The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study.

BACKGROUND: In nursing education, knowledge and competence in conducting physical assessments are crucial. Therefore, physical assessment knowledge has become a fundamental and essential education program for nursing students. However, most of the current nursing courses are taught via a didactic teaching approach, making it difficult for students to think deeply about relevant issues due to the lack of interaction and context. This may, in turn, have an impact on learning effectiveness and clinical judgment. OBJECTIVE: A virtual patient (VP)-based social learning approach is proposed to enhance nursing students' performance and clinical judgment in education programs. DESIGN: A quasi-experiment method was adopted to evaluate the effectiveness of the proposed approach. PARTICIPANTS: A total of 40 senior nursing students participated in the study (VP-based social learning approach group = 20, control group = 20). METHODS: The study involved a pre- and post-test to examine students' learning achievements, self-efficacy, and communication skills. The experimental group adopted the VP-based learning approach, while the control group adopted the conventional didactic learning approach. ANCOVA was employed to compare the performances of the two groups. RESULTS: The experimental results indicate that using a VP for learning can enhance students' learning achievements, self-efficacy, and communication skills. In addition, based on the analysis of the results, students generally believed that learning with a VP makes learning more enjoyable. CONCLUSION: The VP-based social learning approach would be an effective strategy to train nursing students who have limited opportunities to experience real clinical situations, in particular during the COVID-19 pandemic.

Educators' implementation and use of social and emotional learning early in the COVID-19 pandemic.

The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning-an unprecedented disruption to academic, social, and emotional instruction. Social and emotional learning (SEL) skills play an important role in human development by supporting academic success and overall well-being, including skills for effectively coping with stressors such as those imposed by the COVID-19 pandemic. Building on previous work, we created the Crisis Response Educator SEL Survey (CRESS) to examine predictors of SEL implementation during the pandemic. Structural equation models (SEMs) were used to predict: (a) educators' reported challenges implementing SEL during distance learning; (b) educator SEL implementation with students and use of social and emotional (SE) strategies for themselves; and (c) educator self-judgment and emotional exhaustion. Predictors included school/district guidance to support SEL, school/district support of educator SE needs, and the priority on SEL for the school and the educator. Our sample consisted of 219 educators committed to SEL who reported on their experience with SEL during distance learning toward the end of the 2019-2020 school year. Findings suggest that school/district support of educator SE needs predicts lower levels of challenge implementing SEL during distance learning and lower levels of educator burnout and self-judgment, whereas greater school/district guidance to support SEL was associated with more SEL implementation with students and more educator use of SE strategies for themselves. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Social learning from media: The need for a culturally diachronic developmental psychology.

Since the proliferation of television sets into households began over half a century ago there has been widespread interest in the impact that viewing has on young children's development. Such interest has grown with the increasing availability of smart phones and tablets. In this review we examine the literature documenting human social learning and how this learning is impacted when the instructing agent appears on a screen instead of face-to-face. We then explore the shifting nature of screen-based media, with a focus on the increasingly socio-normative manner information is portrayed. We discuss how the changing nature of screen technology might be altering how children interpret what they see, and raise the possibility that this may render prevailing evidence as historical documentation, rather than setting out established developmental milestones that transcend the period in which they were documented. We contend that recognizing the significance of historically changing contexts in developmental psychology is timely when the COVID-19 climate is pushing data collection on-line for many labs, often using tasks that were developed primarily for face-to-face contexts.

Global digital social learning as a strategy to promote engagement in the era of COVID-19.

