SPS-CTDI Dual-evaluation Model-oriented Nursing Undergraduate Gold Course Development and Implementation

Objective: When applying the ”golden lesson” concept to pediatric nursing teaching, under the condition that the two evaluation models support each other, study the application effect of the new teaching concept in the teaching process.Method: Two classes of nursing major of 2018 were used as the golden lesson group and the tradition group. The tradition group used traditional teaching methods, and the golden lesson group used the ”golden class” concept combined with the ”Internet +” platform for teaching. After the course, compare the two groups of students’ problem-solving scores and their theoretical and practical scores.Results: The problem-solving ability of the students in the golden lesson group was better than the tradition group in terms of ”negative problem orientation”, ”avoidance style” and ”impulsive/negligence style” [(8.75±1.32VS12.59±4.7) points, (11.14±2.4) VS13.86±2.36) points, (8.59±2.55VS10.53±2.03)] (P<0.05).Conclusion: This teaching mode conforms to the professional development characteristics of nursing students, helps to improve students’ problem-solving ability and strengthens their thinking, but it also puts forward more requirements on teachers’ teaching and practical experience.

The Mediating Effect of Social Problem-Solving Between Perfectionism and Subjective Well-Being

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice.

Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?

Adolescence is a critical period for the development of attitudes and skills crucial in determining vulnerability for psychological distress. The current study aimed to focus on the association of problem orientation and cognitive emotion regulation strategies with psychological distress and demonstrate the mediator roles of adaptive and maladaptive cognitive emotion regulation strategies in the association of problem orientation with psychological distress. Data were collected from 335 adolescents (167 female) aged 14-to-18 years (M= 14.7, SD= .95) via measures of problem orientation, cognitive emotion regulation, and psychological distress. The results revealed that maladaptive emotion regulation strategies (self-blame and other-blame) mediated the association of negative problem orientation with psychological distress. The findings emphasize the crucial roles of blaming-focused strategies in this relationship.

Does a restriction in working memory capacity mediate the relationship between worry and interpretive biases in generalized anxiety disorder?

Generalized Anxiety Disorder (GAD) is characterized by excessive, uncontrollable worry and is associated with specific cognitive and emotional difficulties including a threat interpretation bias (IB). Worry, especially in a verbal mode, has been shown to cause a temporary restriction in working memory (WM) capacity. This study examined whether the effects of worry on WM account for threat interpretation biases in GAD. Participants (N = 36) with GAD completed questionnaires assessing worry and related processes. Lower baseline WM was related to higher state anxiety, emotion dysregulation, intolerance of uncertainty, thought suppression, negative problem orientation, and lower attentional control, and was not associated with trait worry. Participants were trained to worry in verbal or imagery form, per Leigh and Hirsch (2011), and then completed a WM task and an IB task a second time. Induced worry, regardless of its form, did not significantly affect WM or IB. Theoretical implications and methodological considerations are discussed.

Does a restriction in working memory capacity mediate the relationship between worry and interpretive biases in generalized anxiety disorder?

Generalized Anxiety Disorder (GAD) is characterized by excessive, uncontrollable worry and is associated with specific cognitive and emotional difficulties including a threat interpretation bias (IB). Worry, especially in a verbal mode, has been shown to cause a temporary restriction in working memory (WM) capacity. This study examined whether the effects of worry on WM account for threat interpretation biases in GAD. Participants (N = 36) with GAD completed questionnaires assessing worry and related processes. Lower baseline WM was related to higher state anxiety, emotion dysregulation, intolerance of uncertainty, thought suppression, negative problem orientation, and lower attentional control, and was not associated with trait worry. Participants were trained to worry in verbal or imagery form, per Leigh and Hirsch (2011), and then completed a WM task and an IB task a second time. Induced worry, regardless of its form, did not significantly affect WM or IB. Theoretical implications and methodological considerations are discussed.

A comparison of written exposure with and without rescripting for the treatment of generalized anxiety disorder

The present study examined whether written exposure enhanced with rescripting is more efficacious in reducing GAD symptoms, worry, and related cognitive difficulties than written exposure to the same worst-case scenario or neutral writing. Adults with GAD (N = 67) were randomly assigned to one of three conditions and engaged in 30-minute writing sessions on 3 consecutive days: (1) worst-case scenario exposure; WE (2) written exposure with rescripting; RWE (3) Neutral Control; NC. Participants in both exposure conditions displayed significant reductions in worry and fear of emotions from baseline to 1-month follow-up, but NC participants did not. Participants in the RWE condition also displayed significant improvements in negative problem orientation, perceived cost of the feared scenario, and coping; participants in the WE or NC did not. Findings suggest that overall, RWE was not superior to WE; both written exposure interventions have strong potential to help individuals who suffer from GAD.

A comparison of written exposure with and without rescripting for the treatment of generalized anxiety disorder

The present study examined whether written exposure enhanced with rescripting is more efficacious in reducing GAD symptoms, worry, and related cognitive difficulties than written exposure to the same worst-case scenario or neutral writing. Adults with GAD (N = 67) were randomly assigned to one of three conditions and engaged in 30-minute writing sessions on 3 consecutive days: (1) worst-case scenario exposure; WE (2) written exposure with rescripting; RWE (3) Neutral Control; NC. Participants in both exposure conditions displayed significant reductions in worry and fear of emotions from baseline to 1-month follow-up, but NC participants did not. Participants in the RWE condition also displayed significant improvements in negative problem orientation, perceived cost of the feared scenario, and coping; participants in the WE or NC did not. Findings suggest that overall, RWE was not superior to WE; both written exposure interventions have strong potential to help individuals who suffer from GAD.

Negative Problems Orientation Questionnaire for Chinese Adolescents: Bifactor Model and Measurement Invariance

The Negative Problem Orientation Questionnaire (NPOQ) is a widely used tool for assessing negative problem orientation (NPO). However, its construct and measurement invariance has not been adequately tested in adolescents. The present study explored the possible construct of the NPOQ and its measurement invariance in a sample of 754 Chinese adolescents (51.6% girls, all 12–18 years old). The results supported a bifactor model of the NPOQ that consists of a general factor NPO and three domain-specific factors including perceived threat, self-inefficacy, and negative outcome expectancy. A multiple-group CFA indicated that the bifactor model showed strict invariance across gender and age. The general and domain factors showed unique variance in indexes of worry, depression, anxiety, and stress, which supported well incremental validity of them. This study confirms for a bifactor conceptualization of the NPOQ and its measurement invariance across gender and age in Chinese adolescents. Additionally, it is recommended that the total score should be used to assess NPO in Chinese adolescents.