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To examine the relationship between baseline emotional intelligence and prior caring experience with completion of pre-registration nurse and midwifery education. Selection and retention of nursing students is a global challenge. Emotional intelligence is well-conceptualized, measurable and an intuitive prerequisite to nursing values and so might be a useful selection criterion. Previous caring experience may also be associated with successful completion of nurse training. Prospective longitudinal study. Self-report trait and ability emotional intelligence scores were obtained from 876 student nurses from two Scottish Universities before they began training in 2013. Data on previous caring experience were recorded. Relationships between these metrics and successful completion of the course were calculated in SPSS version 23. Nurses completing their programme scored significantly higher on trait emotional intelligence than those that did not complete their programme. Nurses completing their programme also scored significantly higher on social connection scores than those that did not. There was no relationship between "ability" emotional intelligence and completion. Previous caring experience was not statistically significantly related to completion. Students with higher baseline trait emotional intelligence scores were statistically more likely to complete training than those with lower scores. This relationship also held using "Social connection" scores. At best, previous caring experience made no difference to students' chances of completing training. Caution is urged when interpreting these results because the headline findings mask considerable heterogeneity. Neither previous caring experience or global emotional intelligence measures should be used in isolation to recruit nurses.

The idea that formative assessment has the potential to prepare students, not only to succeed in summative assessments during the course, but also in the world beyond the classroom [Melland, H., Volden, C., 1998. Classroom assessment: linking teaching and learning. Journal of Nursing Education 37(6), 275-277] fuelled the desire to explore student nurses experiences of being assessed formatively. Focus group discussion, within a UK Higher Education setting, captured the holistic, dynamic and individual experiences student nurses (n=14) have of formative assessment. Ethical approval was obtained. Findings from three separate focus group discussions indicate that lecturers do not use the term "formative assessment" in their communication with the student nurses; student preparation and effort is greater when assessment is for summative purposes; oral feedback is preferable to written feedback which can, at times, be illegible and utilise unfamiliar vocabulary; lecturer comments are regarded as being more valuable than grades; student nurses are not being prepared for the critical feedback associated with peer review and they may, therefore, be vulnerable to the process and outcome of peer review. Thus, the UK centric focus of this small qualitative research study need not detract from its ability to add to the global knowledge base on formative assessment in nursing.

Consensus is still lacking on how best to capture the shape of a residual limb. Computer-aided design systems have not proven more accurate, repeatable, or reliable than traditional plaster of paris methods. Research is limited in design, relates to clinical trials, and is based on opinions and clinical experience. Many outcome measurements are based on qualitative estimations of prosthetic fit or patient feedback rather than quantitative measurements. Research must identify the most accurate, repeatable, and reliable methods for residual-limb shape capture under conditions most likely to enhance socket fit. Measurement is difficult because a reference grid is required for identifying the residual limb's axis for ensuring direct comparison. This article describes a manikin production method for testing the shape capture of the residual limb. Diameters and volume were measured at specific levels with a programmable computer numerical control milling machine and a displacement tool, with a combined accuracy of 5 micrometers.

Engagement with peer review and self-assessment is not always regarded by student nurses as an activity that results in a positive learning experience. Literature indicates that withdrawal from the learning process becomes attractive to individuals affected by a negative experience of peer review. Literature also provides examples of student nurses' feeling 'torn to shreds' during the process of peer review, resulting in loss of confidence and self-esteem. An influencing factor in such situations appears to be the absence of specific learner-driven criteria against which student nurses can assess peer and self-performance. The idea was thus ignited, that creation and utilisation of a learner-driven feedback form might potentially prevent, or at least minimise, the possibility of negative peer review experience. Set within the context of a pre-registration nursing programme, within a Higher Education institution, student nurses (n=25), created a peer review/self-assessment feedback form. Its potential cross-discipline, global applicability is reasonably speculated. Purposive sampling, followed by Stratified Random sampling, maximised participant variation. Data collection took place on 34 occasions, utilising focus group discussions using Nominal Group Technique, a practical task which was video recorded for mediating artefact purposes, and individual interviews. Analysis was concept and theme driven. The study found that participants desired a new feedback form that specifically asks the evaluator to judge human qualities, such as 'compassion' and 'kindness', in addition to the skills and knowledge criteria that any peer review or self-assessment form used currently had incorporated. Providing the participants with the opportunity to develop criteria, against which performance could be measured, with emphasis being afforded to student inclusivity and resultant shift in power balance from the educator to the learner, embraces the idea of teaching and learning in the 21st Century.

In a recent publication an experiment is described which searched for a resonance in the four-neutron system. In a convincing way the knockout of an $α$-particle off $^8$He nuclei by protons has been measured and the missing mass of the remaining four neutrons has been calculated from the measured four-momenta of $α$-particles and protons. The missing mass spectrum shows a bump of events corresponding to excitation of the four-neutron system to the continuum. In addition, there is a peak near zero missing mass that is convincingly interpreted as a resonance with excitation energy of the four neutrons E*= 2.37(58) MeV and a width of a Breit-Wigner distribution of $Γ$=1.75(37) MeV. Unfortunately, in the Duer et al. publication no reference has been made to our paper which had appeared six months earlier, but after the submission of their manuscript to Nature. At least, the corresponding News and Views article should have mentioned our measurement, since that was presumably written after acceptance of the Duer et al. paper. Here, I try to see both results together.

SETI scientists searched the interstellar object 3I/ATLAS for radio signals that could indicate extraterrestrial technology but found nothing beyond human-made interference。 Even so, the rapid-response observations helped confirm the object's natural origin and showcased how future interstellar visitors can be investigated for signs of intelligent

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A new sunlight-powered material can convert visible light into higher-energy UV light, overcoming a challenge that has frustrated scientists for years。 The breakthrough could enable cleaner air purification, solar-driven chemistry, and advanced manufacturing technologies using nothing more than natural sunlight

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A heatwave, engine upgrades, plus power levels for the next two seasons

South Korea targets physical AI lead and commercial humanoid robots by 2028

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