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Objective: This paper investigates how the public–private partnership (PPP) functions in the care provision for older people in Guangdong, China, particularly for ageing‐in‐place programs. Methods: Three cities with diversified PPP forms of care provision for older people were chosen as case studies. Focus groups were conducted in these cities for the local authorities and care homes involved in the partnerships. Results: Three forms of PPP, including private sector involvement for the ownership, construction, and operation of the facilities delivering care services, were identified. The public–private co‐constructed and privately run model with greater private sector involvement may lead to higher quality care in one specific program. The publicly constructed and privately run program is widely used in many cities, advancing the expansion of ageing‐in‐place programs in more communities. These PPPs reflect flexible and practical collaboration between the public and private sectors at the local level in the Chinese context. Conclusions: PPP have accelerated the development of a better care system for older people, mainly in terms of more affordable and higher‐quality care options for the public. They are also a feasible solution for the local government due to more cost‐effective and sustainable care provisions than previous publicly provided programs. The specific forms adopted are primarily associated with the scale of home care provision for ageing‐in‐place and the local government's financial capacity. Despite increasing private sector involvement, the public sector retains its crucial role in delivering care services targeting ageing in China. [ABSTRACT FROM AUTHOR]

Research involving international research communities has been advocated in the field of behavior analysis (Dymond et al., 2000; Martin et al., 2016). The purpose of the present study was to report the status of behavioral research in mainland China, Hong Kong, and Taiwan, in terms of number of publications, types of research, and frequency of collaboration with international researchers. Fifteen behavioral journals were selected from the list by Cooper et al. (2020). These were searched by hand to find publications conducted in or authored by researchers from mainland China, Hong Kong, and Taiwan dating from each journal's inception to December 2021. The earliest publication we found appeared in 1980 in The Psychological Record. Over the following four decades (1980–1989; 1990–1999; 2000–2009; 2010–2021), the number of publications per decade increased dramatically and continues in recent years to rise. Publications include research reports, review papers, and conceptual articles, with the majority being basic research reports published in Behavioral Processes. Approximately half the publications involve collaboration with international researchers, mostly in North America. Implications for behavioral research, practice, and policy in mainland China, Hong Kong, and Taiwan are discussed. [ABSTRACT FROM AUTHOR]

Background: As adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video‐based virtual reality (SVVR) in high‐school Chinese language classrooms are still lacking. Objectives: A mind mapping‐based SVVR learning system is proposed for international high‐school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language. Methods: This study adopted a quasi‐experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping‐based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed‐method approach employed pre‐and post‐tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem‐solving ability, and self‐efficacy, and semi‐structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments. Results and Conclusions: The results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem‐solving ability, and self‐efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem‐solving ability, and self‐efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms. Lay Description: What is Already Known about this Topic: By creating fully immersive 3D environments, 360° spherical video‐based virtual reality (SVVR) in promoting language learning has been confirmed by many scholars with a focus on English language learning.Mind mapping effectively enables second language learners to review and retain new words in the target language meaningfully. Also, it can create a more vivid learning atmosphere through images and graphics and promote learners' memory and learning motivation. What This Paper Adds: A mind mapping‐based SVVR learning system has been developed with the support of the constructivism theory.A mind mapping‐based SVVR learning system is proposed to facilitate international students' Chinese learning performance in Chinese vocabulary acquisition and sentence construction.In addition to promoting international students' learning outcomes, the proposed approach indicated promising results in learning motivation, problem‐solving ability, and self‐efficacy. Implications for Practice and/or Policy: This study provides an evidence base for further research through the utilization of VR learning environments in Chinese language classrooms.This study advocates introducing SVVR technology in the Chinese learning classrooms to increase the learning context for international students. It is also worth encouraging scholars to design VR learning systems with different learning strategies.Due to the cognitive requirements of the Chinese language learning process, it is necessary to introduce mind maps in the SVVR learning system to assist students in constructing knowledge and combining prior and new knowledge to generate long‐term memory. [ABSTRACT FROM AUTHOR]

