidentiality. This study evaluates clinicians' perspectives on how well the EHR maintains confidentiality for adolescents in the post-Cures Act era. METHODS: A web-based survey was distributed via the national listserv of the Society for Adolescent Health and Medicine in March-April 2022. English-speaking members practicing in the Unites States who used an EHR to document clinical visits with minors were eligible. The survey included questions about EHR training, features, and approach to information sharing with adolescent patients and proxies. RESULTS: Participants included 97 respondents from 32 states. Most participants were physicians (98%) and identified themselves as attending (89%). Several EHR vendors were represented, although the majority used Epic (76%). As has been seen in prior studies, there remains significant variability in approaches to patient portal access for adolescent patients and their adult proxies. Respondents report that training around adolescent-specific privacy issues remains infrequent and is perceived as inadequate. Adolescent providers, despite feeling confident in navigating the EHR generally, continue to report low rates of confidence in how well their EHR may protect adolescent privacy. DISCUSSION: Clinicians have persistent concerns about adolescent confidentiality postimplementation of the 21st Century Cures Act. Sharing sufficient information while protecting adolescent confidentiality might require standardization by EHR vendors to improve granularity of proxy information sharing. Healthcare institutions must also commit to training providers on management of adolescent confidentiality.

Factors contributing to dropping out of adults' programming e-learning.

Previous studies reported that acquiring computer programming skills is challenging and might result in high dropout rates. A quasi-experimental design was used to examine the role of different factors in dropping out of an e-based computer programming course. This study applied a knowledge in programming assessment test (20 multiple-choice questions covering the following topics: variables, loops, conditionals, functions, and general knowledge of Python), The Learning Motivating Factors Questionnaire, The Big Five-2, and The Basic Psychological Need Satisfaction & Frustration Scale. Ninety-four participants (38 males and 56 females) completed the course, while 305 participants started it. The mean age of e-learners was 29.96 years (SD 8.27), age range = 18 to 54. The results showed that e-learners who completed the course had higher initial knowledge assessment scores than those who dropped out after the first assessment. Reward and recognition as a motivator were significantly higher in males who completed the course than those who dropped out after the second knowledge assessment. Extraversion was significantly lower in females who completed the course than those who dropped after the first or second knowledge assessment test. Relatedness frustration was significantly higher in those who dropped out after the first knowledge assessment. Due to significant limitations of the sample size, cultural context, measures applied, and research design, the findings would preferably be regarded with caution.

Formando médicos para el siglo XXI: El rol crucial de la educación basada en competencias / Training physicians for the 21st century: The crucial role of competency-based education

A lo largo de la historia, el campo de la medicina se ha adaptado a las necesidades cambiantes de la sociedad y del sistema sanitario. Ante esa situación, surge la necesidad de plantear la transformación de la formación médica mediante un enfoque basado en las competencias y así definir el perfil de un médico para el siglo XXI. El presente artículo tiene por objetivo analizar y describir el rol de la formación basada en competencias en la formación médica en la preparación de los estudiantes de medicina. Para tal fin, se ha llevado a cabo una exhaustiva revisión bibliográfica en la que se analizan los conceptos clave de la formación médica basada en competencias. Los resultados destacan la importancia de integrar el desarrollo de habilidades en la formación médica teniendo en cuenta los factores sociales y culturales, así como fomentar la reflexión crítica en la formación médica. Se concluye que la educación médica debe adaptarse a las demandas cambiantes del campo, con la participación de diversas partes interesadas y la evolución de los métodos de enseñanza.

Throughout history, the field of medicine has adapted to the changing needs of society and the healthcare system. Faced with this situation, the need arises to consider the transformation of medical education through a competency-based approach and thus define the profile of a physician for the 21st century. The aim of this article is to analyze the role of competency-based training in medical education and its impact on the preparation of medical students. To this end, an exhaustive literature review has been carried out in which the key concepts of competency-based medical education are analyzed. The results highlight the importance of integrating skills development in medical education taking into account social and cultural factors, as well as encouraging critical reflection in medical education. It is concluded that medical education must adapt to the changing demands of the field, involving diverse stakeholders and evolving teaching methods.

Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers.

This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.