UNASSIGNED: Leadership is increasingly becoming a priority in the forms of higher education associated with the Fourth Industrial Revolution; however, few studies have examined it in the context of pharmacy education. This study investigated the levels of communication competence, critical thinking disposition, problem-solving ability, and leadership of pharmacy students, and identified factors related to leadership.
UNASSIGNED: This study was conducted using a nationwide cross-sectional online survey with a self-administered questionnaire. A total of 416 third-to-sixth-year pharmacy students from all 35 pharmacy schools in South Korea, completed the survey from September 1 to 15, 2019. Data were analyzed using descriptive statistics, t-tests, Pearson\'s correlations, and multiple regression analysis. We verified construct validity by performing an exploratory factor analysis.
UNASSIGNED: The pharmacy students revealed a moderate level of communication skills, critical thinking disposition, problem-solving ability, and leadership. Significant positive correlations were found among communication competence (r=0.724, p<0.001), critical thinking disposition (r=0.615, p<0.001), problem-solving ability (r=0.599, p<0.001), and leadership. After adjustment for control variables, communication competence (β=0.319, p<0.001) was found to be the most significant predictor of leadership (F=104.12, p<0.001, R2=0.756).
UNASSIGNED: This study showed that the students\' leadership was influenced by their competence in communicating effectively, thinking critically, and solving problems. Pharmacy educators should acknowledge and implement innovative curriculum and assessment approaches in preparing pharmacy students for their professional paths.

Research skills in nursing are crucial for guiding evidence-based practice and enhancing health care. However, undergraduate nursing students often encounter challenges in skill development because of curriculum constraints that prioritize clinical education. Bridging this skill gap is imperative for preparing students for evidence-based practice and nursing scholarship.
This study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education.
A mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis.
The study was conducted at a college of nursing in Seoul, South Korea.
A convenience sample of 19 fourth-year nursing students participated in the study.
Action learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals.
Participants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes.
This study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students\' research competency and support the need for continued development of such pedagogical approaches.

This systematic review and meta-analysis examined the impact of evidence-based practice (EBP) education programs on undergraduate nursing students, focusing on enhancing EBP competency, critical thinking, and problem-solving ability.
METHODS: The search, conducted through PubMed, Cochrane Library, EMBASE, CINAHL, and Web of Science up to December 2023, included studies published in English and Korean and adhered to PRISMA guidelines. Qualitative appraisal of the studies was conducted using the revised ROB II for randomized trials and the ROBINS-I for non-randomized trials. For the meta-analysis, the effect size of the intervention was calculated as a standardized mean difference.
RESULTS: In our study, 11 studies met our inclusion criteria, and 8 studies of those were included in the meta-analysis. The effect sizes for EBP competency, critical thinking, and problem-solving ability were 1.55, 1.29, and 0.65, respectively. The meta-regression analysis indicated that tailored education programs of 4-7 weeks and being in the 4th grade significantly enhanced EBP competency.
CONCLUSIONS: These findings support the development of a customizable and applied EBP education actively for students, preparing nursing students to effectively implement EBP in clinical settings after graduation. Despite the significant effect size of the outcome variables, the high heterogeneity suggests the need for further investigation to validate the EBP educational outcomes for nursing students.

Yumikawa D, Sato M, Kameda N. Development of an empowerment scale for inpatients in the Kaifukuki Rehabilitation Ward: validation of the validity and reliability of the scale and difference between the empowerment scale and the FIM. Jpn J Compr Rehabil Sci 2021; 12: 38-47.
UNASSIGNED: The Kaifukuki Rehabilitation Ward (KRW) provides patients with support for improving the ability to perform activities of daily living and acquiring autonomy. The ability to solve problems independently, defined as empowerment, is crucial for life after hospital discharge. The purpose of this study was to develop a new empowerment scale for KRWs and verify its validity and reliability.
UNASSIGNED: This new scale was created by selecting items suitable for KRWs from previous work on developing empowerment scales. The assessment of the validity and reliability of the scale and a comparison of this scale with the Functional Independence Measure (FIM) were performed based on 159 responses.
UNASSIGNED: Although three of the 18 items showed response biases, the factor structure of the scale showed moderate validity (RMSEA = 0.083, correlation coefficient between subscale and total score = 0.61 - 0.83). The concurrent validity and internal consistency were generally good, and the test-retest reliability of the total score was 0.93 in the intraclass correlation coefficients. There was no correlation between the FIM and the new scale.
UNASSIGNED: The developed empowerment scale has certain validity and reliability and may provide a different outcome than the FIM.

