Health care systems need to implement interventions that not only increase nurses' EBP knowledge and skills, but also strengthen their beliefs about the benefit of evidence-based care. EBP mentors may be key in accelerating a more rapid shift toward evidence-based nursing practice. Theoretically driven randomized controlled trials are urgently needed to test the effectiveness of interventions on advancing evidence-based care.

Previous research in alphabetic languages had shown that children learning to write are sensitive to morphological information, and that it serves as a resource that they draw upon as they acquire writing skills. In Chinese as well, sensitivity to morphological and orthographic information had been found to predict children's ability to read characters. The present study investigated whether raising children's awareness of the morphemic and orthographic structure of Chinese words would lead to beneficial results in their learning to write Chinese. An experimental group of 144 first graders from two primary schools in Beijing, China were given instruction designed to increase their knowledge of the orthographic and morphological structure of Chinese words. After two semesters, the experimental group's ability to copy Chinese characters and to write them from memory were both found to be significantly better than a control group. Theoretical implications are discussed, including how writing benefits from the types of linguistic knowledge that underlie lexical storage and retrieval in reading and speech. Educational implications are also discussed, such as how drawing children's attention to the morphemic components of Chinese words and the systematic features of Chinese orthography provides them with multiple sources of information they may utilize in learning to write.

The present study reported data on phonological awareness, morphological awareness, and Chinese literacy skills of 294 children from an 8-year longitudinal study. Results showed that mainland Chinese children's preliterate syllable awareness at ages 4 to 6 years uniquely predicted post-literate morphological awareness at ages 7 to 10 years. Preliterate syllable awareness directly contributed to character reading and writing at age 11 years, while post-literate phonemic awareness predicted only character reading at age 11 years. In addition, preliterate syllable and morphological awareness at ages 4 to 6 years had indirect effects on character reading and writing, reading fluency, and reading comprehension at age 11 years, through post-literate morphological awareness at ages 7 to 10 years. Findings underscore the significant role of syllable awareness in Chinese character reading and writing, and the importance of morphological awareness in character-level processing and high-level literacy skills. More importantly, our results suggest the unique relation of syllable awareness and morphological awareness in Chinese as they focus on the same unit, which is also likely to map directly onto a character, the basic unit for high-level Chinese reading skills.

No abstract

A lattice self-avoiding polymer chain with one end attached to an adsorbing flat surface is simulated using Monte Carlo method. The chain model has z ¼ 26 bond vectors with bond length being 1, ffiffi ffi 2 p , and ffiffi ffi 3 p on the simple cubic lattice. The dependence of the number of surface contacts M on temperature T in the unit E/k B with E the interacting energy and k B the Boltzmann constant and chain length N is investigated by a finite-size scaling lawnear the critical adsorption point T c . It was estimated that T c ¼ 1.625 and the exponents / ¼ 0.52 and d ¼ 1.63. It was observed that both mean square end-to-end distance hR 2 i and mean square radius of gyration hR 2 g i reach minimum at T c . And we discover that the asphericity parameter hAi is independent of chain length at T c . A simple relationship is discovered between T c and bond vector number n b for lattice chain models, and which can be extended to nonlattice chain models by introducing an attraction range fraction f.