BACKGROUND: Continuing professional education (CPE) is important for maintaining the competencies of nurses. The evaluation of training needs is necessary for well-organized CPE programs.
OBJECTIVE: To obtain a deeper understanding of the past experiences and future expectations of CPE among nurses in Chinese military hospitals in order to provide empirical support for planning effective CPE programs.
METHODS: We implemented a two-phase procedure to investigate the experiences and expectations of CPE.
METHODS: Twenty one hospitals across China.
METHODS: 382 nurses in quantitative study, and 20 nurses in qualitative study.
METHODS: Self-designed questionnaire was used to quantitatively measure past experiences, willingness to participate, and future expectations of CPE via a cross-sectional study. Semi-structured interviews were carried out to explore the characteristics of CPE activities among military nurses.
RESULTS: A total of 293 (76.7 %) participants had experience with CPE in the past, and 362 (94.8 %) were willing to take CPE in the future. The top five training items they wanted to learn about in the future were combat casualty care, emergency and critical care, military skills, trauma care in an austere environment, and specialist nursing. We identified the following 5 themes in the qualitative data: military missions, military training content, military medicine training content, training methods, and professional development paths.
CONCLUSIONS: Nursing administrators and educators should consider designing hierarchical, categorized CPE programs to meet the needs of self-development and professional growth among nurses.

As a treasure among Chinese national musical instruments, guzheng is an important part of traditional Chinese music. As the art of national music goes to the world, the art of guzheng has been widely promoted. As the best form to carry forward the art of guzheng, the teaching of guzheng majors in colleges is significant in teaching and continuously improves guzheng art accomplishment. Oral teaching and step-by-step music theory and technique teaching are typical ways of teaching musical instrument performance in colleges. However, under big data, Chinese education is undergoing a profound change, and the combination of big data and education has become a new contemporary education method. This work studies the guzheng professional education in colleges under big data. First, this work aims at the existing outstanding issues of guzheng teaching in colleges and studies the challenges and optimization paths of guzheng professional education in colleges under big data. Second, this work proposes a multiscale residual attention fusion network (MSRAFNET) to evaluate the teaching quality of guzheng majors in colleges in the era of big data. The feature extraction of the network model is mainly completed by the residual module, which is composed of several multiscale residual learning units. Adding an attention mechanism to the multiscale residual learning unit can enhance the feature extraction of key information by the network and reduce the interference of redundant information, which is more conducive to the learning of data features. It adopts the design of GAP and Dropout to reduce spatial parameters in network training, and the effect of antioverfitting is better. Third, this work systematically evaluates the optimization path of Guzheng education and MSRAFNET, and the systematic experiments verify the superiority of the designed method.

Background: The finance of health professional education (HPE) is of immense importance for effective and sustainable health systems, yet relevant empirical research was scarce due to the lack of financial data. The study aimed to bridge the gap by presenting the scenario of finance for health professional institutions (HPIs) of different tiers in China and exploring how the stratification of institutions affected their funding disparities. Methods: The study employed data collected from the Ministry of Education in China, and selected the HPIs mainly based on the World Directory of Medical Schools. The funding levels and disparities of China\'s HPIs during the period (1998-2017) were analyzed with descriptive statistics, and the indicators of funding per institution and funding per student were both considered. The average funding in HPIs was presented by tiers, and the Gini coefficient and Theil index were employed to describe the differences in financing among HPIs over the span. Results: The study found that the number of HPIs has kept growing over the past two decades, with both the funding per institution and the funding per student increasing steadily. Specifically, the average funding per institution of the three tiers increased by 31.5 times, 13.4 times, and 10.5 times separately, with the first-tier universities having an absolute advantage compared to lower tiers. As for the financing disparities among HPIs, the Gini coefficient of the funding per institution maintained to be over 0.5, with the third-tier institutions scoring the highest, while the Gini coefficient of the funding per student all ranged approximately from 0.2 to 0.3. Through the decomposition of the inequalities measured by the Theil index, the share of the between-tier difference in per-institution funding grew from 29.7 in 1998 to 77.9% in 2017. Conclusions: The funding disparities between tiers of HPIs in China gradually became more accentuated, with the top-tier institutions taking up the largest share. Although the stratified development in HPE has posed a challenge to the unified quality assurance of medical personnel training, it may also be regarded as an effective pathway for developing countries like China to achieve stable development in health professional education.

Following a brief overview of the historical development of undergraduate education of public health and preventive medicine in China\'s medical universities and colleges, this editorial points out existing issues and dominant challenges, and puts forward compelling demands for undergraduate education in preventive medicine, including in-depth integration with society and population, combined with practice, focusing on problem identificantion and problem solving based on population health, as well as developing undergraduate education programs, education syllabus and courses, construction of teaching materials and off-campus practice teaching bases.
在简要回顾中国医学院校公共卫生与预防医学专业本科教育发展历程的基础上，指出存在的主要问题，提出预防医学专业本科教育必须深入社会、人群，密切结合实际，着力围绕社会公众健康，发现问题、研究问题和解决问题，拟订教育计划、教学大纲、设置课程、编写教材、建设教学基地。.

