The Development and Psychometric Testing of an Instrument Measuring the Use of Intuition by Nursing Students

Measurement of intuition use among nursing students has not occurred because developed intuition measures have been designed specifically for experienced nurses. The purpose of this study was to develop and psychometrically evaluate an intuition instrument for nursing students. An intuition instrument can provide the means to (a) determine if students use intuition in care providing activities and (b) measure intuition use over time. Instrument development included (a) concept clarification, (b) item development, and (c) psychometric testing. Intuition was defined as a nonlinear process of knowing perceived through physical awareness, emotional awareness, and/or through physical or spiritual connections. Content experts established item content validity for the dimensions of emotional awareness, physical awareness, and making connections. The resulting 33-item instrument was pretested in a sample of senior nursing students. A random sample of 1,000 senior BSN and AD nursing students was selected from the National Student Nurse Association membership. Data coIIection through the mail resulted in 349 responses (35% response rate). Principal component analysis with orthogonal varimax rotation resulted in 7 factors accounting for 66.2% of the variance: Factor 1, physical sensations (26.6%); Factor 2, premonitions (9.2%); Factor 3, spiritual connections (6.5%); Factor 4, reading of cues (5%); Factor 5, sensing energy (4.6%); Factor 6, apprehension (3.6%); and Factor 7, reassuring feelings (3.4%). Eigenvalues ranged from 1.010 to 4.107 and factor loadings ranged from .53 to .85. Cronbach\u27s alpha for each factor ranged from .69 to .84 and was .89 for the revised 25-item instrument. The seven factors that emerged supported the concept definition of intuition and the use of intuition by students. Future research needs to focus on further development and psychometric testing of the revised instrument

Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three

Since the beginning of Design and Technology (D&T) in the English secondary school curriculum, the teaching of design has been identified as less effective than that of making. In 2004 as part of the National Strategies, the D&T framework was launched, aiming to support the teaching of design skills. This small-scale study begins to explore the experiences of pupils and teachers in four schools in the Northwest of England. The study uses a mixed methods approach, gathering quantitative and qualitative data in a questionnaire with a convenience sample of school pupils. Responses are analysed alongside qualitative interviews with D&T teachers from the schools. The findings indicate that many pupils had a clear understanding of the role and function of designing. However, some common assumptions of the nature of design activity centering on the act of sketching or drawing were evident. Whilst some progress has been made in the teaching of design, through the use of design activities introduced in the D&T Framework, the support experienced by teachers was limited and were not sustained beyond the initial training. There are implications for initial teacher educators in supporting beginning teachers and balancing the tensions trainees experience whilst on placements in school

Weld residual stresses near the bimetallic interface in clad RPV steel: A comparison between deep-hole drilling and neutron diffraction data

The inner surface of ferritic steel reactor pressure vessels (RPV) is clad with strip welded austenitic stainless steel primarily to increase the long-term corrosion resistance of the ferritic vessel. The strip welding process used in the cladding operation induces significant residual stresses in the clad layer and in the RPV steel substrate, arising both from the thermal cycle and from the very different thermal and mechanical properties of the austenitic clad layer and the ferritic RPV steel. This work measures residual stresses using the deep hole drilling (DHD) and neutron diffraction (ND) techniques and compares residual stress data obtained by the two methods in a stainless clad coupon of A533B Class 2 steel. The results give confidence that both techniques are capable of assessing the trends in residual stresses, and their magnitudes. Significant differences are that the ND data shows greater values of the tensile stress peaks (∼100 MPa) than the DHD data but has a higher systematic error associated with it. The stress peaks are sharper with the ND technique and also differ in spatial position by around 1 mm compared with the DHD technique. © 2014 Elsevier B.V

Determination of thermal conductivity of inhomogeneous orthotropic materials from temperature measurements

We consider the two-dimensional inverse determination of the thermal conductivity of inhomogeneous orthotropic materials from internal temperature measurements. The inverse problem is general and is classified as a function estimation since no prior information about the functional form of the thermal conductivity is assumed in the inverse calculation. The least-squares functional minimizing naturally the gap between the measured and computed temperature leads to a set of direct, sensitivity and adjoint problems, which have forms of direct well-posed initial boundary value problems for the heat equation, and new formulas for its gradients are derived. The conjugate gradient method employs recursively the solution of these problems at each iteration. Stopping the iterations according to the discrepancy principle criterion yields a stable solution. The employment of the Sobolev -gradient is shown to result in much more robust and accurate numerical reconstructions than when the standard -gradient is used

Link Mining for Kernel-based Compound-Protein Interaction Predictions Using a Chemogenomics Approach

