Graph Learning based Recommender Systems: A Review

Recent years have witnessed the fast development of the emerging topic of Graph Learning based Recommender Systems (GLRS). GLRS employ advanced graph learning approaches to model users' preferences and intentions as well as items' characteristics for recommendations. Differently from other RS approaches, including content-based filtering and collaborative filtering, GLRS are built on graphs where the important objects, e.g., users, items, and attributes, are either explicitly or implicitly connected. With the rapid development of graph learning techniques, exploring and exploiting homogeneous or heterogeneous relations in graphs are a promising direction for building more effective RS. In this paper, we provide a systematic review of GLRS, by discussing how they extract important knowledge from graph-based representations to improve the accuracy, reliability and explainability of the recommendations. First, we characterize and formalize GLRS, and then summarize and categorize the key challenges and main progress in this novel research area

Effects of a simulation-based workshop on nursing students' competence in arterial puncture

Objective: To evaluate whether a short simulation-based workshop in radial artery puncture would improve nursing students’ competence to a level in which they could practise the procedure on a live patient without compromising his safety. Methods: Quasi-experimental one-group pretest-posttest study with 111 third-year nursing students. A 1.5-hour simulation-based workshop was implemented. This included a video-lecture, live demonstrations, selfdirected simulated practice in dyads and individual intermittent feedback. Participants’ skills, knowledge and self-efficacy in arterial puncture were measured before and after attending the workshop. Results: After the intervention, a total of 61.1% of the participants showed the level of competence required to safely practice radial artery puncture on a live patient under supervision. Conclusion: Effective simulation-based training in arterial puncture for nursing students does not necessarily need to be resource-intensive. Well-planned, evidence-based training sessions using low-tech simulators could help educators to achieve good educational outcomes and promote patient safety

The evaluation of social phobia experiences and coping strategies in a group of university students [Bir grup üniversite ögrencisinde sosyal fobi yaşama durumlarinin ve başa çikma stratejilerinin degerlendirilmesi]

Objective: Social phobia (also known as social anxiety disorder) is a medical condition characterized by extreme and consistent fear of meeting new people or embarrassing oneself in social situations. The aim of the present study is to investigate the prevalence of social phobia in a group of university students and to evaluate their coping strategies. Methods: A total of 184 university students were included in this study. The Liebowitz Social Anxiety Scale and the Coping Strategy Indicator were administered to students and the findings were statistically compared. The percentage, mean, A NOVA, correlation have been used for the evaluation and analysis of the data. Results: 49.5% of the participants are composed of first grade students and 50.5% of those are composed of fourth grade students. It was found that, most of the students use problem solving methods and seeking of social support attempts to cope with anxiety. But they use avoidance coping strategy to cope with a social phobic situation. There was a significant correlation between social phobia and age group. Younger students scored higher points from Liebowitz Social Anxiety Scale. A significant correlation is found between socioeconomic status and social phobia. Conclusion: Coping strategy to deal with social phobia decrease serious and disabling effect of social phobia in youth. Consequently we think that education about coping strategy for anxiety could be beneficial

Epistemological beliefs and the Self-efficacy Scale in nursing students

PubMed ID: 24315533Background: Epistemological beliefs in their most general form define an individual's subjective beliefs about what knowledge is and how knowing and learning occur. Objectives: To investigate epistemological beliefs and the Self-efficacy Scale in nursing students. Design: Prospective survey study. Settings: University School of Nursing. Participants: Nursing students. Methods: Outcome parameters included Nurses' Descriptive Characteristics Data Form, Epistemological Beliefs Questionnaire and Self-efficacy Scale. Results: As for the subscales of epistemological beliefs, Effort Subscale was 38.89. ±. 11.62, Ability Subscale was 24.02. ±. 6.19 and Unchanging Truth Subscale was 30.65. ±. 5.74. Total score of the self-efficacy subscales was 74.39. ±. 13.59. It has been determined that the majority (60.8%) of nursing students have chosen the nursing profession willingly, 82.8% of them like the nursing profession and 59.8% of students have a good perception of their own academic achievements. Conclusions: Understanding student's epistemological beliefs, trying to improve them and creating suitable learning environments for the development of self-efficacy should be the aim of an education that values individual differences. © 2013 Elsevier Ltd

Studying the strategies of students' coping with the levels of self-efficacy-sufficiency [Ögrencilerin öz etkililik-yeterlilik düzeyleri ile başa çikma stratejilerinin incelenmesi]

Self-efficacy-sufficiency is one of the perceptional cognitive factors that are effective on individual's behavior. It expresses the individual's perception or judgment of ability doing an action successfully or controlling the events or individual's judgment of the capacity of succeeding a performance level. In this direction this study is a descriptive study which purposes to compare the students' coping with strategies and to determine the levels of self efficacy-sufficiency. Methods. The investigation is materialized in the dates of May 1st-31st 2005, with the participation of 112 students at Ege University the School of Atatürk Health Services Occupation. The Questionnaire form used in achieving data is occurred from 3 parts. In the first part, personal data form improved by investigators, in the second part, The Coping Strategy Indicator', in the third part, 'The self efficacy scale' is used. In the analyses of the data, percentage dispersions, variance, correlation analysis are used. Results: They are found that the students participated the investigation are at the age average of 21.55±3.2 75% of their economic level are medium, 44.9% of them are living in the native country, 84.6% of them are haven't ever been to a meeting about stress. Generally students take high point from the self efficacy subscales. There was a significant difference in coping strategies between females and males. There was a positive correlation between coping strategies point and take from self efficacy subscales point. Conclusion: Higher self-efficacy for managing problem is associated with the use of coping strategies related to better adjustment

Surgical patient education: Turkish nursing students experiences

PubMed ID: 16631282Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity. © 2006 Elsevier Ltd. All rights reserved