Evaluating the online Resilience Skills Enhancement programme among undergraduate students: A double-blind parallel randomized controlled trial.

Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer-assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self-guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self-guided RISE programme. The within-group analyses indicated significant improvements in resilience scores for the BL (F = 37.74, p < 0.001) and self-guided groups (F = 10.16, p < 0.001) with moderate (d = 0.62, 95% CI: 0.25, 1.00) to large effect sizes (d = 1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F = 4.50, p < 0.05) and self-guided groups (F = 4.59, p < 0.05). Students in the BL group had considerable improvements in self-efficacy of learning and performance (F = 5.42, p < 0.01) and meta-cognitive self-regulation scores (F = 5.91, p < 0.01). In the between-group analyses, both BL and self-guided RISE were comparable for resilience, social support, and learning scores (p > 0.05). The study provided preliminary evidence that both modes, BL and self-guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students.

Resilience for Undergraduate Students: Development and Evaluation of a Theory-Driven, Evidence-Based and Learner Centered Digital Resilience Skills Enhancement (RISE) Program.

Protective factors that build students' resilience are known. A six-week digital resilience training program was developed on the basis of theory, evidence, and contextual information. The feasibility study sought to evaluate the acceptability, appropriateness, demand, implementation, and limited efficacy of a digital resilience skills enhancement program for undergraduate students. A single group, pre-test, post-test, concurrent mixed methods design among 10 undergraduate students was conducted in one university in Singapore. The content analysis concluded that students accepted and perceived the digital resilience skills enhancement program as appropriate. Students also proposed several improvements, such as the initiation of the program and revisions to the content. The Wilcoxon signed-rank test found significant improvements in resilience (p = 0.02) and meta-cognitive self-regulation (p = 0.01) scores with medium (d = 0.79, 95% CI: -0.15 to 1.74) and very large effect sizes (d = 1.31, 95% CI: 0.30-2.33), respectively. Students found the digital resilience program appropriate and were able to apply their newly acquired skills to promote their resilience and learning. Although, several improvements are proposed to enhance the rigor of the digital resilience program, the findings of this study suggests that digital resilience programs are important for students' well-being.

Key components and strategies utilized by nurses for de-escalation of aggression in psychiatric in-patients: a systematic review protocol.

REVIEW QUESTION/OBJECTIVE: This systematic review aims to identify the effective de-escalation strategies that nurses utilize to prevent aggressive behaviors.Specifically, this review has the following objectives.

Efficacy of the virtual reality-based stress management program on stress-related variables in people with mood disorders: the feasibility study.

This study aimed to investigate the effect of a VR-based stress management program on people with mood disorders. A quasi-experimental study was conducted in a tertiary hospital in Singapore, and a convenience sample of 22 was recruited. The program comprised three daily 1-hour sessions incorporating psychoeducation and VR-based relaxation practice. Participants who completed the program had significantly lowered subjective stress (t=6.91, p<0.001), depression (t=5.62, p<0.001), and anxiety (t=5.54, p<0.001); and increased skin temperature (F=17.71, p<0.001), perceived relaxation (F=26.20, p<0.001) and knowledge (F=13.77, p<0.001). Participants' feedback on the program was positive. Findings from this study contribute to improving clinical practice and serve as preliminary data to conduct more rigorous research in the future.

Efficacy of psychoeducation and relaxation interventions on stress-related variables in people with mental disorders: a literature review.

This paper aimed to critically review and summarize empirical evidence concerning the efficacy of psychoeducation or relaxation-based stress management interventions on stress-related variables in people with mental disorders. Electronic databases were used during the literature search. Thirteen articles that fulfilled the preset eligible criteria were included in the review. Findings indicated that psychoeducation and relaxation-based interventions mitigated stress and depression; and enhanced relaxation intensity and knowledge on stress management. However, mixed results were obtained on anxiety. In addition, interventions using virtual reality technology revealed positive effects on depression, relaxation intensity and anxiety. Limitations and recommendations for future research are discussed.

Detailed study on the role of oxygen vacancies in structural, magnetic and transport behavior of magnetic insulator: Co-CeO(2).

Room temperature ferromagnetism in polycrystalline Co(x)Ce(1-x)O(2-δ) (0.001≤x≤0.10) bulk samples has been investigated. Annealing in the forming gas transformed the as-prepared paramagnetic into a ferromagnetic insulating material with over two orders of magnitude enhancement (from 3.7 × 10(-2) to 1.24 µ(B)/Co) in the magnetization. Structural characterization of both the as-prepared and H(2)-treated samples showed a single phase material. The incorporation of Co with the formation of oxygen vacancies in the oxide lattice was revealed by x-ray photoelectron spectroscopy (XPS). The presence of oxygen vacancies is indicated by the existence of mixed valence states of cerium (Ce(4+) and Ce(3+)) in the high resolution XPS 3d spectrum. The role of the donor defects (oxygen vacancies) has been verified through the removal of oxygen vacancies. The ferromagnetic insulating ground state has been explained in terms of the interaction of the F(+) center and 3d magnetic cations. The connection between magnetic properties, electronic structure of the magnetic impurity and donor defect has been established. First principle calculations have been performed using the full potential linearized augmented plane wave method within the density functional theory (DFT) framework; these support our experimental findings. Both the experiment and calculations reinforced the crucial role of oxygen vacancies.

Interplay of dopant, defects and electronic structure in driving ferromagnetism in Co-doped oxides: TiO(2), CeO(2) and ZnO.

A comprehensive study of the defects and impurity (Co)-driven ferromagnetism is undertaken in the oxide semiconductors: TiO(2), ZnO and CeO(2). The effect of magnetic (Co(2+)) and non-magnetic (Cu(2+)) impurities in conjunction with defects, such as oxygen vacancies (V(o)), have been thoroughly investigated. Analyses of the x-ray diffraction (XRD) and x-ray photoelectron spectroscopy (XPS) data reveal the incorporation of cobalt in the lattice, with no signature of cobalt segregation. It is shown that oxygen vacancies are necessary for the ferromagnetic coupling in the Co-doped oxides mentioned above. The possible exchange mechanisms responsible for the ferromagnetism are discussed in light of the energy levels of dopants in the host oxides. In addition, Co and Cu co-doped TiO(2) samples are studied in order to understand the role of point defects in establishing room temperature ferromagnetism. The parameters calculated from the bound magnetic polaron (BMP) and Jorgensen's optical electronegativity models offer a satisfactory explanation of the defect-driven ferromagnetism in the doped/co-doped samples.