Background: While a number of learner factors have been identified to impact students' collaborative learning, there has been little systematic research into how patterns of students' collaborative learning may differ by their learning orientations. Objectives: This study aimed to investigate: (1) variations in students' learning orientations by their conceptions, approaches, and perceptions; (2) the patterns of students' collaborations by variations in their learning orientations and (3) the contribution of patterns of collaborations to academic achievement. Methods: A cohort of 174 Chinese undergraduates in a blended engineering course were surveyed for their conceptions of learning, approaches to learning and to using online learning technologies, and perceptions of e‐learning, to identify variations in their learning orientations. Students' collaborations and mode of collaborations were collected through an open‐ended social network analysis (SNA) questionnaire. Results and Conclusions: A hierarchical cluster analysis identified an 'understanding' and 'reproducing' learning orientations. Based on students' learning orientations and their choices to collaborate, students were categorized into three mutually exclusive collaborative group, namely Understanding Collaborative group, Reproducing Collaborative group and Mixed Collaborative group. SNA centrality measures demonstrated that students in the Understanding Collaborative group had more collaborations and stayed in a better position in terms of capacity to gather information. Both students' approaches to learning and students' average collaborations significantly contributed to their academic achievement, explaining 3% and 4% of variance in their academic achievement respectively. The results suggest that fostering a desirable learning orientation may help improve students' collaborative learning. Lay Description: What is currently known about the subject matter: There are variations in students' learning orientations.Various learner factors have been found to shape patterns of students' collaborations. What this paper adds: Patterns of students' collaborations differed by variations in students' learning orientations.Students' average collaborations significantly contributed to academic achievement. Implications of the findings for practioners: Fostering a desirable learning orientation may improve collaborative learning. [ABSTRACT FROM AUTHOR]

Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi‐experimental study was conducted in a junior high school over a 10‐week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth‐grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context. Lay Description: What is already known about this topic?: Programming learning is difficult for most learners.Collaborative programming is an effective method of programming learning.Students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. What this paper adds?: This study proposes a method to enhance collaborative programming learning by supporting socially shared regulation among students.The study utilized a quasi‐experimental to demonstrate the effectiveness of the approach in improving students' programming learning performance.The shared regulation approach was found to significantly improve students' programming achievements and group metacognition when compared to conventional collaborative programming approaches.Importantly, the shared regulation approach did not increase the cognitive load of the students, indicating its potential for practical implementation in programming education. The implications of study findings for practitioners: This study has shown that an approach that supports social shared regulation can improve student performance in collaborative programming learning, and that teachers can use this approach to help students learn programming better collaboratively.This study also contributes to the field of social shared regulated learning by demonstrating how it can support collaborative programming and improve its effectiveness. [ABSTRACT FROM AUTHOR]

Although the open access citation advantage (OACA) has been discussed extensively, scholars lack a clear understanding of the mechanisms through which switching from subscription‐based model to open access (OA) model affects the citation impact of a scholarly journal. Many journals have switched from subscription to OA, yet they later also flipped their preswitching articles (i.e., those under subscription model) to OA, thus leaving no subscription article to be compared with their postswitching OA counterparts. To detect the switching effect, our study instead focused on 60 journals that "reverse flipped" from OA to subscription. We use a difference‐in‐difference (DiD) analytical framework to analyze two propositions related to OACA, based on the bibliographic and citation data of pre‐ and postswitching publications in these journals. Our findings indicate that reverse flipping is unlikely to affect the journals' impact through changing the visibility of their articles. Instead, it could lead to a systematical shift in the submissions to the journals and thus considerably affect their impact. Our findings have important theoretical and practical implications for subsequent studies, funding agencies, and scholarly journals considering a reverse flip. [ABSTRACT FROM AUTHOR]

The article discusses the concept of ageing in place (AIP), a policy tool used to encourage older adults to continue living independently in their home or neighbourhood. Topics include the various comorbidities that older adults living alone may experience, the different models used to manage comorbidities, and the current predicament of AIP programs in terms of different stakeholder demands.

