目的:系统评价重症患者家属使用ICU日记的感受和看法。方法:计算机检索PubMed、CINAHL、Web of Science、中国知网、万方、维普网等中英文数据库,收集与重症患者家属对使用ICU日记感受相关的质性研究,检索时限为建库至2020年3月。两名...目的:系统评价重症患者家属使用ICU日记的感受和看法。方法:计算机检索PubMed、CINAHL、Web of Science、中国知网、万方、维普网等中英文数据库,收集与重症患者家属对使用ICU日记感受相关的质性研究,检索时限为建库至2020年3月。两名研究者采用Meta整合方法对研究结果进行提取、归纳、整合、诠释。结果:共纳入7项研究,提炼33个主要结果,归纳成6个新的类别,综合成3个整合结果,分别为搭建沟通桥梁、获得情感体验、体现人文关怀。结论:ICU日记的应用体现了“以患者-家庭为中心”的整体制护理理念,满足家属对信息和支持的需求,并展现了医护人员对患者及家属的人文关怀。展开更多
Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We ...Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We theorize that experiences of failure or overload can curtail trainees'available energy resources on subsequent training days,which,in turn,should affect trainees'learning efforts.Given instructors'central role in leadership courses,we hypothesize that supportive and humble instructor behaviors decrease experiences of failure and overload and,thus,increase self-regulated learning.Moreover,we argue that supportive instructor behavior may amplify the positive effects of high energy resources,while humble behavior may alleviate the negative impact of low resource levels.We tested preregistered hypotheses with 118 firefighters participating in two-week leadership courses at a German fire academy.The participants completed short web-based questionnaires before and after classes each day.Multilevel analyses confirmed that perceived daily supportive and humble instructor behavior predicted trainees'reports of daily self-regulated learning activity.Notably,this effect was independent from positive effects of trainees'reported energy resources in the morning.Supportive and humble behavior did not moderate the eff ect of energy resources.Our findings suggest that instructors play a crucial role in facilitating effective learning under challenging training conditions.Furthermore,we offer implications for leaders in fire services,who often conduct trainings with their subordinates.展开更多
Motivated by the continued growth of research on extensive reading and positive results from a variety of studies (e.g. Bell,2001; Nash &Yuan,1992; Nation, 1997), an investigation is conducted on the impact of ext...Motivated by the continued growth of research on extensive reading and positive results from a variety of studies (e.g. Bell,2001; Nash &Yuan,1992; Nation, 1997), an investigation is conducted on the impact of extensive reading on college students’ writing per-formance over a 20-week period. Data are collected from multiple sources, mainly including teacher and learners’ diaries, together with aninterview and writing tests. The results of the study show that extensive reading can enhance learners’ writing skills and promote a positiveattitude toward writing.展开更多
文摘目的:系统评价重症患者家属使用ICU日记的感受和看法。方法:计算机检索PubMed、CINAHL、Web of Science、中国知网、万方、维普网等中英文数据库,收集与重症患者家属对使用ICU日记感受相关的质性研究,检索时限为建库至2020年3月。两名研究者采用Meta整合方法对研究结果进行提取、归纳、整合、诠释。结果:共纳入7项研究,提炼33个主要结果,归纳成6个新的类别,综合成3个整合结果,分别为搭建沟通桥梁、获得情感体验、体现人文关怀。结论:ICU日记的应用体现了“以患者-家庭为中心”的整体制护理理念,满足家属对信息和支持的需求,并展现了医护人员对患者及家属的人文关怀。
文摘通过健康信息传播和教育说服公众形成健康行为意愿是一个现实课题。本文以精细加工可能性模型(elabo‐ration likelihood model,ELM)为理论基础,将说服路径分为中心路径和外围路径,同时引入短期的时间纵向数据追踪。本文实施了10天左右持续使用健康信息的日记报告实验,基于30名大学生提交的377条健康信息日记数据,建立个体层面与信息线索、时间层面的多层线性回归模型(hierarchical linear modeling,HLM),探究健康信息对个体健康行为意愿的说服机制。研究结果表明,健康行为意愿的说服过程主要是信息质量和来源可信度的混合式说服路径;在7天周期内,健康信息说服效果逐渐增强,其中信息质量的说服效果更为稳定,来源可信度的说服效果则随着时间推移逐渐被抵消;健康信息说服路径随个体特征和接触时机而变;健康意识调节来源可信度和信息热度对说服效果的影响,且具有时间效应;卷入度调节信息质量和来源可信度对信息说服效果的影响,但不存在时间效应。本文的研究结果有助于深入理解健康信息对健康行为意愿改变的说服机制,为建立“以人为本”的个性化健康信息传播和健康教育方案提供了参考。
基金part of the project“FIRE:Feedback Instruments for Rescue Force Education–Leadership and Teamwork in High Risk Environments,”supported with funds from the State of North Rhine-Westphalia,Germany。
文摘Leadership courses in the fire services are highly challenging,and they can seriously exhaust trainees and hamper their selfregulated learning efforts(for example,setting goals,focusing attention,seeking feedback).We theorize that experiences of failure or overload can curtail trainees'available energy resources on subsequent training days,which,in turn,should affect trainees'learning efforts.Given instructors'central role in leadership courses,we hypothesize that supportive and humble instructor behaviors decrease experiences of failure and overload and,thus,increase self-regulated learning.Moreover,we argue that supportive instructor behavior may amplify the positive effects of high energy resources,while humble behavior may alleviate the negative impact of low resource levels.We tested preregistered hypotheses with 118 firefighters participating in two-week leadership courses at a German fire academy.The participants completed short web-based questionnaires before and after classes each day.Multilevel analyses confirmed that perceived daily supportive and humble instructor behavior predicted trainees'reports of daily self-regulated learning activity.Notably,this effect was independent from positive effects of trainees'reported energy resources in the morning.Supportive and humble behavior did not moderate the eff ect of energy resources.Our findings suggest that instructors play a crucial role in facilitating effective learning under challenging training conditions.Furthermore,we offer implications for leaders in fire services,who often conduct trainings with their subordinates.
文摘Motivated by the continued growth of research on extensive reading and positive results from a variety of studies (e.g. Bell,2001; Nash &Yuan,1992; Nation, 1997), an investigation is conducted on the impact of extensive reading on college students’ writing per-formance over a 20-week period. Data are collected from multiple sources, mainly including teacher and learners’ diaries, together with aninterview and writing tests. The results of the study show that extensive reading can enhance learners’ writing skills and promote a positiveattitude toward writing.
