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臺灣地區原住民比率最高、社經背景最低落，且基測成績最差的臺東縣，原漢族群與家庭背景對高中職入學考試基測成績，以及是否升學與所升上的教育分流有何影響？非常值得探討，然而，研究者未見國內有關這方面的研究。本研究根據「臺東縣教育長期資料庫」所蒐集的2006 年高中職入學考試基測成績與升學結果資料做分析。研究結果顯示：雖然整體升學率已接近100%，不同出身背景者幾乎都能升學而没多大不同，可是漢人升上出路最佳的公立高中比率仍比原住民高出許多，原住民學生升上出路最差的私立高職比率仍較漢人高出許多。原住民在入學考試雖享有加分三分之一的優待，不過由於原始成績低於漢人許多，加分後的成績與所升上教育分流的出路仍比漢人差了不少；而原住民成績比漢人低許多，重要原因是家庭背景較差。 Taitung, a county known for having the highest percentage of Aboriginal population and lowest SES (Socioeconomic status) of residents in Taiwan, is ranked the lowest in the Basic Competence Test. What effects do Aboriginal and Han ethnic groups and their respective family backgrounds have on their Basic Competence Test scores, their enrollment to upper secondary education, and educational tracking? According to our literature review, no study has yet addressed this question. The data of this study were obtained from the “Taitung Educational Panel Survey.” By compiling the Basic Competence Test scores and enrollment information collected in 2006, the above question was examined. The main findings are as follows. Although the overall student enrollment of upper secondary education was approximately 100 percent regardless of student background, the enrollment rate of Han students in public senior high schools (which has been deemed the optimal educational tracking measure for future socioeconomic status attainment) was far higher than that of Aboriginal students. The enrollment rate of Aboriginal students in private vocational schools (deemed the least optimal educational tracking measure for future status attainment) was far higher than that of Han students. Despite the fact that Aboriginal students were granted an additional one-third on their original scores on the Basic Competence Test, Aboriginal student scores were still much lower than Han students; and so was the future status attainment following their educational tracking. It was found that their disadvantageous family background is the main factor explaining their lower academic performance.

臺灣地區原住民比率最高、社經背景最低落，且基測成績最差的臺東縣，原漢族群與家庭背景對高中職入學考試基測成績，以及是否升學與所升上的教育分流有何影響？非常值得探討，然而，研究者未見國內有關這方面的研究。本研究根據「臺東縣教育長期資料庫」所蒐集的2006年高中職入學考試基測成績與升學結果資料做分析。研究結果顯示：雖然整體升學率已接近100%，不同出身背景者幾乎都能升學而没多大不同，可是漢人升上出路最佳的公立高中比率仍比原住民高出許多，原住民學生升上出路最差的私立高職比率仍較漢人高出許多。原住民在入學考試雖享有加分三分之一的優待，不過由於原始成績低於漢人許多，加分後的成績與所升上教育分流的出路仍比漢人差了不少；而原住民成績比漢人低許多，重要原因是家庭背景較差。

This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. The study was designed as a pre-test post-test randomized controlled experimental study. Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.

Background This study investigates OSCE performance among Chinese undergraduate medical students to identify differences and analyze the interconnections among OSCE modules. Employing network analysis, we map the relationships between modules to determine their predictive strength and centrality to overall clinical competence, offering a novel perspective on skill integration and curriculum design. Methods Analyzing data from 3,710 students across three medical specialities (clinical medicine, anesthesiology, medical imaging) from a leading medical institution in Guangzhou, China (Grade 2011–2016), and the independent samples t-tests, analysis of variance (ANOVA), Pearson’s correlation, and network analysis were employed to dissect performance trends, compare demographic group differences, and unearth the correlations among the examination modules. Results Significant differences were identified between genders, with female students consistently outperforming male students across modules and overall scores except for auxiliary examination analysis. Besides, specialities differed significantly in physical examination, basic operational skills, auxiliary examination analysis, and case analysis. Network analysis revealed that the nodes “Pediatric Skills” and “Nursing Skill” exhibit the strongest linkage, closely followed by “Cardiac Auscultation” and “Pulmonary Auscultation”. “General Physical Examination” is the most influential, with “Pediatric Skills” and “Gynecological Obstetrical Skills” also prominent. Conclusion From the perspective of medical education reform, reinforcing core skills like “General Physical Examination” and integrating modules to enhance skill synergy is pivotal. Implementing targeted educational interventions, including advanced training and clinical practice courses, will not only address performance disparities but also bolster students’ clinical acumen and communication skills, laying a robust foundation for superior patient care. The network analysis approach reveals how module performances interrelate, highlighting central modules whose improvement can boost related competencies. It complements traditional statistics, visualizing these relationships to inform OSCE reforms and enrich medical education.

