Validation of the Chinese version of the Sense of Self (SOS) Scale

published_or_final_versionSpringer Open Choice, 28 May 201

Testing the factorial invariance of the English and Filipino versions of the Inventory of School Motivation With Bilingual Students in the Philippines

The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and sense-of-self dimensions. © 2012 SAGE Publications.link_to_subscribed_fulltex

Interprofessional team-based learning : a revealing process for cultivating professional identity among nursing students

201906 bcrcVersion of RecordPublishe

Interactional dynamics in interprofessional team-based learning: Effects of learning design and environments on teamwork

In Roundtable Session: Environmental Influences on Teaching and Learning in the ProfessionsPreparing health professionals from different disciplines and institutions to work collaboratively in managing complex health and social care problems is a challenge for undergraduate curriculum designers. The context of this study is an Inter-professional education (IPE) initiative in Hong Kong implemented in 2016-17 that uses team-based learning (TBL) to bring together teachers and students from twelve health and social care programmes across two universities (total n= 1060 students; 41 faculty members) in a challenging, novel learning environment. Each of the six instructional units (IUs) was designed around a clinical topic aimed at engaging students from complementary disciplines. Before the face-to-face part of a 3-4-hour IU, students were given pre-class materials to study (e.g. journal papers, book chapters, videos). On the day of the IU, all students (200 to 500, depending on the IU) gathered in a large hall, where they sat with their pre-assigned team-members to form inter-professional teams. All the student teams synchronously engaged in the team-based learning (TBL) process: individual readiness assurance test (iRAT); team readiness assurance test (tRAT); appeal; feedback; and application exercise (AE). Tasks were completed synchronously on a purpose-built online platform. Team discussions were facilitated by three to nine disciplinary experts in each IU. This study adopts interactional analysis to address the research question, how do newly formed inter-professional groups synchronously engage with both face-to face and online learning processes in a large-scale multi-group TBL environment? Data were collected under ethical clearance (Hong Kong West Institutional Review Board) and included overhead video recordings, synchronous online learning analytics, student peer evaluations. Following review of the overhead videos of all six IUs, the 4th IU on ‘Fractures’ (with 437 students and nine disciplinary experts) was selected for in-depth analysis for the observed richness of group interactions. Two groups were identified for contrastive analysis. Group A had seven students from five disciplines and Group B had six students from four disciplines. Interactional analysis of the overhead camera recordings examined group engagement with peers and their material environment (moveable chairs, mobile devices etc.) across the 3-hour time course. Analysis was anchored to significant transition points within the TBL process. At these points in time, graphic representations of the physical configurations and actions of participants, associated talk and timed synchronous online activity were drawn upon for interpretive analysis. Findings indicated how group engagement patterns were linked to the instructional design of both the overall 3-hour TBL session and the discrete tasks within the TBL process. In comparison with Group A, Group B online data indicated more evenly distributed peer evaluations, more time spent on individual tasks but less time on group tasks. In terms of face-to-face dynamics, interactionally, Group B was more cohesive in terms of group physical orientation. Peer evaluations combined with interactional analysis indicated how one student (nursing) in Group A adopted a defined leadership role. Overall, findings support the literature on the power of task and social processes in the developing cohesion of work groups with implications for future inter-professional collaboration in healthcare

Profile of mood states and quality of life of Chinese postmastectomy women in Hong Kong: Integrating variable- and person-centered approaches.

Understanding the mood state and its relationship with quality of life (QOL) of mastectomy recipients can serve as baseline within which a sound rehabilitation program can be developed. This study therefore was conducted to facilitate a better understanding of participants' postmastectomy mood states, identify their potential predictors, identify clusters of mood profiles, and clarify between-cluster differences in terms of QOL. Hong Kong mastectomy patients completed the Profile of Mood States and Ferrans and Powers Quality of Life Index. We extended the complementary strengths of the application of both variable- and person-centered approaches to clarify relationships and to identify profiles of mood states in relation to QOL in a sample of 200 women who had undergone a mastectomy in Hong Kong. Simultaneous regression identified age and educational attainment as predictors of mood states, and cluster analysis identified three distinct mood profiles that are able to explain differences in various measures of QOL after mastectomy. Implications for future research and practice are discussed