BACKGROUND: Problem-solving ability has been identified as a core competence that nursing students should develop, and it plays a vital role in career development. Therefore, it is necessary to investigate factors related to problem-solving ability and the path relationships among those factors in the context of nursing students.
OBJECTIVE: This study aims to identify the factors that affect problem-solving ability, and to investigate path relationships of self-directed learning ability, critical thinking ability, learning engagement, and problem-solving ability among nursing students.
METHODS: A cross-sectional study.
METHODS: The Department of Nursing at a university located in Shanghai, China.
METHODS: A total of 540 nursing students with a three-year education program were enrolled in the current study.
METHODS: Data were collected by using a structured questionnaire, including general information, learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability of nursing students. Pearson\'s correlations were used to explore the relationships between learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability. The path relationships were analyzed by constructing a structural equation model using AMOS software.
RESULTS: Our results showed that learning engagement, self-directed learning ability, and critical thinking ability were positively associated with problem-solving ability. Furthermore, learning engagement did not influence problem-solving ability directly, but it affected problem-solving ability indirectly via self-directed learning ability and critical thinking ability among nursing students. Additionally, the total effects of self-directed learning (0.442) and critical thinking ability (0.581) were more prominent than learning engagement (0.361) on problem-solving ability.
CONCLUSIONS: To improve the problem-solving ability of nursing students, nursing educators should develop targeted strategies to enhance learning engagement, self-directed learning ability, and critical thinking ability.

The phenomenon of the Industrial Revolution 4.0 currently emphasizes rapid technological advances. There is a need for innovation in technology development to package the current learning process more effectively, one of which is the development of learning media which is an important part of the learning process and is certainly directed at meaningful learning that encourages students to develop 21st Century skills as an urgency in the field of education. This study aims to 1) Develop interactive learning media with an articulate storyline based on a case method on cellular respiration material. 2) Look at students\' responses to the interactive learning media articulate storyline based on the case method on cellular respiration material in training students\' problem-solving skills. This research is a Research and Development (R & D). The development model in this study uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, this research was carried out until the Development stage. The instruments used in this study were an open questionnaire sheet, material aspect validation sheet, media aspect validation sheet and pedagogic aspect validation sheet. The analytical technique used is descriptive qualitative analysis technique and quantitative analysis by finding the average score obtained from the validator\'s assessment and looking at the criteria. The results of this study obtained a very valid interactive learning media with a score of 3.9 material expert validators in the very valid category, 3.69 media expert validators in the very valid category, pedagogical expert validators of 3.47 in the valid category. It can be concluded that the articulate storyline interactive learning media based on the case method developed can improve students\' problem-solving abilities.

A physiology laboratory course plays an important role in improving the scientific abilities of medical students. This study involved a teaching reform based on problem-based self-designed experiments in a physiology laboratory course. The study subjects were divided into two groups, i.e., students enrolled in 2019 were assigned to the traditional course control group (n = 146) and students enrolled in 2021 were assigned to the improved course test group (n = 128). Students in the test group were required to conduct self-designed experiments based on the questions for each experimental theme, in addition to completing the specified experimental items. At the end of the course, the differences in academic achievements between the two groups were compared. The results showed that compared to the control group, the students in the test group spent less time finishing the specified experimental items (P < 0.05). More students in the test group obtained good results in the operation assessment for the specified experiments (P < 0.05), and a significant increase in the number of winners in discipline-wise competitions, participants in scientific research projects, and academic publications was observed in the test group. Most of the students in the test group agreed that the self-designed experiment promoted their scientific thinking, helped them better understand theoretical knowledge, and improved their hands-on operation and team cooperation abilities. Our research showed that our teaching reform promoted students\' self-directed learning and problem-solving abilities, stimulated their enthusiasm for scientific research, and was conducive to the cultivation of innovative medical talents.NEW & NOTEWORTHY This study involved a teaching reform based on problem-based self-designed experiments in a physiology laboratory course. Students in the test group were required to conduct self-designed experiments based on questions for each experimental theme, in addition to completing the specified experimental items. The results showed that the teaching reform promoted the students\' self-directed learning and problem-solving ability, stimulated their enthusiasm for scientific research, and was conducive to cultivating innovative medical talents.

