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ngobeng jaer

随着人类命运共同体的逐渐巩固，教育全球化已经成为国内外学术研究者的共识，学生的跨文化教育尤其是跨文化能力的培养愈发受到教育工作者的重视。Fred Dervin教授在多年耕耘的跨文化研究领域中，始终倡导跨学科、批判性、反思性的跨文化教育理念。文章以Fred Dervin提出的跨文化性概念为其思想发展的逻辑起点，一方面对当前学生的跨文化能力概念进行解构，对跨文化教育的实践准则及跨文化研究的未来发展进行了深入探讨；另一方面结合我国跨文化研究和跨文化教育的现状，提出了针对性的发展改进建议，对相关理论研究者和一线教师都有较大的启示意义。(With the gradual consolidation of the community with a shared future for mankind, the globalization of education has become the consensus of academic researchers at home and abroad. The intercultural education of students, especially the cultivation of their intercultural competence, is increasingly being valued by educators. Over the years, Fred Dervin has always been advocating interdisciplinary, critical, and reflective cross­-cultural education concepts in the field of cross-­cultural research. The article takes his cross-­cultural concept as the logical starting point for his thought development. On the one hand, it deconstructs the current concept of students’ cross­-cultural competence, and discusses in depth cross-­cultural education practice guidelines and cross-­cultural research. On the other hand, combined with the current situation of cross­-cultural research and cross­-cultural education in our country, he puts forward some suggestions for further development, which can enlighten researchers and practitioners.) Peer reviewed

A Chinese translation of the DOAJ Application form.

AIMS: To provide: (a) an overview of interventions aimed at improving mental health of student or novice nurses; and (b) an evaluation of their effectiveness on dropout-related outcomes. DESIGN: Systematic review. DATA SOURCES: Research papers published between January 1971-February 2019 were identified from the following databases: Embase, Medline, PsycInfo, CINAHL, ERIC, the Cochrane Library, Web of Science, and Google Scholar. REVIEW METHODS: We followed the procedures recommended by the Editorial Board of the Cochrane Collaboration Back Review Group. We included peer-reviewed articles with a quantitative research design, examining interventions aimed at improving mental health of student and novice nurses and their effect on dropout-related outcomes. The large variation in studies prohibited statistical pooling and a synthesis without meta-analysis of studies was performed. RESULTS: We identified 21 studies with three areas of focus: managing stress or stressors (N = 4); facilitating the transition to nursing practice (N = 14); and a combined approach (N = 3). Five studies showed a statistically significant effect on dropout-related outcomes. The overall risk of bias was high. CONCLUSION: A wide range of interventions are available, but the evidence for their effectiveness is limited. There is a need for high-quality studies in this field, preferably with a randomized controlled design.

Aims: To provide: (a) an overview of interventions aimed at improving mental health of student or novice nurses; and (b) an evaluation of their effectiveness on dropout-related outcomes. Design: Systematic review. Data sources: Research papers published between January 1971–February 2019 were identified from the following databases: Embase, Medline, PsycInfo, CINAHL, ERIC, the Cochrane Library, Web of Science, and Google Scholar. Review methods: We followed the procedures recommended by the Editorial Board of the Cochrane Collaboration Back Review Group. We included peer-reviewed articles with a quantitative research design, examining interventions aimed at improving mental health of student and novice nurses and their effect on dropout-related outcomes. The large variation in studies prohibited statistical pooling and a synthesis without meta-analysis of studies was performed. Results: We identified 21 studies with three areas of focus: managing stress or stressors (N = 4); facilitating the transition to nursing practice (N = 14); and a combined approach (N = 3). Five studies showed a statistically significant effect on dropout-related outcomes. The overall risk of bias was high. Conclusion: A wide range of interventions are available, but the evidence for their effectiveness is limited. There is a need for high-quality studies in this field, preferably with a randomized controlled design.

The Principles of Best Practice and Transparency, as written by COPE, DOAJ, OASPA and WAME, translated into Chinese. The original version, in English, can be found on the DOAJ website. 介绍 出版道德委员会(COPE)、DOAJ、开放获取学术出版商协会(OASPA)和世界医学编辑协会(WAME)收到越来越多的质量参差不齐的会员申请。这些机构共同合作,根据COPE、DOAJ、OASPA和WAME遴选会员的标准,提出了学术出版透明与最佳行为准则。各机构仍有评估申请的其他条件。所有机构均不共享未达到透明与最佳行为准则的出版商或期刊的信息。 本文发表于2018年1月,将来会持续更新;第一版由OASPA发表于2013年12月,第二版发表于2015年6月。我们希望该准则能被广泛采用,也欢迎您的意见和建议。文末是对准则发起机构的介绍。