Journal of Professional Nursing最新文献

{"title":"Nursing students' personality traits, sleep quality, social media addiction, and academic performance: A multi-site structural equation model analysis","authors":"Daniel Joseph E. Berdida PhD, RN, RM","doi":"10.1016/j.profnurs.2024.11.004","DOIUrl":"10.1016/j.profnurs.2024.11.004","url":null,"abstract":"<div><h3>Background</h3><div>The associations between personality traits, sleep quality, social media addiction, and academic performance have been well-reported across the literature among university students. However, the interaction among these variables remains understudied among nursing students of underdeveloped countries like the Philippines.</div></div><div><h3>Purpose</h3><div>This study investigated the interrelationships of personality traits, sleep quality, social media addiction, and academic performance among Filipino nursing students.</div></div><div><h3>Methods</h3><div>A correlational, cross-sectional design and convenience sampling was used to recruit nursing students (<em>n</em> = 823) from five nursing colleges in the Philippines. Three standardized instruments (10-item Personality Inventory, 19-item Pittsburgh Sleep Quality Index, and 6-item Bergen Social Media Addiction Scale) were used to collect data from June to August 2023. Covariance-based structural equation modeling (CB-SEM) was employed to analyze the data. STROBE checklist guided in reporting study results.</div></div><div><h3>Results</h3><div>The emerging model demonstrated satisfactory model fit parameters. Nursing students reported high levels of extraversion (x̅=6.13, SD = 2.08) with low scores in emotional stability (x̅ =6.76, SD = 2.30) and openness to experiences (x̅ =8.80, SD = 2.09). The majority had poor sleep quality (x̅=8.35, SD = 3.12) and were at low risk for social media addiction (x̅=17.73, SD = 5.61). Conscientiousness (<em>β</em> = −0.13, <em>p</em> = 0.031) and emotional stability (<em>β</em> = −0.35, <em>p</em> = 0.002) inversely influenced sleep quality. Agreeableness (OR = 1.13, <em>p</em> = 0.007) and openness to experiences (OR = 1.11, <em>p</em> = 0.050) had a positive effect, while conscientiousness (OR = 0.84, <em>p</em> = 0.006) had a negative effect on high-risk social media addiction. Conscientiousness (<em>β</em> = 0.12, <em>p</em> = 0.010) significantly and positively influenced academic performance. Conscientiousness and emotional stability were able to measure 15.00 % of sleep quality's total variance.</div></div><div><h3>Conclusion</h3><div>Policymakers, nursing college administrators, and nurse educators could use these findings to evaluate students' personality traits and create programs that will promote better sleep quality and prevent social media addiction. Hence, enhancing academic performance.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 26-35"},"PeriodicalIF":2.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing characteristics of underrepresented versus majority student groups enrolled in US nursing programs","authors":"Michelle DeCoux Hampton ,&nbsp;Regine Lopez ,&nbsp;Lynette Apen ,&nbsp;Cynthia Dorantes Cortez ,&nbsp;Claire Palazzo ,&nbsp;Briana Williams ,&nbsp;Filmon Estifanos ,&nbsp;Danielle Quarles-Zamovskis ,&nbsp;Jolie Goolish ,&nbsp;Kyung Mi Kim","doi":"10.1016/j.profnurs.2024.11.002","DOIUrl":"10.1016/j.profnurs.2024.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Health workforce diversity is needed to achieve health equity. However, the 2023 ban on race-conscious admissions could result in reduced access to education for underrepresented students.</div></div><div><h3>Purpose</h3><div>This study examined enrolled US nursing students' reports of program type and admission characteristics to identify access pathways for underrepresented students.</div></div><div><h3>Methods</h3><div>A cross-sectional, quantitative design was used, recruiting students currently enrolled in nursing programs through email, social media, and word-of-mouth.</div></div><div><h3>Results</h3><div>Of 991 nursing students, 58.7 % were non-white. Most (70.2 %) were enrolled in Bachelor of Science in Nursing (BSN) programs, 54.5 % of which were second degree programs. LVN students comprised 13.2 % of the sample. Native American/Alaska Native and Black respondents more frequently reported attending second degree nursing programs and Historically Black Colleges and Universities. They also more frequently reported attending programs that had no prerequisites or grade point average requirements at admission.</div></div><div><h3>Conclusions</h3><div>The findings suggest that second degree programs could provide a more viable pathway for underrepresented students to access nursing education after obtaining a bachelor's degree in another field compared to traditional BSN programs. Recommendations to reduce barriers are discussed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 1-5"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using data to drive programmatic change: Recalculating NCLEX-RN success","authors":"Lucy Graham ,&nbsp;Mary Jo Stanley ,&nbsp;Erin C. Donovan ,&nbsp;Jeremy Tost","doi":"10.1016/j.profnurs.2024.11.003","DOIUrl":"10.1016/j.profnurs.2024.11.