As a major source of social values in East Asia, Confucianism assumes especial significance amidst the proliferation of instrumental rationality in modern societies. This study attempts to answer the question: how Confucian are contemporary Chinese? By way of constructing an ideal type of Confucian actors, which is then applied to a survey of three Chinese communities, this study tries to formulate a new perspective in depicting the character of modern Confucian actors, measured in terms of their dynamic proximity to the Confucian ideal type. Our approach marks a shift of emphasis, both empirically and methodologically, compared with previous work on this topic. On the empirical side, our study breaks with the longstanding, classical distinction between the 'gentleman' and the 'commoner' prevalent in Confucian discourse. Degrees of proximity to Confucian values are viewed in representational-i.e. non-evaluative-terms. In constructing the ideal type of Confucian actors, we distinguish between formal and substantive values in Confucianism. This analytical distinction allows our study to demonstrate the continued relevance of Confucianism. While substantive values change over time, the formal, analytical core that captures the essence of Confucianism continues to survive in the face of the vicissitudes of modernity and the spread of instrumental rationality.

Background: Simulation has well been used for training healthcare professional; however, such innovative approach in dementia caregiver education is still at infancy. This study aims to review the application of simulation in the education of dementia family caregiver regarding the simulation modality, skills trained and outcomes.Method: Keywords including "caregiv*", "simulation" and "caregiver education" were used for searching in PubMed, CIHNAL, Medline, Psyinfo and Embase databases. Publications were searched up to 2021 and 7 studies were reviewed. Result: Studies were conducted in US, Netherland, Canada and South Korea of sample size ranging from 28 to 264. Study designs included RCT, quasi experimental and nonexperimental. Virtual reality was employed to enhance empathy and competency of caregivers; simulated patient (SP) was employed to enhance communication skill and problem-solving technique; low-fidelity simulator (Dementia Live TM ) was employed to enhance empathy and problem solving. Outcomes included improvement in empathy, caregiving competency and decreased use of emotion-focused and avoidance-focused coping. None of the studies provided detailed simulation design. Conclusion: Simulation as an innovative approach may inform nursing intervention in dementia care. Nurses could incorporate simulation into psychoeducation to enhance dementia family caregivers' self-efficacy. Communication skill, problem-solving technique and behavioral problem can be addressed through therapeutic simulation with the use of SP methodology (Sadvoy et al, 2020). Scenario design should be personcentered and simulation design should be stringent. Experimental studies are urged to determine the effectiveness.

BackgroundHealthcare simulation has been used as a pedagogical strategy in nursing education. Evidence has shown one of the positive impacts that simulations replace clinical placement. These wide-ranging initiatives are essential, and they can guide a nursing school’s simulation training. However, researching each innovation in the nursing field is beyond the scope.MethodsTo focus our research and develop the capacity and capability to incorporate healthcare simulation in nursing education, we used a consensus building process to establish a school’s research agenda. A modified Delphi process was adopted to reach a consensus among 10 nursing faculty members in one university with a visiting professor’s support.ResultsThe three themes were identified as (1) embedding simulation into the baccalaureate in nursing curriculum, (2) designing effective simulation-based education and (3) simulating education in the broader world (adolescents). These themes were further categorised into two areas that used simulation in the educational and community settings. Sixty per cent of the faculty members agreed that the question, ‘How can simulation be incorporated into clinical placements to enhance students’ learning?' should be the highest research priority.ConclusionThis study adds understanding to incorporate simulation-based education in the nursing curriculum and community provides insights into future research.

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