OBJECTIVE: This study aimed to explore differences between psychological resilience and problem-solving ability in grade one junior middle school adolescents with and without suicidal ideation, focusing on the relationship between these factors and suicidal ideation.
METHODS: Ninety-nine adolescents (aged 10 to 14) were divided into Suicidal Ideation (SI, n = 49) and Non-Suicidal Ideation (NSI, n = 50) grouped by the Self-rating Idea of Suicide Scale (SIOSS). The Psychological Resilience Scale (PRS) and Tower of Hanoi task (TOH) were applied to assess psychological resilience and problem-solving ability, respectively.
RESULTS: The SI group scored significantly lower than the NSI group on PRS (p < 0.001) and performed more poorly on TOH than the NSI group, with more mistakes in the number of errors index (p < 0.001) and requiring a longer time in the task completion time index (p < 0.05). Among all the participants in this study, a significant negative correlation was observed between PRS and SIOSS (r = - 0.413, p < 0.01). The sub-dimensions of PRS including emotional control, family support, and interpersonal assistance were significantly negatively correlated with the SIOSS total score (r = - 0.361, - 0.360, - 0.382; p < 0.01).
CONCLUSIONS: This study profiled the characteristics and differences in psychological resilience and problem-solving ability between adolescents with and without suicidal ideation. The data suggested adolescents with SI might have deficits in psychological resilience and problem-solving ability, which may serve as potential targets for suicide intervention.

BACKGROUND: The gaps between employers\' expectations, theory and practice are the most prominent and universal issues in nursing education. New graduate nurses seem to be academically equipped but cannot integrate their knowledge into practice as they enter the clinical settings. Employers expressed limited critical thinking skills are a common problem among new graduate nurses.
OBJECTIVE: To examine the efficacy of team-based learning (TBL) in developing problem-solving ability and critical thinking skills among nursing students and to identify the strategies used and obstacles to TBL in nursing education.
METHODS: Systematic review (SR) of experimental and quasi-experimental studies.
METHODS: A thorough database search was done on 19 April 2022 with four electronic databases: Academic Search Premier, CINAHL Complete, ERIC, Medline/PubMed. Eligible studies from the 1990s to 2022 were selected according to the inclusion and exclusion criteria of this SR.
METHODS: The PRISMA 2020 guideline was applied in this SR. The JBI Critical Appraisal Checklists were used to evaluate the quality of the selected studies. Four reviewers participated in the review process to ensure rigour and credibility of the study.
RESULTS: The six studies reviewed included one randomised control trial, one crossover study, and four quasi-experimental studies. Two studies assessed the effectiveness of TBL in developing critical thinking skills and had shown in favour of TBL with statistically significant differences. Five studies evaluated the effectiveness of TBL in enhancing problem-solving ability. Three of five studies showed favour in TBL groups. The teaching strategies and obstacles in TBL use in nursing education were identified.
CONCLUSIONS: TBL may be considered a potential active-learner-centred approach to develop critical and problem-solving skills in nursing education. Further research is needed to identify the optimal duration of implementing TBL to develop nursing students\' critical thinking skills and problem-solving abilities.

BACKGROUND: Empathy, emotional intelligence (EI) and problem-solving ability are three important characteristics that influence effective communication in clinical practice. Previous studies have not adequately explored the specific relationships between these three abilities and their gender differences among nursing students.
OBJECTIVE: We sought to investigate the current state of emotional intelligence, empathy, and problem-solving ability in nursing students and to identify whether gender differences affect these three characteristics and how gender differences can be used to educate nurses on empathy.
METHODS: We conducted a cross-sectional survey.
METHODS: A total of 993 nursing students from two grade A tertiary hospitals in Hunan, China participated in this study.
METHODS: Data were collected using the Empathy of Clinical Nurse Scale (ENCS), Emotional Intelligence Scale of Clinical Junior Nurses (EIS) and Social Problem-Solving Inventory (SPSI). Data were analyzed using an independent samples t-test, Pearson correlation and hierarchical multiple linear regression.
RESULTS: There was no significant difference in the ENCS and SPSI scores between male and female nursing students, but male nursing students had lower EIS scores (P < 0.05). A significant association was found between ENCS, EIS and SPSI on most dimensions among female nursing students, but no significant association was found between ENCS and EIS for total scores among males. We found that problem-solving ability was the most important factor affecting the variation in empathy for both male and female nursing students through hierarchical multiple regression analysis.
CONCLUSIONS: Gender differences are reflected not only in the level of emotional intelligence but also in the relationships between emotional intelligence, empathy, and problem-solving ability. Nursing educators should be aware of how gender differences can affect these three traits; this is particularly important for teaching based on students\' aptitudes.