Aim: This study was conducted to understand the research hotspots, research trends and research frontiers for hypothermia in surgical patients and provide a reference for developing effective measures to reduce the incidence of hypothermia in these patients. Design: Using CiteSpace software, a visual analysis of 1288 included articles related to hypothermia in surgical patients was performed. Methods: CiteSpace software is a Java application that supports knowledge research, data visualization and analysis of literature databases. The following data were retrieved: title, abstract, year, keywords, author, academic institution, journal and citations. The included literature was analysed using CiteSpace visualization software, knowledge mapping, collaborative network analysis, cluster analysis and highlighting keywords for visualization. Results: A total of 1288 articles related to hypothermia in surgical patients were included, with the largest number of articles published in the United States (448), followed by in Germany (104) and China (102). The top three institutions, journals and authors were from the United States. The most common keywords were perioperative 'hypothermia', 'risk factors' and 'anesthesia'. [ABSTRACT FROM AUTHOR]

Aim: To evaluate the effect of enhanced recovery after surgery (ERAS)‐optimized management system with nurse‐led multidisciplinary cooperation. Design: A quasi‐experimental design. Methods: Nursing department cooperated with medical and clinical department to establish an ERAS‐optimized management system. After the system was developed, it was applied in surgical departments of the hospital. Using convenience sampling, 220 selective surgical patients, 82 nurses and 98 doctors from January 1st, 2021 to July 31st, 2021 were selected as the trial group. 220 selective surgical patients, 82 nurses and 98 doctors were selected as the control group from January 1st, 2020 to July 31st, 2020. ERAS observation indicators were compared between the two groups before and 6 months after implementation. The nurse professional identity scores and satisfaction of medical cooperation scores of the two groups at different time points were analysed by repeated analysis of variance. Results: After the implementation, ERAS observation indicators in the trial group were better than the control group (p < 0.05). There were significant differences in the group main effect, time main effect and interaction effect of nurse professional identity scores, satisfaction of medical cooperation scores and scores in all dimensions between the two groups (p < 0.05). The scores of the experimental group at 3 months and 6 months after implementation were better than those of the control group (p < 0.05). Conclusions: Enhanced recovery after surgery‐optimized management system with nurse‐led multidisciplinary cooperation was an effective working method. It could promote patients recovery and enhance nurse professional identity. [ABSTRACT FROM AUTHOR]

Aim: To develop and validate models based on logistic regression and artificial intelligence for prognostic prediction of molar survival in periodontally affected patients. Materials and Methods: Clinical and radiographic data from four different centres across four continents (two in Europe, one in the United States, and one in China) including 515 patients and 3157 molars were collected and used to train and test different types of machine‐learning algorithms for their prognostic ability of molar loss over 10 years. The following models were trained: logistic regression, support vector machine, K‐nearest neighbours, decision tree, random forest, artificial neural network, gradient boosting, and naive Bayes. In addition, different models were aggregated by means of the ensembled stacking method. The primary outcome of the study was related to the prediction of overall molar loss (MLO) in patients after active periodontal treatment. Results: The general performance in the external validation settings (aggregating three cohorts) revealed that the ensembled model, which combined neural network and logistic regression, showed the best performance among the different models for the prediction of MLO with an area under the curve (AUC) = 0.726. The neural network model showed the best AUC of 0.724 for the prediction of periodontitis‐related molar loss. In addition, the ensembled model showed the best calibration performance. Conclusions: Through a multi‐centre collaboration, both prognostic models for the prediction of molar loss were developed and externally validated. The ensembled model showed the best performance in terms of both discrimination and validation, and it is made freely available to clinicians for widespread use in clinical practice. [ABSTRACT FROM AUTHOR]

