Description:
This chapter discusses what it means to be an awake student and how you can be an engaged student to take the maximum advantage of the learning environment. It will explore the interrelationship of being an awake student and an awake nurse. Nursing requires constantly observing the situation, being aware of the context of practice, the situation or event in which you are taking part, and the patient in your care in order to make professional nursing decisions. To be successful in learning and practice, you will need to develop the graduate attributes of a nurse. These including being a professional and ethical decision-maker, politically astute situational leader and citizen, socially and culturally aware agent of change, critically reflective thinker adept in clinical reasoning, creative problem-solver, skilled therapeutic communicator, capable interdisciplinary healthcare team member and competent, caring, safe and professional nurse (Federation University Australia 2015). This chapter also provides ideas for how to overcome difficulties and engage in your learning together with ways that will help you to spend effective time in your learning endearvour. It discusses how you can transition to university learning in a way that makes you an equal partner in the learning process towards becoming an independent learner.
Description:
In this chapter, you will learn how to plan your study around your existing commitments. You will be encouraged to build on your stengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage. Critical reflection in self-directed learning will assist you to develop strategies for lifelong learning. Learning in the university context is self-directed, and the skills developed and employed in your nursing education will ensure you have mastered the graduate attributes needed to continue learning while you practise a s a nurse. Self-directed learning means being active and constructive in your learning process. This entails being clear on what your learning goals are and making a choice about how you will achieve your learning goals. It also involves deciding what strategies you will adopt in your own learning, together with what the teachers require you to do for successful completion of your courses. The section on relection and self-directed learning provides you with strategies for deep learning, which is learning for understanding as opposed to surface learning like cramming to pass tests. If you employ deep learning strategies, this learning will form the basis of your knowledge and skills, and you will be able to build on and apply it in new contexts. You are a partner in the learning endeavours. You will discover that you learn not only from your lecturers, but also from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simmultaneously avoiding common pitfalls in your journey to become the best nurse you can.
Description:
Genes associated with educational attainment may be related to or interact with adolescent alcohol, tobacco and cannabis use. Potential gene-environment interplay between educational attainment polygenic scores (EA-PGS) and adolescent alcohol, tobacco, and cannabis use was evaluated with a series of regression models fitted to data from a sample of 1871 adult Australian twins. All models controlled for age, age2, cohort, sex and genetic ancestry as fixed effects, and a genetic relatedness matrix was included as a random effect. Although there was no evidence that adolescent alcohol, tobacco or cannabis use interacted with EA-PGS to influence educational attainment, there was a significant, positive gene-environment correlation with adolescent alcohol use at all PGS thresholds (ps <.02). Higher EA-PGS were associated with an increased likelihood of using alcohol as an adolescent (
Description:
Studies into the mechanisms underlying the active emmetropization process by which neonatal refractive errors are corrected, have described rapid, compensatory changes in the thickness of the choroidal layer in response to imposed optical defocus. While high frequency A-scan ultrasonography, as traditionally used to characterize such changes, offers good resolution of central (on-axis) changes, evidence of local retinal control mechanisms make it imperative that more peripheral, off-axis changes also be tracked. In this study, we used in vivo high resolution spectral domain-optical coherence tomography (SD-OCT) imaging in combination with the Iowa Reference Algorithms for 3-dimensional segmentation, to more fully characterize these changes, both spatially and temporally, in young, 7-day old chicks (n = 15), which were fitted with monocular +15 D defocusing lenses to induce choroidal thickening. With these tools, we were also able to localize the retinal area centralis, which was used as a landmark along with the ocular pectin in standardizing the location of scans and aligning them for subsequent analyses of choroidal thickness (CT) changes across time and between eyes. Values were derived for each of four quadrants, centered on the area centralis, and global CT values were also derived for all eyes. Data were compared with on-axis changes measured using ultrasonography. There were significant on-axis choroidal thickening that was detected after just one day of lens wear (
Description:
Conservation of resources theory is employed to examine the effect of workplace support on thriving at work and the mediation of thriving at work on the workplace support and life satisfaction relationship using data on white-collar workers in China. We find that workplace support is positively related to thriving at work and thriving at work is positively related to life satisfaction. We also find that thriving at work fully mediates the relationship between life satisfaction and supervisor support, while the relationship between life satisfaction and coworker support is partially mediated by thriving at work. Consistent with the COR caravan and spillover hypothesis, we conclude that thriving at work is a mechanism that transmits the positive effects of workplace support on life satisfaction. The research findings suggest that an increase in workplace support can benefit both individuals and organizations by improving individuals' thriving at work and life satisfaction.