The College Students\' Health Motivation Questionnaire (CSHM-Q) is used to measure motivation for a healthy lifestyle among emerging adults. This study sought to validate the CSHM-Q using the Rasch measurement model.
322 participants were recruited based on a convenience sampling method. The Rasch analysis was carried out using the RUMM2030 software.
Local item dependency was accommodated using the \'super item\' approach. Disordered thresholds were resolved by collapsing some response options. After modification, each component of the CSHM-Q showed acceptable overall fit, item and person fit, internal consistency, and targeting. Unidimensionality was supported at the subscale level. Items did not exhibit disordered threshold, local item dependency, or differential item functioning. Transforming tables were also created to help convert the raw score into an interval scale.
Results of the Rasch analysis supported the interval scale measurement properties of the CSHM-Q and offered health education researchers an instrument to measure emerging adults\' health motivation in the higher education context.

Massive Open Online Courses (MOOCs) are used to support professional learning at scale in many countries. The present study examined a MOOC named Flipped Classrooms that was specially designed for in-service teachers in China. This MOOC was offered for seven consecutive iterations across three years and allowed teachers to re-take this course in connection with their teaching practice. Overall, 16% of all 105,370 learners enrolled in at least two iterations of the MOOC. To understand their learning motivations, their learning engagement within the MOOC, and the connections they forged between the MOOC and their teaching, we conducted a mixed-methods study using multiple data sources including course registration records, course entry surveys, learning performance data, click logs, and semi-structured interviews. Results indicated that teacher-learners re-took the MOOC for various reasons such as refreshing domain understanding, improving grades, and addressing practical problems. Click log analysis found MOOC re-takers with different performance trajectories demonstrated distinct learning patterns across iterations. Qualitative analysis of the interview data revealed additional insights into learning within the MOOC and connections forged by the re-takers between the MOOC and their teaching practice. This study contributes fresh insights into the MOOC literature by investigating MOOC re-takers and sheds light on the promise of using MOOC to support networked professional learning. Implications for future MOOCs and teacher learning opportunities are discussed.

This paper constructs the 6E evaluation index system, a comprehensive index including the dimensions of economy, effectiveness, efficiency, equity, earnings and equality, to measure the sustainable higher education development of the 31 provincial regions of China by utilizing the information entropy weight-TOPSIS method. This paper then makes a spatial and temporal analysis of the coupling coordination relationship among the dimensions of sustainable higher education development by using the coupling coordination model. In addition, this paper proposes specific and applicable countermeasures for sustainable higher education development. The results show that the comprehensive degrees of sustainable higher education development in most regions are not high, and the coastal regions and the Central-south China regions have higher grades; in addition, for most regions, the coupling coordination degrees mainly remain stable, with mild growth in the respective classifications, and the gap between the west and other regions is declining. The improved method is applicable to measure the sustainable development of higher education and to propose detailed and appropriate suggestions for further development.

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Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals\' perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach\'s alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.

BACKGROUND: Considerable attention has been paid to the variables for creative abilities of teachers and the creative climate of the schools in which they teach, as well as the direct relationships between these variables. However, research on the indirect links between these variables concerning creativity in higher education has been limited. Researches on creative teaching behaviors among health care teachers are scant, particularly in Taiwan.
METHODS: This study used a cross-sectional descriptive design to investigate potential mediating and moderating effects of Taiwanese health care school teachers\' creative teaching self-efficacy and a school\'s creative climate, the relationship between these variables, and the relationship between creative teaching self-efficacy and creative teaching behaviors. Participants were purposively selected from five vocational and technical health care schools in Northern Taiwan representing the departments of nursing, gerontological care and management, and nutrition and health. Data were collected from five self-report questionnaires regarding teaching, the school environment, and creativity. Data were analyzed using Pearson\'s correlation coefficient and simple and hierarchical multiple regression models.
RESULTS: A total of 53 teachers completed the questionnaires. Pearson\'s correlation analysis showed the teamwork component of school creative climate was correlated with the creative teaching behavior of characteristics and motivations. The mediation model indicated creative teaching self-efficacy fully mediated the effect of teamwork on teachers\' characteristics and motivations. The moderation model indicated that teamwork negatively moderated the effect of teachers\' creative teaching abilities for characteristics and motivations on creative teaching behaviors (β = - 0.01, p < 0.001).
CONCLUSIONS: Our findings fill a gap in the literature regarding creative teaching behaviors and school climate in Taiwan. School teachers\' creative teaching self-efficacy and creative teaching abilities are crucial mediating and moderating variables on the relationship between school creative climate and creative teaching behaviors, respectively. The empirical data confirm the validity of our proposed mediation and moderation models of creative teaching behaviors. Therefore, our findings may be effective references for health care teachers regarding creative teaching. Improving creative teaching behaviors of teachers responsible for educating students in health care schools could be facilitated by enhancing teachers\' creative self-efficacy and creative abilities.