Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
99,269
result(s) for
"EFFICACY"
Sort by:
EFFECTS OF NURSING PROJECT ACTIONS UNDER THE GUIDANCE OF SPECIALIZED NURSES ON POSTOPERATIVE RECOVERY OF MOTOR FUNCTION AND SELF-EFFICACY IN PATIENTS WITH LOWER EXTREMITY ARTERIAL STENOSIS
Abstract
Objectives
To explore the effects of nursing project actions under the guidance of specialized nurses on postoperative recovery of motor function and self-efficacy in patients with lower extremity arterial stenosis.
Methods
A total of 94 patients with lower extremity arterial stenosis admitted to the hospital were enrolled between December 2022 and December 2024. The patients were divided into the project action group and the routine group using the random number table method, with 47 cases in each group. The routine group received routine basic nursing intervention, while the project action group received intervention through a specialized nurse-led nursing project. Both groups received the intervention for a duration of 3 months. The ankle-brachial index (ABI), Fugl-Meyer Assessment (FMA), Barthel index (BI), general self-efficacy scale (GSES), and exercise of self-care agency scale (ESCA) were compared between the two groups. After intervention, the nursing satisfaction was compared between the two groups.
Results
After 3 months of intervention, ABI values of posterior tibial artery and dorsal foot artery in project action group were higher than in routine group. FMA and BI were in project action group higher than in routine group. GSES and ESCA scores in project action group were higher than in routine group. The nursing satisfaction in project action group was higher than that in routine group.
Conclusions
The nursing project actions under the guidance of specialized nurses can improve the patients’ motor function and daily living ability, enhance their self-efficacy and self-care ability, and increase the nursing satisfaction.
Journal Article
Factors Influencing STEM Career Aspirations of Underrepresented High School Students
A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th‐grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non‐STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, ), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self‐efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.
Journal Article
Comparative Effectiveness of BNT162b2 and mRNA-1273 Vaccines in U.S. Veterans
In an observational study involving nearly 440,000 veterans, both the BNT162b2 vaccine and the mRNA-1273 vaccine were highly effective at preventing infection, hospitalization, and death from Covid-19. Infection risks were approximately 21% lower with mRNA-1273 than with BNT162b2. Follow-up included periods when either the alpha variant or the delta variant was dominant.
Journal Article
Final Analysis of Efficacy and Safety of Single-Dose Ad26.COV2.S
The randomized trial assessing the efficacy of a single injection of the Ad26.COV2.S showed 56.3% vaccine efficacy beginning 14 days after injection and 52.9% efficacy more than 28 days after injection against moderate to severe–critical Covid-19. Protection lasted at least 6 months without an added boost. Vaccination was associated with mild-to-moderate adverse effects.
Journal Article
Exploring students’ AI literacy and its effects on their AI output quality, self-efficacy, and academic performance
Artificial intelligence (AI) technologies are advancing swiftly, both in terms of quantity and quality. Students must possess a solid understanding, abilities, and skills to successfully employ them. Therefore, the purpose of this quantitative study is to examine students’ AI literacy, including AI technological understanding, its practical application, critical appraisal, and its effects on students’ AI output quality, self-efficacy, and academic performance. Moreover, this research examines the effects of students’ AI self-efficacy and output quality on their academic achievement. An online survey was used to gather responses from 286 Austrian university students. Structural equation modeling was performed to test the research model. The findings indicate that AI technical understanding and the practical application significantly and positively influenced AI self-efficacy, while AI practical application had a significant and positive influence on both, AI self-efficacy and AI output quality. AI critical appraisal significantly and negatively impacted AI self-efficacy and AI output quality, whereas AI technical understanding, critical appraisal, practical application, self-efficacy, and output quality had an insignificant effect on students’ academic performance. The findings of this study may deepen the understanding of students’ AI literacy, contribute to the literature in this relatively new academic field, and help clarify the contradictory findings on the effects of AI-powered technology use on students’ learning outcomes. This research can also help integrate AI-powered tools into education effectively and improve students’ AI literacy so they can use them ethically and effectively. The results may also help revise and create new AI policies, curricula, and educational initiatives.
Journal Article
Artificial intelligence self-efficacy: Scale development and validation
With the development of artificial intelligence (AI) applications, it has become critical for scholars, educators and practitioners to understand an individual’s perceived self-efficacy regarding the use of AI technologies/products. Understanding users’ subsequent behaviors toward the advancement of AI technology is also critical. Despite the growing focus on AI, a suitable scale for measuring AI self-efficacy (AISE) has yet to be developed. Current scales for measuring AISE (i.e., technology self-efficacy scales) are considered inapplicable because they neglect to evaluate perceptions of specific AI characteristics (e.g., AI-based configuration or anthropomorphic design). Given the limitations of existing self-evaluation and diagnostic instruments, the aim of this research is to investigate the construct of AISE, and develop and validate an AISE scale (AISES) for measuring an individual’s perceived self-efficacy in regard to the use of AI technologies/products, in accordance with established exploratory and confirmatory scale development procedures. Specifically, a literature review is employed to generate initial items. An exploratory factor analysis is then performed for item purification purposes. At this stage, potential elements of AISE are extracted. Subsequently, factor extraction and confirmatory factor analysis are used to verify the construct structure of AISE. An analysis of 314 responses indicates that the AISE construct contains four factors: assistance, anthropomorphic interaction, comfort with AI, and technological skills. The scale is comprised of 22 items, and is found to have good fit, reliability, convergent validity, discriminant validity, content validity, and criterion-related validity. Moreover, nomological validity is built by the positive correlation between the AISE construct and motivated learning behaviors. This paper is the pioneer in developing and validating a scale to measure AISE. The findings extend existing knowledge of AISE and can help scholars further develop AISE theories. Our findings will also help educators and practitioners assess individuals’ AISE and explore related behaviors.
Journal Article