The purpose of this study was to compare the effects of the combination of teacher-led feedback and peer review (TF + PR) and a single TF method on the writing performance of English as a foreign language (EFL) university students within a collaborative online learning system. The students' perceptions of the writing course were also examined. An experimental PR + TF group and a comparison TF group, with a total of 107 undergraduate students majoring in nursing, participated in this study during the fall semester of 2011. The results revealed that the students in the TF + PR group demonstrated greater improvements than those who received only TF in terms of holistic writing skills and the subscales of content, organization, grammar, mechanics, and style. The PR perceptions of the TF + PR group learners and the manner in which they adopted strategies for coping with peer feedback are discussed.

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ObjectivesTo examine the prevalence of and the factors associated with a number of remaining teeth (NRT) <20 among adults with disabilities.DesignA community-based, cross-sectional descriptive study.SettingThis study was part of a health promotion programme designed for community-dwelling adults with disabilities.ParticipantsA total of 549 adults with disabilities, aged 20–80 years, living in the community in Chiayi County in Taiwan.Outcome measuresVarious parameters, including NRT, oral health behaviours (ie, oral hygiene, dietary habits and substance use), comorbidities, disability classification and capability for performing activities of daily living, were measured. Data were statistically analysed using descriptive statistics and multivariate logistic regression analysis.ResultsThe mean NRT was 18.1 (SD=10.9); 44.8% of participants had NRT <20 (including 13.7% edentulous participants). Most participants had poor oral hygiene: 83.4% reported seldom using dental floss, 78% did not undergo regular 6-monthly dental check-ups and 77.4% seldom brushed their teeth after meal. After adjusting for potentially confounding variables, the intellectual disability group had a significantly higher risk of an NRT <20 than the physical disability group (OR 2.30, 95% CI 1.30 to 4.08). Additionally, the rare use of dental floss and hypertension significantly increased the possibility of an NRT <20 (OR 1.73–2.12, 95% CI 1.15 to 3.71).ConclusionsAn NRT <20 and edentulism were highly prevalent among adults with disabilities, who displayed poor oral hygiene behaviours. Adults with intellectual disabilities had a greater likelihood of having an NRT <20 than did those with physical disability. In addition to unmodifiable factors, the poor use of dental floss was significantly associated with an NRT <20.

For nursing students in the vocational education system in Taiwan, English-language writing skills, whether for general or specific purposes, have long been ignored, which may jeopardize their success in medical-oriented courses and their future careers. This study designed a nursing note-writing course (NNWC) for university nursing students and explored the teaching outcomes of its implementation. The three main objectives were to (a) examine the effectiveness of the NNWC in enhancing learners’ competencies; (b) survey learners’ satisfaction with the NNWC, and (c) investigate learners’ perceptions of the NNWC. In this action research, 49 students practiced five writing tasks while guided with five teaching tools, namely an online writing platform, multiple revisions, peer-review activities, and direct and indirect teacher feedback, for a semester. External examiners included a language teacher and a nursing professional, and the data-collection instruments used included a writing competence scale and a course satisfaction questionnaire. The results showed that the learners’ writing competence significantly improved after the NNWC. They also demonstrated a fair level of satisfaction toward the NNWC. A total of 90% of the learners preferred online writing compared to traditional handwriting. The learners also indicated a preference for feedback from the teacher rather than from peers, and they perceived vocabulary capability to be crucial. ESP/ENP teachers are advised to consider the implementation of the NNWC when designing syllabi.