Virtual screening (VS) is widely used during computational drug discovery to reduce costs. Chemogenomics-based virtual screening (CGBVS) can be used to predict new compound-protein interactions (CPIs) from known CPI network data using several methods, including machine learning and data mining. Although CGBVS facilitates highly efficient and accurate CPI prediction, it has poor performance for prediction of new compounds for which CPIs are unknown. The pairwise kernel method (PKM) is a state-of-the-art CGBVS method and shows high accuracy for prediction of new compounds. In this study, on the basis of link mining, we improved the PKM by combining link indicator kernel (LIK) and chemical similarity and evaluated the accuracy of these methods. The proposed method obtained an average area under the precision-recall curve (AUPR) value of 0.562, which was higher than that achieved by the conventional Gaussian interaction profile (GIP) method (0.425), and the calculation time was only increased by a few percent

Association Between Genetic Variants on Chromosome 15q25 Locus and Objective Measures of Tobacco Exposure

Background: Two single-nucleotide polymorphisms, rs1051730 and rs16969968, located within the nicotinic acetylcholine receptor gene cluster on chromosome 15q25 locus, are associated with heaviness of smoking, risk for lung cancer, and other smoking-related health outcomes. Previous studies have typically relied on self-reported smoking behavior, which may not fully capture interindividual variation in tobacco exposure. / Methods: We investigated the association of rs1051730 and rs16969968 genotype (referred to as rs1051730–rs16969968, because these are in perfect linkage disequilibrium and interchangeable) with both self-reported daily cigarette consumption and biochemically measured plasma or serum cotinine levels among cigarette smokers. Summary estimates and descriptive statistical data for 12 364 subjects were obtained from six independent studies, and 2932 smokers were included in the analyses. Linear regression was used to calculate the per-allele association of rs1051730–rs16969968 genotype with cigarette consumption and cotinine levels in current smokers for each study. Meta-analysis of per-allele associations was conducted using a random effects method. The likely resulting association between genotype and lung cancer risk was assessed using published data on the association between cotinine levels and lung cancer risk. All statistical tests were two-sided. / Results: Pooled per-allele associations showed that current smokers with one or two copies of the rs1051730–rs16969968 risk allele had increased self-reported cigarette consumption (mean increase in unadjusted number of cigarettes per day per allele = 1.0 cigarette, 95% confidence interval [CI] = 0.57 to 1.43 cigarettes, P = 5.22 × 10−6) and cotinine levels (mean increase in unadjusted cotinine levels per allele = 138.72 nmol/L, 95% CI = 97.91 to 179.53 nmol/L, P = 2.71 × 10−11). The increase in cotinine levels indicated an increased risk of lung cancer with each additional copy of the rs1051730–rs16969968 risk allele (per-allele odds ratio = 1.31, 95% CI = 1.21 to 1.42). / Conclusions: Our data show a stronger association of rs1051730–rs16969968 genotype with objective measures of tobacco exposure compared with self-reported cigarette consumption. The association of these variants with lung cancer risk is likely to be mediated largely, if not wholly, via tobacco exposure

Reinstated episodic context guides sampling-based decisions for reward.

How does experience inform decisions? In episodic sampling, decisions are guided by a few episodic memories of past choices. This process can yield choice patterns similar to model-free reinforcement learning; however, samples can vary from trial to trial, causing decisions to vary. Here we show that context retrieved during episodic sampling can cause choice behavior to deviate sharply from the predictions of reinforcement learning. Specifically, we show that, when a given memory is sampled, choices (in the present) are influenced by the properties of other decisions made in the same context as the sampled event. This effect is mediated by fMRI measures of context retrieval on each trial, suggesting a mechanism whereby cues trigger retrieval of context, which then triggers retrieval of other decisions from that context. This result establishes a new avenue by which experience can guide choice and, as such, has broad implications for the study of decisions

Increasing the satisfaction of general practitioners with continuing medical education programs: A method for quality improvement through increasing teacher-learner interaction

BACKGROUND: Continuing medical education (CME) for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and may cause dissatisfaction with traditional CME. Increasing learner involvement in teaching programs may improve learner satisfaction. METHODS: A quality improvement program for CME for 18 general practitioners in the Tel Aviv region was designed as a result of dissatisfaction with traditional CME activities. A two-step strategy for change was developed. The CME participants first selected the study topics relevant to them from a needs assessment and prepared background material on the topics. In the second step, specialist teachers were invited to answer questions arising from the preparation of selected topics. Satisfaction with the traditional lecture program and the new participatory program were assessed by a questionnaire. The quality criteria included the relevance, importance and applicability of the CME topic chosen to the participant's practice, the clarity of the presentation and the effective use of teaching aids by the lecturer and the potential of the lecturer to serve as a consultant to the participant. RESULTS: The participatory model of CME significantly increased satisfaction with relevance, applicability and interest in CME topics compared to the traditional lecture format. CONCLUSIONS: Increased learner participation in the selection and preparation of CME topics, and increased interaction between CME teachers and learners results in increased satisfaction with teaching programs. Future study of the effect of this model on physician performance is required