الملخص
Objective.To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Original article Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom.Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.
Objetivo. Evaluar las habilidades pedagógicas de los estudiantes de tercer curso de enfermería de la Universidad de Yangzhou (China). Métodos. En este estudio se empleó un diseño cuasi-experimental multisitio. Por muestreo por conveniencia se seleccionaron 55 participantes. Se empleó la escala Examen Objetivo Estructurado de la enseñanza(OSTE- Objective Structured Teaching Evaluation, en inglés) para evaluar las habilidades pedagógicas. La evaluación abarcó cuatro estaciones distintas: Análisis de los antecedentes de la enseñanza (E1), Presentación del plan de la lección (E2), Clase simulada (E3) y Reflexión sobre la enseñanza (E4). Antes de la evaluación, los instructores asignaron tareas a los estudiantes que debían realizar en las cuatro estaciones. Resultados. Participaron en la investigación 55 estudiantes de enfermería con un promedio de edad fue de 21.3±0.7 años y predominó el sexo femenino (78.2%). La puntuación media más alta se alcanzó en la E1 (83.1), seguida por E2 y E3 (82.5 y 82.3, respectivamente, mientras que la puntuación media más baja se registró en la E4 (79.6). En la E3 los instructores asignaron puntuaciones más bajas en comparación a las autorreportadas por los estudiantes estandarizados en términos de organización de la enseñanza, características de la enseñanza y rendimiento general (p<0.05). Más del 80% de los estudiantes se mostraron totalmente de acuerdo y recomendaron el OSTE como método principal para evaluar las habilidades docentes en el aula. Conclusión. Se identificaron en los estudiantes participantes las deficiencias en las habilidades pedagógicas; esta información permitirá realizar intervenciones específicas para mejorar situaciones específicas de la situación encontrada. El instrumento OSTE fue un método útil para la valoración de las habilidades pedagógicas de los estudiantes universitarios de enfermería.
Objetivo. Avaliar as competências pedagógicas dos estudantes do terceiro ano de enfermagem da Universidade de Yangzhou (China). Métodos. Um desenho quase-experimental multisite foi utilizado neste estudo. Por amostragem de conveniência, foram selecionados 55 participantes. A escala Objective Structured Teaching Evaluation (OSTE) foi utilizada para avaliar as competências pedagógicas. A avaliação abrangeu quatro estações distintas: Análise do percurso docente (E1), Apresentação do plano de aula (E2), Aula simulada (E3) e Reflexão sobre o ensino (E4). Antes da avaliação, os instrutores atribuíram tarefas aos alunos, que deveriam completar as quatro estações consecutivamente. Resultados. Participaram da pesquisa 55 estudantes de enfermagem com idade média de 21.3±0.7 anos e predominou o sexo feminino (78.2%). A maior pontuação média foi alcançada em E1 (83.1), seguida de E2 e E3 (82.5 e 82.3, respectivamente, enquanto a menor pontuação média foi registrada em E4 (79.6). Em E3 os instrutores atribuíram pontuações mais autorrelatado por alunos padronizados em termos de organização do ensino, características de ensino e desempenho geral (p<0.05). Mais de 80% dos alunos concordaram fortemente e recomendaram o OSTE como principal método para avaliar habilidades de ensino em sala de aula. Conclusão. Foram identificadas deficiências nas competências pedagógicas dos alunos; esta informação permitirá realizar intervenções específicas para melhorar situações específicas da situação encontrada. O instrumento OSTE foi um método útil para avaliar as competências pedagógicas de estudantes universitários de enfermagem.
