by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Two problems facing FIRST and other contemporary silicon compilers concern the design, verification and support of new functional elements (primitives), and the difficulty of maintaining this investment through changes in fabrication technology Techniques are required to enable compiler users to specify new functional elements to suit their application Provision of this functional flexibility should not re-impose the burden of complexity (lifted by the silicon compiler) on the user Software tools must manage the increased flexibility, leaving the user free to reap its benefits

The Second Generation

Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis.

\n Transdisciplinary research is an emerging new normal for many scientists in applied research fields, including One Health, planetary health, and sustainability. However, simply bringing highly skilled students (and faculty members) together to generate real-world solutions and policy recommendations for complex problems often fails to consistently create the desired results in transdisciplinary settings. Our research goal was to improve understanding and applications of transdisciplinary learning processes within a One Health graduate education program. This qualitative study analyzes 5 years of action research data, identifying four transdisciplinary leadership skills and four conditions required for consistent skill development. Combining Vygotsky's theory of proximal development with identified transdisciplinary skills, we explain why educational scaffolding is needed to enable more successful design and delivery of transdisciplinary learning, particularly in One Health educational programs.

Learning for Transdisciplinary Leadership: Why Skilled Scholars Coming Together Is Not Enough

Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. PBL method of teaching enhances the skill of Nursing students and there by improves delivery of patient care. It is a responsibility of Nurse Educators to prepare the Nursing students to face the world of reality. The study, aimed to develop and train the post graduate Nursing faculty on PBL method of teaching. Methods: In Phase I Training module in Problem Based Learning was developed through extensive review of literature, experts’ guidance and from the clinical records. In Phase II using pre-experimental one group pretest posttest design two days training on PBL was implemented. Results: PBL training module was developed and validated in the phase I of the study. Content validity index (CVI) was found to be above 0.88 in all the aspects of the module. PBL workshop conducted was found to be effective in terms of improvement in the mean post-test knowledge score (13.33±1.69) compared to the mean pre-test knowledge score (9.33±4.10) though it was not statistically significant. All three-faculty had satisfactory mean score of above 3 in all the areas. Conclusions: Faculty expressed their satisfaction and gave positive feedback on the effectiveness of PBL module in terms of its content, course delivery and the practical session.

/pdf/development-of-problem-based-learning-training-module-in-25ier97vzu.pdf

Development of problem based learning training module in nursing education

Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. Problem based learning was developed in the 1960s by Harold Barrows at McMaster University Medical School in Canada. Since then, PBL had been im-plemented as a teaching method in other reputable education institutions internationally, includ-ing nursing education. Curriculum reform is proposed through PBL in conjunction with patient simulation in undergraduate nursing education. The first author, Tan Kan Ku, PhD Candidate, MHS (Transcultural Mental Health—by Research) worked as a Registered Nurse for more than two decades internationally in England, New Zealand, Saudi Arabia and Australia, where she worked as a Case Manager in Community Mental Health Rehabilitation Program. Since 2001, she focused on nurse education and research into the stigma of mental illness from a cross-cultural perspective. Currently, she teaches Mental Health, Cultural Diversity and Research in the Diploma of Nursing course at Victoria University in Melbourne, Australia, while completing her PhD thesis for examination at Charisma University. The second author, Dr. Michael Ha, FSA, MAAA, CFA, CPA (Australia) FRM, PRM, LLM, is the Founding Director of the MSc Financial Mathematics programme at Xian Jiaotong-Liverpool University. He was previously Vice President of Strategic Business In-itiatives Units at ING Life Insurance in its Taiwan operation. Ninety percent of his students are enrolled in the Financial Mathematics programme. They learn not only mathematics and statistics theories but also their applications in the Finance and Investment areas, especially Portfolio Con-struction and Financial Risk Management. Creating a real-world Finance work environment in university lecture-halls embracing theories and practice, Dr. Ha strongly believes the PBL method can be employed in the Financial Mathematics training agenda so students can be better-prepared for work. Students are no longer instructed-learners but active thinkers and problem-solvers. Conclusion: Educators in fields such as Medical, Nursing, Engineering, Financial Mathematics, Ac-counting, Computing, etc., need to be prepared to change their teaching philosophy from didactic to problem solving for PBL to be implemented. Constructive alignment is recommended for curri-culum reform.

