Educating the nurses of tomorrow: exploring first-year nursing students' reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes.

BACKGROUND: Worldwide, the healthcare system stresses a severe deficit of nurses because of elevated levels of work-induced stress, burnout and turnover rates, as well as the ageing of the nursing workforce. The diminishing number of nursing students opting for a career in nursing older people has exacerbated this shortage. A determining factor in the choice of a career within the field of residential care for nursing students is educational institutions offering students learning opportunities with positive learning experiences. Therefore, educational institutions must develop programmes that employ student active learning methods during clinical periods. Although much focus has been given to the development of new educational programs, insufficient consideration has been given to the value of peer mentoring and students' interactions during the clinical placement at nursing homes. The aim of the present study is to explore first-year nursing students' perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home. METHODS: The study employed a qualitative exploratory and descriptive research design. Data collection took place in October 2022 using focus group interviews. A total of 53 students in their first year of the bachelor's programme at the Oslo Metropolitan University participated in eight focus group interviews. The data were analysed following the principles of inductive content analysis. RESULTS: The analysis resulted in one main category, 'Being inspired-keep learning and moving forward', representing first-year nursing students' common perceptions of being mentored by third-year students. The main category is supported by two categories: 'Closeness to the mentor' and 'Confidence in mentors' professional knowledge and teaching and supervision methods', which are interpreted as the drivers that enabled first-year students to learn more about nurses' roles and responsibilities in the nursing home. CONCLUSION: Mentorship enhances the learning transfer from third-year nursing students over to first-year nursing students by providing them with real-world exposure and guidance from their more experienced peers. This hands-on approach allows them to bridge the gap between theory and practice more effectively, boosting first-year nursing students' confidence and competence in nursing and caring for older people living in nursing homes.

Metacognition and learning transfer under uncertainty.

OBJECTIVES: This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation. METHODS: This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS). RESULTS: Study results revealed that participants' metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001). CONCLUSIONS: This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.

The Learning Transfer of Dementia Training Program Participants: Its Antecedents and Mediating Effect on the Job Competency of Geriatric Caregivers.

This study examined how learning transfer and its antecedents impacted job competency among geriatric caregivers who underwent dementia training. The dementia training program of the National Health Insurance Service of South Korea was selected for this study. The participants included caregivers who provided care to patients with dementia at 3-12 months post-training. A hierarchical regression analysis was used to verify the research model. The results are summarized as follows: First, transfer opportunity and transfer intention were antecedent variables with a statistically significant positive effect on the near transfer of learning. Second, self-efficacy, the instructor's role, and transfer intention were antecedent variables with a statistically significant positive effect on the far transfer of learning. Third, the near transfer of learning had a statistically significant effect on all six competency variables (communication, problem solving, interpersonal relationships, skills, self-development, and work ethics). Fourth, the far transfer of learning had a statistically significant static effect on all six competency variables, although the size of the influence on competency enhancement was relatively small compared with the near transfer of learning. This study confirmed the effects of various transfer climate-related variables in a training program on job competency, suggesting that the learning transfer of caregivers who underwent dementia training is a significant mediating variable. The limitations of this study and directions for future research are also discussed. The learning transfer of caregivers who underwent this training enhanced their job competencies.

Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning.

Purpose: During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. Methods: A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. Results: One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Conclusion: Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.

Are musical activities associated with enhanced speech perception in noise in adults? A systematic review and meta-analysis.

The ability to process speech in noise (SPiN) declines with age, with a detrimental impact on life quality. Music-making activities such as singing and playing a musical instrument have raised interest as potential prevention strategies for SPiN perception decline because of their positive impact on several brain system, especially the auditory system, which is critical for SPiN. However, the literature on the effect of musicianship on SPiN performance has yielded mixed results. By critically assessing the existing literature with a systematic review and a meta-analysis, we aim to provide a comprehensive portrait of the relationship between music-making activities and SPiN in different experimental conditions. 38/49 articles, most focusing on young adults, were included in the quantitative analysis. The results show a positive relationship between music-making activities and SPiN, with the strongest effects found in the most challenging listening conditions, and little to no effect in less challenging situations. This pattern of results supports the notion of a relative advantage for musicians on SPiN performance and clarify the scope of this effect. However, further studies, especially with older adults, using adequate randomization methods, are needed to extend the present conclusions and assess the potential for musical activities to be used to mitigate SPiN decline in seniors.

