Using Wikipedia with associative networks for document classification

We demonstrate a new technique for building associative networks based on Wikipedia, comparing them to WordNet-based associative networks that we used previously, nding the Wikipedia-based networks to perform better at document classification. Additionally, we compare the performance of associative networks to various other text classification techniques using the Reuters-21578 dataset, establishing that associative networks can achieve comparable results

Understanding the interplay between teacher self-efficacy, teacher–student interactions, and students’ self-regulated learning skills at different levels of classroom ecology.

Introduction: Studies pinpoint the importance of exploring factors in theclassroom environment that might foster students’ SRL-skills in various domains.This study explored specific teacher and classroom factors, including self-efficacyfor SRL-skills (TSE) and teacher–student interactions in relation to students’ selfregulated learning skills in various domains (metacognitive, motivational, andbehavioral). Additionally, the moderating role of teacher–student interactions inthe relationship between TSE and SRL-skills was examined.Methods: Third-to sixth grade students (N  =  1,278, 46.9% boys) from 63classrooms of Dutch elementary schools completed reports about theirmetacognitive, motivational, and behavioral SRL-skills. Teachers reported ontheir TSE for eight randomly selected students from their classes. In addition,the Classroom Assessment Scoring System was used to observe the quality ofteacher–student interactions.Results: Multilevel analyses generally revealed that individual students reportedbetter metacognitive, motivational, and behavioral SRL-skills when their teachersfelt efficacious in teaching SRL-skills. However, none of the associations atthe class level were significant. Moreover, when high-quality teacher–studentinteractions were observed, students reported lower levels of metacognitive,motivational, and behavioral SRL-skills. No moderating effect of teacher–student interactions on the relation between TSE and SRL-skills was found.Discussion: These findings show that specific measures of TSE at the appropriatelevel of analysis may help to better explain variation in TSE and students’ SRL-skills

National disaster preparedness and emergency response of nurses in Germany: An exploratory qualitative study

Aim: This study aimed to explore the German nurses’ perceptions of their knowledge, roles and experience in the field of national preparedness and emergency response. Methods: An exploratory qualitative design was used with open-ended questions during semi-structured interviews with qualified nurses currently working in hospitals. The setting of the study consisted of wards of different hospitals in three northern federal states of Germany. The data analysis was done by summarizing analysis of the contents. From a convenient sample of n=31 hospitals, n=13 nurses were included in the study. Results: The median age of the participants was 45 years and 38% were female. Within the three professional socialization fields, knowledge, roles and experience, 17 themes were clustered. Conclusion: Within the themes of knowledge, role and experience in national disaster prepared-ness and emergency response, similarities and differences were explored in comparison to inter-national literature. Source of funding: This study did not receive any form of financial or other support. Acknowledgements: We would like to thank the nurses who participated in this study. We would also like to thank the nursing managers of the hospitals, the head of the departments and the head nurses for approaching their employees and colleagues. Conflict of interest: None declare

National disaster preparedness and emergency response of nurses in Germany: An exploratory qualitative study

Aim: This study aimed to explore the German nurses’ perceptions of their knowledge, roles and experience in the field of national preparedness and emergency response. Methods: An exploratory qualitative design was used with open-ended questions during semi-structured interviews with qualified nurses currently working in hospitals. The setting of the study consisted of wards of different hospitals in three northern federal states of Germany. The data analysis was done by summarizing analysis of the contents. From a convenient sample of n=31 hospitals, n=13 nurses were included in the study. Results: The median age of the participants was 45 years and 38% were female. Within the three professional socialization fields, knowledge, roles and experience, 17 themes were clustered. Conclusion: Within the themes of knowledge, role and experience in national disaster prepared-ness and emergency response, similarities and differences were explored in comparison to inter-national literature

Nurses’ roles, knowledge and experience in national disaster pre-paredness and emergency response: A literature review

Aim: Nurses play a central role in disaster preparedness and management, as well as in emergency response, in many countries over the world. Care in a disaster environment is different from day-to-day nursing care and nurses have special needs during a disaster. However, disaster nursing education is seldom provided and a lack of curricula exists in many countries around the world. The aim of this literature review is to provide an overview of nurses’ roles, knowledge and experience in national disaster preparedness and emergency response. Methods: An electronic search was conducted using multiple literature databases. All items were included, regardless of the publication year. All abstracts were screened for relevance and a synthesis of evidence of relevant articles was undertaken. Relevant information was extracted, summarized and categorized. Out of 432 reviewed references, information of 68 articles was included in this review. Results: The sub-themes of the first main theme (a) roles of nurses during emergency response include the expectations of the hospital and the public, general and special roles of nurses, assignments of medical tasks, special role during a pandemic influenza, role conflicts during a disaster, willingness to respond to a disaster. For (b) disaster preparedness knowledge of nurses, the corresponding sub-themes include the definition of a disaster, core competencies and curriculum, undergraduate nursing education and continuing education programs, disaster drills, training and exercises, preparedness. The sub-themes for the last theme (c) disaster experiences of nurses include the work environment, nursing care, feelings, stressors, willingness to respond as well as lessons learned and impacts. Conclusion: There is consensus in the literature that nurses are key players in emergency response. However, no clear mandate for nurses exists concerning their tasks during a disaster. For a nurse, to be able to respond to a disaster, personal and professional preparedness, in terms of education and training, are central. The Framework of Disaster Nursing Competencies of the WHO and ICN, broken down into national core competencies, will serve as a sufficient complement to the knowledge and skills of nurses already acquired through basic nursing curricula. During and after a disaster, attention should be applied to the work environment, feelings and stressors of nurses, not only to raise the willingness to respond to a disaster. Where non-existent, national directives and concepts for disaster nursing should be developed and nurses should be aware of their duties. Nursing educators should prepare nurses for disasters, by adjusting the curricula and by meeting the increased need for education and training in disaster nursing for all groups of nurses. The appropriateness of theoretical and practical preparation of disaster nursing competencies in undergraduate nursing courses and continuing education programmes should be evaluated