Examining the Evidence on the Statistics Prerequisite for Admission to Doctor of Nursing Practice Programs: Retrospective Cohort Study.

Background: Doctor of Nursing Practice (DNP) programs in the United States confer the highest practice degree in nursing. The proportion of racial and ethnic minority DNP students, including those of Asian descent, keeps increasing in the United States. Statistics is commonly required for DNP programs.

A longitudinal mixed methods study describing 4th year baccalaureate nursing students' perceptions of inclusive pedagogical strategies.

Background: Creating inclusive learning environments-those in which all students thrive-is a priority as nursing educators are charged with preparing a diverse workforce to care for a diverse patient population. Yet, faculty are hindered by a dearth of evidence-based pedagogical strategies to promote inclusion.

Purpose: This longitudinal mixed methods study uniquely addresses this evidence gap by describing relationships among inclusive pedagogical strategies and student outcomes in 81 4th-year baccalaureate nursing students.

Fourth-Year Baccalaureate Nursing Students' Perceptions of Inclusive Learning Environments.

Background: Creating inclusive learning environments is a priority in nursing education, yet faculty are hindered by a dearth of evidence-based inclusive pedagogical strategies. In addition, little is known about students' perceptions of inclusive learning environments.

Method: Fourth-year baccalaureate nursing students from majority and underrepresented minority groups (n = 13) participated in focus groups at two time points across the academic year.

The real thing: preschoolers prefer actual activities to pretend ones.

Pretend play is a quintessential activity of early childhood, and adults supply children with many toys to encourage it. Do young children actually prefer to pretend, or do they do it because they are unable to engage in some activities for real? Here we examined, for nine different activities, American middle-class preschoolers' preferences for pretend and real activities. The 100 children we tested (M = 58.

How feedback improves children's numerical estimation.

Developmental change in children's number-line estimation has been thought to reveal a categorical logarithmic-to-linear shift in mental representations of number. Some have claimed that the broad and rapid change in estimation patterns that occurs with corrective feedback provides strong evidence for this shift. However, quantitative models of proportion judgment may provide a better account of children's estimation patterns while also predicting broad and rapid change following feedback.

Spatial estimation: a non-Bayesian alternative.

A large collection of estimation phenomena (e.g. biases arising when adults or children estimate remembered locations of objects in bounded spaces; Huttenlocher, Newcombe & Sandberg, 1994) are commonly explained in terms of complex Bayesian models.