Evaluation of learning transfer after a perinatal/neonatal palliative care virtual training course.

Background: The success of a training can be determined by the degree of learning transfer. To address a gap in educational offerings during the pandemic, an interdisciplinary team developed and offered a 3-day virtual course, called Next Level Perinatal Palliative Care Training. Objective: This study aimed to evaluate the transfer of learning and practice from a virtual training course on perinatal/neonatal palliative care (PNPC) by a range of clinicians. Study design: A descriptive prospective survey design was used to collect data at two time points, immediately following the training course and 6 months later. Frequency and descriptive statistics were used to measure the implementation of PNPC quality indicators, self-reported competence, and clinical facilitators and barriers. A t-test was used to compare participants' anticipated learning transfer to actual learning transfer. Two open-ended items assessed benefits and drawbacks of virtual training. Results: At course completion, participants anticipated opportunities to implement PNPC strategies with means of 84-87, and at the 6-month mark, the reported implementation had means ranging from 71 to 77. At 6 months post training, participants reported feeling competent/highly competent in each variable with frequency scores of 89%-98%. The opportunity to learn key concepts of PNPC and refresh skill sets ranked as the top facilitators, while the top barriers were the lack of opportunity to use PNPC principles and the lack of funding. Conclusion: Learning transfer after a virtual training course of PNPC proved to be successful, with a high rate of self-reported actual implementation and competence at 6 months after the training.

Nursing students learning transfer from classroom to clinical practice: An integrative review.

AIM: The aim of this integrative review was to examine the theoretical, qualitative, quantitative and mixed-methods literature focused on how nursing students transfer learning from theory courses into clinical practice. BACKGROUND: As nursing curriculum aligns with the growing body of nursing knowledge, nursing students continue to develop their knowledge base and skill sets to prepare for future nursing practice. The bulk of this preparation involves developing connections between classroom/lab knowledge and further demonstrating those connections in clinical practice. However, the extant state of evidence on undergraduate nursing students' learning transfer has not yet been synthesized. DESIGN: This integrative review was conducted using the Whittemore and Knafl framework. REVIEW METHODS: Eight databases were searched in June 2022: MEDLINE, APA PsycInfo, EMBASE, Web of Science, CINAHL, ERIC, Academic Search Complete and Education Research Complete. Literature was included if it focused on undergraduate nursing students who have participated in at least one clinical practicum and reported on learning transfer in clinical settings. Only English-language, peer-reviewed literature was included. Two researchers independently assessed the eligibility of articles at the title-and-abstract level and at the full-text level, followed by an assessment of methodological quality. The Joanna Briggs Institute's critical appraisal checklists were used to assess theoretical papers and literature reviews and the mixed-methods appraisal tool (MMAT) was used to appraise all studies. Reference lists of included articles were searched for additional relevant literature. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines. RESULTS: Twenty-eight articles met our inclusion criteria and were included in this review, including 20 qualitative studies, one quantitative study, three mixed-methods studies, three theoretical articles and one integrative review. The results of this review highlighted that numerous facilitators and barriers influence nursing students' ability to transfer learning within clinical learning environments. Facilitators included having knowledgeable and supportive educators and nursing staff, using strategies to promote connections, fostering reflection and aligning theory and practice. Barriers included unclear connections between course content, incongruencies between classroom and practice, lack of nurse role models, lack of real-world applicability and unsupportive nurse educators. CONCLUSIONS: The information generated from this integrative review provides evidence about barriers that can be mitigated and facilitators that can be leveraged to facilitate undergraduate nursing students' learning transfer into clinical practice. The findings also highlighted gaps in evidence surrounding the need to understand how nursing students transfer learning from classroom settings to clinical practice settings.

Does participation in the European Trauma Course lead to new behaviours and organisational change? A Portuguese experience.