الموضوعات
Humans , Male , Female , Students, Nursing , Teaching , Evaluation of Research Programs and Toolsالملخص
Objective:To investigate the infuencing factors of fertility motivation in patients with chronic kidney disease (CKD).Methods:The 21 female patients with CKD in the Eastern Theater General Hospital from November 2019 to November 2020 were selected by objective sampling method. The data were collected by semi-structured interview, recording and writing on-site notes, and the subjects were extracted by Strass and Corbin′s grounded theory data analysis method.Results:The core category is "the formation of patients′ reproductive motivation". A theoretical model including four main categories of patient characteristics, disease coping style, subjective norms and perceived behavioral control was constructed. Patients′ characteristics are dynamic factors, subjective norms are situational factors, perceptual behavior control is protective factors, and patients′ disease coping style is regulatory factors.Conclusion:This study explored the influencing factors of fertility motivation in CKD patients from the perspective of patients, aiming to provide theoretical basis for the formulation and implementation of intervention measures.
الملخص
Based on the latest research results at home and abroad, this paper firstly elaborated the interaction mechanism between pregnancy and lupus nephritis, then pointed out the importance and research progress of pregnancy management, next introduced the content and deficiency of the management in patient with lupus nephritis .And on this basis, it gives some advices on the development and research of pregnancy management in patients with lupus nephritis in order to provide a reference for effective improvement of adverse pregnancy outcomes and the realization the pregnancy safety in patients with lupus nephritis.
الملخص
Based on the latest research results at home and abroad, this paper firstly elaborated the interaction mechanism between pregnancy and lupus nephritis, then pointed out the importance and research progress of pregnancy management, next introduced the content and deficiency of the management in patient with lupus nephritis.And on this basis, it gives some advices on the development and research of pregnancy management in patients with lupus nephritis in order to provide a reference for effective improvement of adverse pregnancy outcomes and the realization the pregnancy safety in patients with lupus nephritis.
الملخص
Filamin A and 14-3-3-σ are closely associated with the development of breast cancer.However,the exact relationship between them is still unknown.The present study aimed to examine the interaction of filamin A with 14-3-3-σ in the invasion and migration of breast cancer.RNA interference technology was employed to silence filamin A in MDA-MB-231 cells.Real-time PCR and Western blotting were used to detect the expression of filamin A and 14-3-3-σ at mRNA and protein levels,respectively.Double immunofluorescence was applied to show their colocalization morphologically.Wound healing assay and Trans-well assay were used to testify the migration and invasion of MDA-MB-231 cells in filamin A-silenced cells.The results showed that silencing filamin A significantly increased the mRNA and protein levels of 14-3-3σ.In addition,double immunofluorescence displayed that filamin A and 14-3-3σ were predominantly colocalized in the cytoplasm of MDA-MB-231 cells.Silencing filamin A led to the enhanced fluorescence of 14-3-3σ.Furthermore,cell functional experiments showed that silencing filamin A inhibited the migration and invasion of MDA-MB-231 cells in vitro.In conclusion,silencing filamin A may inhibit the invasion and migration of breast cancer cells by upregulating 14-3-3σ.
الملخص
Filamin A and 14-3-3-σ are closely associated with the development of breast cancer.However,the exact relationship between them is still unknown.The present study aimed to examine the interaction of filamin A with 14-3-3-σ in the invasion and migration of breast cancer.RNA interference technology was employed to silence filamin A in MDA-MB-231 cells.Real-time PCR and Western blotting were used to detect the expression of filamin A and 14-3-3-σ at mRNA and protein levels,respectively.Double immunofluorescence was applied to show their colocalization morphologically.Wound healing assay and Trans-well assay were used to testify the migration and invasion of MDA-MB-231 cells in filamin A-silenced cells.The results showed that silencing filamin A significantly increased the mRNA and protein levels of 14-3-3σ.In addition,double immunofluorescence displayed that filamin A and 14-3-3σ were predominantly colocalized in the cytoplasm of MDA-MB-231 cells.Silencing filamin A led to the enhanced fluorescence of 14-3-3σ.Furthermore,cell functional experiments showed that silencing filamin A inhibited the migration and invasion of MDA-MB-231 cells in vitro.In conclusion,silencing filamin A may inhibit the invasion and migration of breast cancer cells by upregulating 14-3-3σ.