AIMS AND OBJECTIVES: To assess formative and summative milestones in a digital course and the reach to low- and middle-income countries of a Massive Open Online Course focussing on supporting nurses dealing with an emerging pandemic. BACKGROUND: The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has ravaged the globe and increased the need for timely and accurate information from reliable sources. Access to reliable and accurate information, as well as support, is important in achieving health systems strengthening. Using a Massive Open Online Course format, an educational resource aimed at large-scale interactive participation via the Internet, and participants were engaged in a course focussing on nursing in a time of crisis and involved using social learning principles. DESIGN: Observational descriptive study. METHOD: Routinely collected data were collated during the period of 18 May-18 July 2020 focused on both formative and summative milestones in the course. Data were separated and classified by income in accordance with the publicly accessible 2020 World Bank Open Dataset. RESULTS: During the 2-month period of observation (18 May-18 July 2020), 10,130 individuals from 156 countries enrolled in the course. More than 51% of participants were Active Learners. Thirty per cent completed over 90% of the course content by the end. There was widespread distribution of learners in low- and middle-income countries across Asia, Africa and Latin America. CONCLUSION: The COVID-19 pandemic has underscored the importance of reliable and valid information sources. The use of Massive Open Online Course format can facilitate dissemination. RELEVANCE TO CLINICAL PRACTICE: In the context of a dynamic global pandemic, leveraging digital resources to allow access to reliable information and resources is important. Incentivising participation through recognition of learning is important. Engaging in a social learning platform also has the power for reflection, promotion of resilience and capacity for health systems strengthening.

Probabilistic social learning improves the public's judgments of news veracity.

The digital spread of misinformation is one of the leading threats to democracy, public health, and the global economy. Popular strategies for mitigating misinformation include crowdsourcing, machine learning, and media literacy programs that require social media users to classify news in binary terms as either true or false. However, research on peer influence suggests that framing decisions in binary terms can amplify judgment errors and limit social learning, whereas framing decisions in probabilistic terms can reliably improve judgments. In this preregistered experiment, we compare online peer networks that collaboratively evaluated the veracity of news by communicating either binary or probabilistic judgments. Exchanging probabilistic estimates of news veracity substantially improved individual and group judgments, with the effect of eliminating polarization in news evaluation. By contrast, exchanging binary classifications reduced social learning and maintained polarization. The benefits of probabilistic social learning are robust to participants' education, gender, race, income, religion, and partisanship.

Global and local mobility as a barometer for COVID-19 dynamics.

The spreading of infectious diseases including COVID-19 depends on human interactions. In an environment where behavioral patterns and physical contacts are constantly evolving according to new governmental regulations, measuring these interactions is a major challenge. Mobility has emerged as an indicator for human activity and, implicitly, for human interactions. Here, we study the coupling between mobility and COVID-19 dynamics and show that variations in global air traffic and local driving mobility can be used to stratify different disease phases. For ten European countries, our study shows a maximal correlation between driving mobility and disease dynamics with a time lag of [Formula: see text] days. Our findings suggest that trends in local mobility allow us to forecast the outbreak dynamics of COVID-19 for a window of two weeks and adjust local control strategies in real time.

Lions Quest Skills for Adolescence implementation during COVID-19 challenges in Croatia.

Globally, the Coronavirus-2019 (COVID-19) pandemic situation has affected the education system, forcing students to start distance learning. Consequently, education of students reverted to online platforms or TV station broadcasts. Extracurricular programs have also experienced a setback given the natural prioritization of mandatory school subjects. Meanwhile, the United Nations Office on Drugs and Crime (UNODC) was implementing a teacher-led extracurricular activity for children of age 10-15 years to prevent substance use and other negative life and social consequences (Lions Quest Skills for Adolescence [LQSFA]). Due to the COVID-19 pandemic, LQSFA was difficult to sustain, partly as it was considered extracurricular and partly given its interactive requirement that was difficult to apply through distance learning. Nevertheless, schools' facilitators managed to adapt the program information sharing and communication strategies with the student groups and identified essential sessions allowing continuity of program implementation and utilization of critical program skills during COVID-19 pandemic. The practical implication of the facilitators' assessment of the relevance, value, motivation and feasibility of the implementation of the LQSFA program within the current COVID-19 circumstances calls for the eminent need for adaptation of its implementation modality to meet the current educational delivery circumstances. (PsycInfo Database Record (c) 2020 APA, all rights reserved).