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing schools admit students who are highly qualified using a variety of admission criteria. Even when picking top achievers, it does not guarantee NCLEX-RN success. Nursing programs too often maintain outdated or unvalidated admission processes. Using data to drive decision-making takes time, but improvement processes like the Plan-Do-Study-Act model can make it more achievable.</div></div><div><h3>Aim</h3><div>The purpose of the quality improvement project was to examine a variety of variables readily available to most programs and examine which variables correlated with and predicted the outcome of interest, first-time NCLEX-RN pass success.</div></div><div><h3>Method</h3><div>The quality improvement project used a retrospective quantitative descriptive design to compare pre-admission criteria, demographic variables, Kaplan exam scores, and nursing program course failures with NCLEX-RN first attempt pass rates for four cohorts of traditional BSN students at a public, regional university of approximately 10,000 students situated in the western U.S. serving largely rural counties.</div></div><div><h3>Results</h3><div>Course failure while in nursing school was the strongest predictor of NCLEX-RN first-time failure. Pre-nursing school GPA and pre-admission overall Kaplan scores were statistically significant predictors, with pre-nursing school GPA accounting for greater variance in NCLEX-RN first-time failure rates.</div></div><div><h3>Conclusion</h3><div>A full review of program data is needed for transformational action and changes to occur, moving programs past fleeting change that does not essentially “move the needle.”</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 6-11"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expanding clinical placement opportunities: Exploring night shift experiences for nursing students","authors":"Vanessa Segura DNP, MBA, MSN-Ed., RN, CNEcl, PHN, ACUE","doi":"10.1016/j.profnurs.2024.10.007","DOIUrl":"10.1016/j.profnurs.2024.10.007","url":null,"abstract":"<div><div>Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 162-166"},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Newly graduated and nurse resident competencies: Perceptions of nurse faculty and acute care hospital leaders in the state of Maryland","authors":"Joan Insalaco Warren PhD, RN, NPD-BC, NEA-BC, FAAN ,&nbsp;Hussein Michael Tahan PhD, RN, FAAN ,&nbsp;Nelda Godfrey PhD, RN, FAAN ,&nbsp;Jennifer Stephenson Zipp DNP, RN ,&nbsp;Ryan MacDonald PhD","doi":"10.1016/j.profnurs.2024.10.001","DOIUrl":"10.1016/j.profnurs.2024.10.001","url":null,"abstract":"<div><h3>Background</h3><div>The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.</div></div><div><h3>Purpose</h3><div>This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.</div></div><div><h3>Method</h3><div>A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.</div></div><div><h3>Results</h3><div>Results suggested that 90 % of the nursing programs could collectively meet 18 of the 109 outcomes by NGN program completion, with few differences in responses from the varying academic programs. Faculty attributed these low results to the heavy focus on preparing students for the NCLEX examination, overloaded curricula, and competing priorities. Practice leaders perceived NGNs only partially met/did not meet most competencies, viewing many as unrealistic. Findings support requirements for NGNs to complete an NRP and the existence of a practice-education gap.</div></div><div><h3>Conclusions</h3><div>Research findings can help inform the development of a nationally accepted, competency-based educational framework for students, new-to-practice nurse residents, and professional nurses to help align entry-level nursing practice expectations with those of nursing programs and NRPs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 152-161"},"PeriodicalIF":2.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competence of the academic clinical nurse educator: A concept analysis","authors":"Jennifer L. Hull MSN, RN, CNE","doi":"10.1016/j.profnurs.2024.10.004","DOIUrl":"10.1016/j.profnurs.2024.10.004","url":null,"abstract":"<div><h3>Background</h3><div>The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.</div></div><div><h3>AIM</h3><div>This study aimed to define the competence of the ACNE by using Walker and Avant's concept analysis method.</div></div><div><h3>Method</h3><div>Walker and Avant's concept analysis method was used to analyze the concept of competence as it applies to the ACNE.</div></div><div><h3>Results</h3><div>The analysis identified factors contributing to ACNE competence, including maintaining licensure, obtaining advanced nursing degrees, practical clinical experience, and institutional support. The defining attributes of ACNE competence include the knowledge, skills, attitudes, and behaviors needed to educate, mentor, and evaluate nursing students effectively. The study highlighted the importance of ongoing professional development, mentorship, and a commitment to lifelong learning.