BACKGROUND: Medical educational courses can be successful from an immediate feedback perspective but not lead to new behaviour or organisational changes in the workplace. The aim of this study was to assess the self-perceived impact of the European Trauma Course (ETC) on Reanima trainees' behaviour and organisational change. METHODS: A 40-item questionnaire based on Holton's evaluation model was used to evaluate the candidate's perceptions. The results were analysed with descriptive and inferential statistical analysis using nonparametric tests with α = 0.05. RESULTS: Out of 295 participants, 126 responded to the survey. Of these, 94% affirmed that the ETC modified their approach to trauma patients, and 71.4% described a change in their behaviour. Postcourse responders changed their behaviour in their initial approach to trauma care in the nontechnical skills of communication, prioritisation and teamwork. Being an ETC instructor strongly influenced the acquisition of new material, and this group was able to implement changes in attitudes. Individuals with no previous trauma course experience identified lack of self-efficacy as a significant obstacle to introducing new work-based learning. In contrast, responders with ATLS training noted a lack of ETC colleagues as the main impediment for moving from conceptualisation to experimentation in the workplace. CONCLUSIONS: Participation in the ETC led to behavioural changes in the workplace. However, the ability to influence others and bring about wider organisational changes was more difficult to achieve. Major factors were the status of the person, their experience and self-efficacy. National organisational impact was obtained, which went far beyond our aspirations in acknowledging change in individual daily practice. Future research studies will include the effect of implementing the ETC methodology on the outcome of trauma patients.

Key factors influencing teachers' motivation to transfer technology-enabled educational innovation.

In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers' motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers' motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers' perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers' skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.

From expert to novice and back: a qualitative study of interprofessional collaboration and the experiences of frontline healthcare professionals during the first wave of COVID-19.

BACKGROUND: The global coronavirus disease 2019 pandemic put extreme pressure on healthcare systems worldwide, forcing a heavy workload on healthcare professionals. Frontline treatment and care for patients with coronavirus disease 2019 compelled healthcare professionals to rapidly adapt to new working conditions. This study explores the experiences of frontline healthcare professionals to learn more about how frontline work affects their learning and skills development but also interprofessional collaboration during a pandemic. METHODS: In-depth, one-to-one semi-structured interviews were conducted with 22 healthcare professionals. A broad interdisciplinary group, the participants were employed in public hospitals in four of Denmark's five regions. Using a reflexive methodology for the data analysis allowed reflexive interpretation when interpreting subjects and interpreting the interpretation. RESULTS: The study identified two empirical themes: into the unknown and in the same boat, which we critically interpreted using learning theory and theory on interprofessionalism. The study found that the healthcare professionals moved from being experts in their own fields to being novices in the frontline of the pandemic, and then back to being experts based on interprofessional collaboration that included shared reflection. Working in the frontline was imbued with a unique atmosphere in which workers were equals and functioned interdependently, the barriers normally obstructing interprofessional collaboration set aside to focus on combating the pandemic. CONCLUSIONS: This study reveals new insights regarding knowledge on frontline healthcare professionals in terms of learning and developing new skills, as well as the importance of interprofessional collaboration. The insights contributed to the understanding of the importance of shared reflection and how the development of expertise was a socially embedded process where discussions were possible without fear of being ridiculed and healthcare professionals were willing to share their knowledge.

Many Pieces to the Puzzle: A New Holistic Workload Approach to Designing Practice in Sports.

Representative learning design (RLD) in sport is a well-established concept in both theory and practice. The goal of RLD is to faithfully replicate competition environments in training settings to benefit improvement in athletic performance. There is currently little research that considers how representative an activity needs to be to facilitate learning transfer, and how that level of representativeness might fluctuate between activities or sessions, and across competitive cycles. Similarly, there is no existing research that specifically considers the elevated workload (in cognitive and physical load) of highly representative training, and the potential impacts of chronic overuse of these highly demanding activities. This paper addresses these limitations, making a case for the application of RLD that considers the level of representativeness (fidelity) and the demands placed on athletes (load) from both a cognitive and physical perspective. This paper also suggests several categorisations of training activities that are based on their relative representativeness, level of imposed demands, and the intended outcomes of the activity with reference to the perception-action cycle. The two core concepts of fidelity and load are combined for a new approach to representative training that allows practitioners to balance the benefits of representative training with the risks of imposing excessive load on athletes.