/pdf/the-application-of-problem-based-learning-in-undergraduate-bb8d1ah7s2.pdf

The Application of Problem Based Learning in Undergraduate Nursing Education: A Strategy for Curriculum Reform

Background: Stigma of mental illness is often examined in social psychology and psychiatric rehabilitation using attitude studies. Participants of these studies are among health professionals and general public members. A common measure of stigma is using validated scale which measures the opinion on mental illness. Method: A cross-sectional survey was presented to 208 registered nurses. Principal component analyses (with oblique rotation) were used to identify underlying dimensionality in the correlations of items for social distancing. Subscale score variations were analysed across nurse type and ethnicity to examine the discriminant validity of the subscale. Results: Principal component analysis (PCA) revealed one dimension accounting for 43.5% of the variations within items for social distancing. Developed as scale, termed Stigma towards Psychiatric Patients (STPP), reliability analysis indicated high internal consistency with respective alpha coefficient of 0.8. Chinese general nurses scored highest on social distancing than the other three groups: Chinese psychiatric nurses, Anglo general and Anglo psychiatric nurses. Conclusion: Psychometric evaluation of the Stigma Scale (STPP) suggests it is a reliable instrument for measuring social distancing attitudes towards mental illness. The effect of ethnicity on stigmatising attitudes is not entirely accounted for by exposure to people with mental illness.

/pdf/stigma-of-mental-illness-social-distancing-attitudes-among-ephnnwcghl.pdf

Stigma of Mental Illness: Social Distancing Attitudes among Registered Nurses in Australia

Background: Professional attitudes towards mental illness may be related to contact level and ethnicity has not been thoroughly examined in health care practices although this has been stated to be the case. The literature indicated contact through a course of study or clinical placement usually improved attitudes of health workers towards mental illness. Purpose: The aim of this study was to develop a measure (labelled as Contact with Psychiatric Patient (CPP) Scale to compare attitudes towards mental illness between General and Psychiatric nurses of Anglo and Chinese Australian backgrounds. Methods: A cross-sectional survey was presented to 76 general and 132 psychiatric nurses. Twenty one questions of the nurse-patient contact level were asked. Principal component analyses (with oblique rotation) were used to identify underlying dimensionality in the correlations of items. Subscale score variations were analysed across nurse type and ethnicity to examine the discriminant validity of the subscales. Results: Principal component analysis revealed four dimensions accounting for 67.3 percent of the variation within items. Four “conceptual” factors were derived. These were labelled Contact-Through-Work Situation, Patient Helps Nurse, Relative to Mental Illness and External Socialisation with Patient. Developed as subscales, reliability analysis indicated moderate to high internal consistency with respective alpha coefficients of 0.94, 0.73, 0.55 and 0.81. There was significant variation in scale scores according to nurse type (psychiatric versus general) and ethnicity (Anglo versus Chinese). Psychiatric nurses endorsed a higher level of contact level than general nurses. Conclusion: Psychometric evaluation of the CPP suggests that it is a reliable instrument for measuring four key dimensions of the nurse-patient contact relationship and it enables the study of this relationship cross-culturally in large samples.

https://file.scirp.org/pdf/JSS_2015071613381492.pdf

Professional Attitudes towards Mental Illness: Testing the Contact Hypothesis among Nurses of Ethnic Anglo and Chinese Australian Backgrounds

Research into Chinese peopleâ€Ÿs attitudes towards mental illness is significant given the increasing cultural diversity of our population and the unfortunate but alarming increase in the prevalence of mental illness, particularly depression and schizophrenia which inevitably resulted in anxiety disorder. Research results show that Chinese people under-utilised mental health services in Australia when compared with their Western counterparts.

Development of the Attitudes towards Depression and Schizophrenia Scale (ADSS)

It had been documented in the literature that Chinese people endorsed more highly collectivist values when compared with their Western counterparts who endorsed more individualistic values (bi-cultural differences). The aim of the study was to examine if the same pattern existed among three groups of Chinese people (mono culture) in Australia, without comparing them with another ethnic group. A method using a 26-item survey labelled as Cultural Value Scale (CVS) was administered to 138 Chinese Australians. Principal component analyses (with varimax rotation) were used to identify underlying dimensionality in the correlations of items. Scales were constructed from the final solution and Cronbach’s alpha calculated. Subscale score variations were analysed to examine the discriminant validity of the subscales. Our results using Principal Component Analysis revealed four dimensions accounting for 47 percent of the variation within items. Four factors were derived. These were labelled Collectivist Family Conformity (CFC), Collectivist Family Interdependence (CFI), Individualist Self Assertion (ISA) and Individualist Self Opinion (ISO). Developed as subscales, reliability analysis indicated moderately high internal consistency with respective alpha coefficients of 0.77, 0.67, 0.54, and 0.61. We conclude that Chinese Australians endorsed more collectivist values than individualist values, correlated positively with the literature.

/pdf/individualistic-and-collectivistic-values-age-and-length-of-flxy8g46i5.pdf

Individualistic and Collectivistic Values, Age and Length of Residency Among Chinese Australian Immigrants

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