Background: Group size is one of the important factors that affect collaborative learning, however, there is no consensus in the literature on how many students should the groups be composed of during the problem‐solving process. Objectives: This study investigated the effect of group size in a K‐12 introductory Artificial Intelligence course by comparing the students' cognitive load, learning motivation, collaborative problem‐solving quality, and in‐classroom interaction between two‐ and three‐student groups. Methods: Forty‐eight high school students were randomly assigned to two kinds of groups (i.e., the two‐student group, and the three‐student group, each consisting of 24 students). During the experiment, Xiaofei robots were used to teach the theoretical and practical content of five AI topics over 6 weeks for 1.5 h each week. Results: The ANOVA results indicated that group size mattered in the AI course, the two‐student group was more effective in terms of enhancing students' learning motivation and collaborative problem‐solving quality, as well as imposing more cognitive load than the three‐student group. The advantage was more obvious in the practical problem context. The Lag Sequential Analysis results indicated that more collaborative learning behavioural sequences existed in the two‐student group than in the three‐student groups. Contribution: This research provides empirical evidence and potential guidance for group design in Artificial Intelligence Education. Although group size did not affect students' learning achievement, it affected learning motivation, cognitive load, and problem‐solving quality and processes. Two‐student groups work better than three‐student groups in the AI course. Lay Description: Group size affected students' learning motivation, cognitive load, and problem solving process, but not their learning achievement.The two‐student group was more effective in terms of enhancing students' learning motivation and collaborative problem‐solving quality, while imposing more cognitive load than the three‐student groups.The Lag Sequential Analysis results indicated that more collaborative learning behavioural sequences existed in the two‐student group than in the three‐student groups. The tendency was more obvious in the practical problem context than in the theoretical problem context.Overall, in terms of problem‐solving and learning, group size should be considered in instructional design of AI courses. [ABSTRACT FROM AUTHOR]

As research regarding the targets and initiators of workplace gossip is gaining traction, one perspective that remains overlooked is the gossip receiver. Organizational newcomers are a particularly relevant population to study the impact of receiving negative gossip on because they use social information to navigate an unfamiliar organizational terrain. We propose a parallel moderated mediation model in which receiving negative gossip has contradicting effects on newcomer job anxiety through perceived social inclusion and negative rumination, and agreeableness as a boundary condition of the effects of receiving negative gossip. We collected data from 202 newcomers using a four‐wave time‐lagged design and found that receiving negative gossip increased newcomer job anxiety via negative rumination but did not decrease job anxiety via perceived social inclusion. Further, agreeableness moderated the effect of receiving negative gossip on negative rumination (but not perceived social inclusion) such that the effect of receiving negative gossip on negative rumination was stronger for less agreeable newcomers. Lastly, the indirect effect of receiving negative gossip on job anxiety via negative rumination was stronger for less agreeable newcomers. Theoretical and practical implications specific to gossip and newcomers are discussed. [ABSTRACT FROM AUTHOR]

Background: Family‐centred practice (FCP) has become a recommended practice for early intervention services for children with disabilities in many countries. However, its feasibility in Chinese context has been unclear. This study is the first to explore the perceptions of early intervention service practitioners about the implementation of FCP in mainland China. Methods: Focus groups were employed to collect data from 37 early intervention practitioners who attended a workshop about FCP in Wuhan, China and two officers from the provincial disabled persons' federation. The data were analysed thematically. Results: Four themes were identified: (a) family‐centred early intervention is possible, (b) traditional concepts are not friendly towards FCP, (c) parents do not collaborate and (d) financing and personal resources are not sufficient to implement FCP. Chinese practitioners agreed with the philosophies of FCP; however, there was concern that widespread implementation may meet conceptual and practical challenges. Conclusions: The results highlighted practitioners were optimistic and keen for FCP implementation in the Chinese context, but to do so across China may still be some way in the future. [ABSTRACT FROM AUTHOR]