</div></div><div><h3>Conclusion</h3><div>Regular assessment of ACNE competence can guide mentorship and faculty development needs. Continuous development, evaluation, and support are essential for evolving competence. Further research is needed to establish best practices for developing, maintaining, and evaluating ACNE competence as well as to provide better preparation and structured orientation for novice ACNEs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 146-151"},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the evaluation of clinical competence in undergraduate students; evidence and technology: An integrative review","authors":"Amanda O'Rae,&nbsp;Kaleigh Peters,&nbsp;Zahra Shajani,&nbsp;Justin Burkett,&nbsp;Catherine Laing","doi":"10.1016/j.profnurs.2024.10.003","DOIUrl":"10.1016/j.profnurs.2024.10.003","url":null,"abstract":"<div><h3>Background</h3><div>Assessment of clinical practice is integral to determining nursing students' knowledge, critical thinking, and overall clinical competency to ensure patients are receiving quality care. There are no best practice approaches to evaluating competency in undergraduate nursing students despite the necessity to attest to how students are meeting regulatory standards upon graduation. The use of technology in healthcare and post-secondary institutions has increased, however, within nursing education, technology use for clinical evaluation remains largely underused.</div></div><div><h3>Purpose</h3><div>This integrative narrative review aimed to synthesize literature on evaluating undergraduate nursing students' clinical competence and the role of technology in enhancing the assessment process.</div></div><div><h3>Methods</h3><div>An integrative review was conducted to inform quality improvement projects relative to the assessment of students' clinical performance in an undergraduate nursing program in Canada. Authors searched the Cumulative Index to Nursing and Allied Health Literature (CINAHL) database for articles relating to competency, clinical performance evaluation, clinical evaluation tools, formative and summative evaluation, and technology in clinical evaluation. The main questions guiding this review were: <em>How is competence assessed in relation to undergraduate students' clinical performance?</em> And, <em>how can technology enhance the assessment of students' clinical performance?</em></div></div><div><h3>Results</h3><div>A total of 34 articles were included in this review. Current clinical evaluation processes use a combination of methods and tools to evaluate students' competence, however, there remains room for ongoing advancements. Adopting technology into the evaluation process can help students better understand competencies and learning outcomes, receive near real-time feedback from clinical instructors, and promote critical self-reflection. Technology has also reduced student and faculty workload with a more efficient and streamlined process. Further research is needed to understand how technology can best be incorporated into clinical evaluation processes.</div></div><div><h3>Conclusion</h3><div>Though under-researched, technology has been shown to be a valuable tool in the clinical evaluation process to promote student engagement in the assessment of clinical performance. In addition, considering factors such as the student and faculty relationship, preferences for feedback, and overall workload in the design of clinical evaluation processes is necessary.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 19-25"},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students","authors":"Brenda Elliott ,&nbsp;Cindy Ringhofer Brown ,&nbsp;Christine S. Gipson ,&nbsp;Jill Holmstrom","doi":"10.1016/j.profnurs.2024.10.002","DOIUrl":"10.1016/j.profnurs.2024.10.002","url":null,"abstract":"<div><h3>Background</h3><div>Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.</div></div><div><h3>Purpose</h3><div>The study purpose was to describe nurse faculty experiences teaching RN-BSN students.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.</div></div><div><h3>Findings</h3><div>RN-BSN faculty (<em>N</em> = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.</div></div><div><h3>Conclusions</h3><div>Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses","authors":"Leodoro J. Labrague RN, DM, PHD, CNE","doi":"10.1016/j.profnurs.2024.09.012","DOIUrl":"10.1016/j.profnurs.2024.09.012","url":null,"abstract":"<div><h3>Background</h3><div>Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.</div></div><div><h3>Purpose</h3><div>The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.</div></div><div><h3>Method</h3><div>A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.</div></div><div><h3>Results</h3><div>Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.</div></div><div><h3>Conclusions</h3><div>The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 119-124"},"PeriodicalIF":2.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Nursing Students the Ethical and Legal Consequences of Medical Errors: Insights from the RaDonda Vaught Case Using the Jigsaw Technique","authors":"Erin Lee Geiselman ,&nbsp;Angela Opsahl ,&nbsp;Carolyn Townsend","doi":"10.1016/j.profnurs.2024.09.011","DOIUrl":"10.1016/j.profnurs.2024.09.011","url":null,"abstract":"<div><h3>Purpose</h3><div>This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.</div></div><div><h3>Results</h3><div>Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.</div></div><div><h3>Conclusion</h3><div>Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 105-111"},"PeriodicalIF":2.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}