Activity

China’s rapid economic development since the late 1970s has resulted in a large-scale migrant population from rural to urban areas, with millions of Chinese children being left behind at home by their parents who migrated to city for work.

The primary objective of this study is to test the effects of family, school and background characteristics on left-behind children’s (LBC) and non-left-behind children’s (NLBC) physical health, school performance, and delinquent behavior.

A total of 765 LBC and 468 NLBC in elementary and middle schools participated in the study.

Survey data were collected from three middle schools and seven elementary schools in Wuhan, China.

The dependent variables included three measures of child development physical health, school performance and delinquent behavior. The independent and control variables were divided into four groups school and community attachment, parental attachment, parental and children commitment, and background characteristics. Mean comparisons and regression analyses were conducted to assess whether LBC and NLBC differ in their physical health, academic performance and delinquent behavior.

LBC’s physical health is significantly lower than that of NLBC. Being a LBC decreases the odds of being healthy by 51 percent. LBC and NLBC do not differ in their school performance and delinquent behavior.

Being left behind without proper parental care appears to be detrimental to child physical wellbeing. The damaging impact of left-behind is limited to physical health as LBC and NLBC reported similar levels of educational performance and delinquent acts.

Being left behind without proper parental care appears to be detrimental to child physical wellbeing. The damaging impact of left-behind is limited to physical health as LBC and NLBC reported similar levels of educational performance and delinquent acts.

Registered Nurses are recruited from clinical positions to work as clinical facilitators, supervising nursing students’ clinical learning. Few studies have reported on the capabilities of the group, nor offered clinical facilitators validated tools to support their professional development.

To test the validated Capabilities of Nurse Educator (CONE) questionnaire with expert clinical facilitators. To use the modified CONE to investigate the Australian clinical facilitator capability for the role.

Cross-sectional survey design.

A purposive sample of 235 Australian clinical facilitators.

Face validity testing was completed with five members of the target group. The modified CONE was emailed to the 235 Australian nurses with a link for the CONE to complete online. Appropriate statistical analysis was applied to the aggregate data.

All 93 items and six subscales remained in the modified CONE following minor rewording, of some items. Eight-one (n=81) participants responded. Clinical facilitators are committed to supporting students to learn, and to their own life-long learning, however the survey results identified gaps in leadership and research capabilities.

The modified CONE is suitable for use with clinical facilitators as both a self-assessment tool and for understanding group professional development needs. The results of this study will be beneficial in the design of future professional development for clinicians working with students in clinical settings.

The modified CONE is suitable for use with clinical facilitators as both a self-assessment tool and for understanding group professional development needs. The results of this study will be beneficial in the design of future professional development for clinicians working with students in clinical settings.

Care competency is a critical aspect required of nursing students who want to become nurses. Peer mentoring is a useful way to experience the natural care process.

This study aimed to explore from the caring perspective the experiences of nursing students who have participated in peer mentoring as mentors and mentees.

This was a qualitative study; individual interviews were conducted and content analysis was performed to explore and describe peer mentoring experiences.

This study was conducted in the department of nursing at a university in the Republic of Korea.

The participants were nine students in their second to fourth year who participated as mentors and mentees in the peer mentoring program organized by the department of nursing.

Data on participants’ experiences of mentoring were collected through individual interviews. The transcribed content was analyzed using content analysis, and the categorized content was reorganized through the framework of the theory of caring.

The results of the content analysis revealed five categories that formed a sequential process of caring, which became the cycle of another process of care.

This study’s findings regarding peer mentoring experiences of nursing college students indicate that the program can be effective in improving care competencies related to nursing. EPZ-6438 Histone Methyltransferase inhibitor Peer mentoring in nursing education could be a useful method to develop students’ professional competencies.

This study’s findings regarding peer mentoring experiences of nursing college students indicate that the program can be effective in improving care competencies related to nursing. Peer mentoring in nursing education could be a useful method to develop students’ professional competencies.

Nursing students who have achieved ego identity are able to develop their careers to become professional nurses. To care for patients in a clinical context, nursing students need to be psychologically and socially mature. Attainment of ego identity and maturity is a key developmental task during students’ time at university as they prepare to become professional nurses.

This study was conducted to examine changes of ego identity and psychosocial maturity in nursing students.

A longitudinal study design was employed between June 2016 and June 2019 at a university in a metropolis in South Korea.

The participants were 102 nursing students who responded to surveys on at least two occasions. Seventy-six nursing students completed questionnaires on four occasions (in 2016, 2017, 2018, and 2019).

Data were collected through self-report questionnaires composed of items assessing ego identity, psychosocial maturity, and demographic characteristics. Participants returned questionnaires every June from 2016 to 2019.