A review of the effect of the light environment of the VDT workspace on the "learning to learn" effect of video game training.

In recent years, the role of video games in enhancing brain plasticity and learning ability has been verified, and this learning transfer is known as the "learning to learn" effect of video game training. At the same time, against the background of healthy lighting, the influence of non-visual effects of light environment on the human rhythmic system has been gradually confirmed. As a special operation form of Visual Display Terminal (VDT) operation, video game training has a high dependence on VDT equipment and the VDT screen, and the background usually has a huge difference in brightness. Compared with the light environment of ordinary operation space, the light environment of VDT operation space is more complex. This complex light environment's non-visual effects cause human emotions, alertness, fatigue, cognitive ability, and other changes, which may affect the efficiency of the "learning to learn" effect of video game training. This article focuses on the impact of the light environment in the VDT workspace on the "learning to learn" effect of video game training. It first traces the factors that trigger the "learning to learn" effect of video game training, that is, the improvement of people's attention, perception, and cognitive ability. Then, the influencing mechanism and the evaluation method of the VDT workspace space light environment on the human rhythm system are discussed based on the basic theory of photobiological effect. In addition, the VDT display lighting light time pattern, photophysical properties, regulation, and protection mechanism on the human rhythm system are studied to demonstrate the VDT workspace light environment's special characteristics. Finally, combined with the progress of artificial lighting technology and the research results of health lighting, given the "learning to learn" effect of video game training, some thoughts on the design of the light environment of the workplace and future research directions are presented.

Systematic literature review and bibliometric analysis on virtual reality and education.

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching-learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called "disruptive process" came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching-learning processes.

Machine Learning to Predict Homolytic Dissociation Energies of C-H Bonds: Calibration of DFT-based Models with Experimental Data.

Random Forest (RF) QSPR models were developed with a data set of homolytic bond dissociation energies (BDE) previously calculated by B3LYP/6-311++G(d,p)//DFTB for 2263 sp3C-H covalent bonds. The best set of attributes consisted in 114 descriptors of the carbon atom (counts of atom types in 5 spheres around the kernel atom and ring descriptors). The optimized model predicted the DFT-calculated BDE of an independent test set of 224 bonds with MAE=2.86 kcal/mol. A new data set of 409 bonds from the iBonD database (http://ibond.nankai.edu.cn) was predicted by the RF with a modest MAE (5.36 kcal/mol) but a relatively high R2 (0.75) against experimental energies. A prediction scheme was explored that corrects the RF prediction with the average deviation observed for the k nearest neighbours (KNN) in an additional memory of experimental data. The corrected predictions achieved MAE=2.22 kcal/mol for an independent test set of 145 bonds and the corresponding experimental bond energies.

Many Roads Lead to Rome: Differential Learning Processes for the Same Perceptual Improvement.

Repeatedly exercising a perceptual ability usually leads to improvement, yet it is unclear whether the mechanisms supporting the same perceptual learning could be flexibly adjusted according to the training settings. Here, we trained adult observers in an orientation-discrimination task at either a single (focused) retinal location or multiple (distributed) retinal locations. We examined the observers' discriminability (N = 52) and bias (N = 20) in orientation perception at the trained and untrained locations. The focused and distributed training enhanced orientation discriminability by the same amount and induced a bias in perceived orientation at the trained locations. Nevertheless, the distributed training promoted location generalization of both practice effects, whereas the focused training resulted in specificity. The two training tactics also differed in long-term retention of the training effects. Our results suggest that, depending on the training settings of the same task, the same discrimination learning could differentially engage location-specific and location-invariant representations of the learned stimulus feature.

Q-learning model of insight problem solving and the effects of learning traits on creativity.