This study aimed to evaluate the impact of escape room game design, an active teaching strategy, on nursing students’ knowledge of patient safety and team cooperation. Gamification-based escape rooms enhance knowledge and skill acquisition by fostering student motivation and promoting active learning. A randomized controlled experimental design with pre-post tests was employed. 60 students (experimental=30, control=30) from the Nursing Department of a university participated in the study. Conducted between December 15–26, 2023, data were collected using the Introductory Information Form, the Patient Safety Knowledge Test and the Cooperation Scale, and the Gamified Experience in Gamification. During the implementation phase, students completed the patient safety module in the Fundamentals of Nursing-I Course. The experimental group participated in three patient safety-themed escape rooms, each involving two games, while the control group continued with traditional education. One week after the intervention, post-test data were collected (two-week intervention period). The study results indicated no significant differences in descriptive characteristics between the experimental and control groups (p > 0.05). However, the post-test scores of the experimental group on the Patient Safety Knowledge Test, and the Cooperation Scale were significantly higher than their pre-test scores (p < 0.05). Additionally, the experimental group demonstrated a high mean score on the escape room gamification score. The patient safety escape room significantly enhanced nursing students’ knowledge levels and team cooperation. It is recommended to expand the use of escape room games in nursing education. NCT06608628

Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education. To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students. A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687). The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training. The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p < 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p < 0.001). SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations. •Small Group Teaching is effective in PI assessment knowledge and skill acquisition.•Self-Directed Learning via Smartphone Application is effective in PI assessment skill acquisition.•Learning with a smartphone application is instructive when learners' preferences are taken into consideration.

We investigated age-related decline in adult learning of Dutch as an additional language (Ln) in speaking, writing, listening, and reading proficiency test scores for 56,024 adult immigrants with 50 L1s who came to the Netherlands for study or work. Performance for all four language skills turned out to decline monotonically after an age of arrival of about 25 years, similar to developmental trajectories observed in earlier aging research on additional language learning and in aging research on cognitive abilities. Also, linguistic dissimilarity increased age-related decline across all four language skills, but speaking in particular. We measured linguistic dissimilarity between first languages (L1s = 50) and Dutch (Ln) for morphology, vocabulary, and phonology. Our conclusion is that the L1 language background influences the effects of age-related decline in adult language learning, and that the constraints involved reflect both biological (language learning ability) and experience-based (acquired L1 proficiency) cognitive resources.

Determining and evaluating the effect of team-based learning model on skills training in first-year nursing students. Team-Based Learning (TBL) is a teaching method where students actively participate in the teaching process, developing critical thinking, problem solving, effective teamwork and communication skills. However, there is a lack of use and evaluation of this method in nursing skills training. A randomized controlled study design. The study was conducted between October-November 2024 with students enrolled in the Fundamentals of Nursing course at a university in Turkey. A total of 126 nursing students were randomly assigned to the experimental group (n = 63) and the control group (n = 63). The research data were collected using the Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT) and Objective Structured Clinical Examination (OSCE) Skill checklists. iRAT was applied to the experimental students to answer individually. After iRAT, the students in the experimental group were divided into teams and worked together same skill. Then, tRAT was applied to answer with team decision. It was found that teamwork was effective in all units and statistically significant differences between students' iRAT and tRAT mean scores. It was observed that there was a statistically significant difference in OSCE academic score averages between the experimental and control groups and the experimental group students received higher scores (t = 4.765, p = 0.001). It was observed that the TBL method increased the academic success of students in nursing skills education within the scope of active and collaborative learning activities.

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

The aim of the study is to examine the effect of Cultural Marginality Theory-based Education on cross-cultural adaptability and psychological well-being of foreign nursing students. The Cultural Marginality Theory, which focuses on understanding the experiences of individuals caught between two cultures, is particularly relevant in nursing education and address the challenges faced by foreign nursing students. Randomized clinical trial with two arms was conducted with a pre-test and post-test. The study was completed by 66 foreign students who are enrolled in the 1st year of the nursing department of the two universities: experimental (n = 33) and control (n = 33). The Cultural Marginality Theory-based Education was presented to the experimental group. The data were collected with Personal Information Form, Cross-Cultural Adaptability Inventory and Psychological Well-Being Scale. Instruments were given to both groups before (pre-test) and after the experiment (post-test). The Chi-square test and Independent Sample t test was used for intra- and inter-group were used to analyze the data. At post-test, experimental group showed significant improvements in cultural adaptation, perceptual acuity and personal autonomy sub-dimensions of cultural adaptation (p < 0.05) compared with the control group. In addition, at post-test, experimental group showed significant improvements in psychological well-being scores (p < 0.05) compared with the control group. The Cultural Marginality Theory-based Education effectively increased the foreign nursing students’ cultural adaptation. Nurse educators could integrate this theory into their education programs to improve the cultural adaptation levels of foreign nursing students and increase their ability to provide culturally competent care. This study was presented as a poster presentation at the 4th International 5th National Public Health Nursing Congress (16-18 April 2025).