Background Mental health nurses advocate for patients through a person-centered approach because they care for people experiencing mental distress who tend to be limited to exercising their human rights and autonomy through interpersonal relationships. Therefore, it is necessary to provide high-quality person-centered care for these patients by identifying the influencing factors. Aim This study aims to identify the factors affecting mental health nurses in performing person-centered care for patients. Research design This study had a cross-sectional, descriptive-correlational survey design. Participants and (...) method Nurses ( N = 166) working at psychiatric wards in Korea completed an online questionnaire on moral sensitivity, attitudes toward people with mental illness, and person-centered care. The t-test and stepwise multiple regression analysis were used. Ethical considerations Ethical approval for the study was obtained from the relevant ethics committee. Findings Moral sensitivity was a significant factor correlating with the provision and perception of person-centered care. Attitudes toward patients had no effect on person-centered care. The predictor variables for the provision of person-centered care (R2 = 0.247) were moral sensitivity (β = 0.33), having a professional qualification (β = 0.19), marital status (β = 0.18), and closed ward (β = −0.15). The predictor variables for the perception of person-centered (R2 = 0.150) care were closed ward (β = −0.25), moral sensitivity (β = 0.23), and marital status (β = 0.18). Discussion and conclusion Mental health nurses can strengthen person-centered care by improving moral sensitivity related to the ethical aspect of nursing and professional competence to address the complex needs of patients. Person-centered care needs to be applied more carefully in closed wards where human rights issues may arise. Through these efforts, the dignity of patients can be protected. (shrink)

I. Wŏnhyo esŏ An Chung-gŭn kkaji -- II. Yu Yŏng-mo esŏ Kim Tae-jung kkaji.

Linguistic equity through an interpreter is not merely a fundamental human right but also an integral part of procedural justice. As codified in the professional code of conduct, interpreters should faithfully interpret everything that has been said in the exact same manner as the original speakers. Much has been researched about the content. Little has been known about the interpretations of the manner. Drawing on one hundred questionnaire responses, this article examines the interpreters’ awareness of the manner of speech in (...) Australian virtual courts and remote interpreting settings. The results suggest a general lack of understanding of the manner of speech, as reflected by interpreters’ inadequate knowledge of definitions and specific types of manner-related features. Furthermore, the insufficient understanding of the manner of speech impacts the interpreters’ perceptions of the manner of speech in the original utterances, and their views of the faithful reproduction of the se feature in courtroom discursive practices. The qualitative and quantitative analyses of written responses provided by professional interpreters provide insights into the practical aspects of reproducing the manner of speech in court. (shrink)

This study estimates the effect of dysgenic trends in Taiwan by exploring the relationships among intelligence, education and fertility. Based on a representative adult sample, education and intelligence were negatively correlated with the number of children born. These correlations were stronger for females. The decline of genotypic intelligence was estimated as 0.82 to 1.33 IQ points per generation for the Taiwanese population.

In the past few years, many students have begun to lose interest in science and information and engineering technology courses because they find them too boring and hard to learn. To strengthen this field of education and stimulate students? motivation and interest in learning, this study introduces a theoretical pedagogical framework based on cooperative learning theory and tailored to the realities of the university education system in China. In the framework, a group in a class is treated as a system (...) that goes through different stages and is subject to different input instructions and output outcomes. Based on this structure, teachers? interventions serve as feedback for controlling inputs to promote the correct operation of the system. This study aims to promote the development of a cooperative learning model for university students. A case study of the application of the framework shows that it has positive and active effects on student learning. (shrink)

1. Naemyŏnjŏk ŭro pyŏng ŭl alk'o innŭn munmyŏngsa ilmannyŏn -- 2. Yangsŏng ŭn pondi taedŭng sangbojŏk kwan'gye -- 3. Sŏng ch'abyŏl ŭi pyŏng ch'iyu nŭn ŏttŏk'e? -- 4. Chagakto e ŭihan kyohwa yobŏpchŏk sŏng p'yŏngdŭng ŭisik kaehyŏk undong -- 5. Chagakto : sunsu Chagakto -- 6. Sunsu ŭi segye, uwŏrham (ttwiŏnam) i hyŏngsŏng toenŭn segye -- 7. Kungmin Chagagwŏn mandŭlgi mit iltae kŏjokchŏk in Chagakto munhwa kyoyuk undong chŏn'gae -- 8. Sangjogye.