Despite the fact that insight is a crucial component of creative thought, the means by which it is cultivated remain unknown. The effects of learning traits on insight, specifically, has not been the subject of investigation in pertinent research. This study quantitatively examines the effects of individual differences in learning traits estimated using a Q-learning model within the reinforcement learning framework and evaluates their effects on insight problem solving in two tasks, the 8-coin and 9-dot problems, which fall under the umbrella term "spatial insight problems." Although the learning characteristics of the two problems were different, the results showed that there was a transfer of learning between them. In particular, performance on the insight tasks improved with increasing experience. Moreover, loss-taking, as opposed to loss aversion, had a significant effect on performance in both tasks, depending on the amount of experience one had. It is hypothesized that loss acceptance facilitates analogical transfer between the two tasks and improves performance. In addition, this is one of the few studies that attempted to analyze insight problems using a computational approach. This approach allows the identification of the underlying learning parameters for insight problem solving.

Influence of Support for Career Development Intelligence Building for College Graduates on their Job Performance: The Case of South Korea.

This study conducted to identify the influence of support for career development intelligence building for college graduates, who are early career employees, and to prove the mediating effect of learning transfer and self-esteem. An analysis was conducted using the Graduate Occupational Mobility Survey panel data from the Korea Employment Information Service. The data analysis was conducted using the SPSS21.0, AMOS22.0, and PROCESS macro programs. The findings are as follows. The influence of support for career development intelligence building on learning transfer is significantly positive, as is the influence of learning transfer on self-esteem. In addition, self-esteem had a significantly positive influence on job performance. However, the relationship between learning transfer and job performance was negative, and the relationship between support for career development intelligence building and self-esteem was insignificant. Lastly, the PROCESS macro analysis showed a mediating effect of learning transfer and self-esteem between support for career development intelligence building and job performance. Thus, it is suggested that support for career development intelligence building for early career employees should precede the development of specific programs to increase their self-esteem and enhance their job performance.

Psychometric Properties (Measurement Invariance and Latent Mean Difference across Gender) of the Learning Transfer Inventory System (LTIS) to Assess Thai Teachers' Learning Transfer of COVID-19 Prevention Guidance in the Classroom.

One of the most important ways to improve, update, and sustain teachers' skills in an institution is via training. Nonetheless, despite the resources invested in training, learners' mobilization of new learning after they return to work does not always reach expectations, in part because of a lack of learning transfer assessment tools. This study investigated the psychometric properties of the learning transfer inventory system (LTSI) in assessing the teachers' transfer of COVID-19 prevention measures in Thai public school institutions. Participants were a sample of 700 in-service teachers (females = 54.8%; mean age = 36 years, SD = 15.41) who completed training on health code guidance for COVID-19 prevention in school. Results following confirmatory factor analysis, a test of the measurement invariance and measurement of the latent mean difference across gender, of the instrument yielded support for the hypothesized 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found a significant latent mean difference between male and female teachers related to the constructs peer support, supervisor sanction, and training design. The LTSI appears to yield valid and reliable scores for measuring the learning transfer of Thai teachers following in-service training.

Transfer of post-trial feedback on impacts during drop landings in female athletes.

Increased vertical ground reaction force (vGRF) and dynamic knee valgus contribute to non-contact anterior cruciate ligament (ACL) injuries. We examined feedback's influence during landing and transfer to a game-specific drill, measured by deceleration. Thirty-one female athletes performed 30 drop landings with augmented feedback and dual-task conditions, with a game-specific drill before and after. Differences were shown across time (baseline, feedback, post-feedback) and between conditions (with or without dual-task) in peak vGRF and knee to ankle ratio (K:A ratio). K:A ratio is the ratio of the frontal plane distance between the knees relative to the frontal plane distance between the ankles. This measure serves as a surrogate for knee valgus where a ratio closer to 1 indicates less knee valgus. There were reductions in peak vGRF (p < 0.05) and improvements in K:A ratio (p < 0.05) across time, improvements in K:A ratio across time and by condition (p < 0.05), and reduction in deceleration during landing in a game-specific drill (p < 0.05). Feedback may improve landing mechanics and transfer to a game-specific drill that can influence ACL injury in sport.