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Wondim BM, Bishaw KS, Zeleke YT. Effectiveness of teachers' direct and indirect written corrective feedback provision strategies on enhancing students' writing achievement: Ethiopian university entrants in focus. Heliyon 2024; 10:e24279. [PMID: 38304768 PMCID: PMC10830576 DOI: 10.1016/j.heliyon.2024.e24279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2023] [Revised: 12/23/2023] [Accepted: 01/05/2024] [Indexed: 02/03/2024] Open
Abstract
Written corrective feedback (hereafter WCF) has gained great emphasis from a considerable number of studies in second language (L2) writing history; however, an increasing number of previous studies have stressed its importance in helping learners develop their L2 writing abilities there are unresolved controversies regarding the significance and efficacy of various forms of written corrective feedback. Thus, this study was initiated to see the effects of teachers' written corrective feedback on university-entrant students' English language writing achievement. A quasi-experimental research design involving a test as a data-gathering tool was used. To that end, three intact freshman classes were selected and assigned into two experimental groups and one comparison group from a university in northwest Ethiopia. Test scores from self-descriptive paragraph writing were analyzed using a one-way ANCOVA, and the results showed that WCF has an influential role in improving university entrat learners' writing performance. Therefore, the findings from the study showed that both experimental groups performed better than the participants in the control group, indicating that both WCF provision strategies play vital roles in enhancing English language learners' writing performance as university entrants. Nevertheless, the study's findings revealed that statistically significant improvements in the writing proficiency of the study participants in both experimental groups were found the results confirmed that learners who received direct WCF along with metalinguistic explanations performed better than their peers in the indirect group who received indirect WCF. Consequently, it can be concluded that both direct and indirect WCF are crucial pedagogical strategies in improving learners' writing abilities, even though it was still found that direct WCF with a metalinguistic explanation was the most effective strategy in assisting EFL university entrants in improving their writing skills.
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Affiliation(s)
- Baymot Mekuriaw Wondim
- Department of English Language and Literature, Faculty of Humanities, Bahir Dar University, Bair Dar, Ethiopia
| | - Kassie Shifere Bishaw
- Department of English Language and Literature, Faculty of Humanities, Bahir Dar University, Bair Dar, Ethiopia
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Anderson J, Berryman K, Dowd J, Kenny C, Luib P, Nkrumah I, Reilly L, Retano-Anderson A, Ronquillo K, Wadhawan A, Birnbaum S. Student Reflections on Learning in a Doctoral-Level Writing Course. Nurse Educ 2024:00006223-990000000-00397. [PMID: 38235745 DOI: 10.1097/nne.0000000000001606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
BACKGROUND Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value. PROBLEM The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better understanding is needed of what it means to students to "learn" from writing support. APPROACH A full-semester writing course was implemented in a nursing science PhD program. In formative course assessment activities, students identified problems in early drafts of their work, which they subsequently learned to detect and resolve. In this article, students report what was learned. CONCLUSION Writing skills, like clinical skills, are intertwined with intellectual maturation and sense of professional identity. Writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Our experience suggests a need to reconceptualize writing pedagogy in nursing.
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Affiliation(s)
- Jessica Anderson
- Author Affiliations: PhD student (Mss Anderson, Berryman, Dowd, Kenny, Reilly, Retano-Anderson, Ronquillo, and Wadhawan and Messrs Luib and Nkrumah) and Associate Professor (Dr Birnbaum), Rutgers University School of Nursing, Newark, New Jersey
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Karlsholm G, André B, Grønning K. Supervising Undergraduate Nursing Students on Their Bachelor's Thesis. A Qualitative Study. SAGE Open Nurs 2024; 10:23779608231226074. [PMID: 38222265 PMCID: PMC10785709 DOI: 10.1177/23779608231226074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 12/08/2023] [Accepted: 12/22/2023] [Indexed: 01/16/2024] Open
Abstract
Introduction The bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. It aims to demonstrate knowledge gained through education, to be an assessment tool, and to give new learning outcomes through working on the thesis. The process of working with the BT most often includes individual supervision. There is an absence of support for teachers supervising undergraduate nursing theses, which includes a lack of national or institutional guidelines, role definitions and research material. Objective Given the lack of helpful guidelines, this study aims to explore what the teachers emphasize as important regarding their supervision of nursing students writing their BT. Methods The study has a qualitative approach, featuring individual semi-structured interviews with nursing teachers supervising nursing students on the BT. Reflexive thematic analysis is used as the method of analysis. Results The analyses resulted in two generated themes, each with two subthemes, describing the patterns the teachers emphasize as important aspects of their supervision of nursing students writing their BT. The themes were "The pedagogical approach to the supervision" and "The advantages of the bachelor's thesis to the nursing profession." Conclusions The teachers balanced different roles in the supervision of the students. They wanted the students to grow through challenging them, grounded in a relationship of trust and confidence. They were role models for how to be critical thinkers and incorporated critical thinking as a pedagogical implement in supervision, wanting to raise the students to become nurses who think critically. The teachers sought to combine clinical relevance with academic literacy to secure a new generation of nurses able to be a part of the future development of the profession. They wanted to equip the students with knowledge, skills, and confidence to speak up and communicate nursing. Last, the teachers combined their clinical and academic identities in the supervision of the BT.
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Affiliation(s)
- Guro Karlsholm
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Beate André
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Kjersti Grønning
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Research, Nord-Trøndelag Hospital Trust, Levanger, Norway
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Pengelly C, Spring C, Taylor RM. An evaluation of staff experiences of the Royal Literary Fund writer-in-residence service to support improvements in written communication in healthcare. QUALITATIVE RESEARCH IN MEDICINE & HEALTHCARE 2023; 7:11601. [PMID: 38213668 PMCID: PMC10782892 DOI: 10.4081/qrmh.2023.11601] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 11/28/2023] [Indexed: 01/13/2024] Open
Abstract
Written communication is essential to staff and patient experience in healthcare. The Royal Literary Fund has hosted a writing fellow in an NHS Trust since 2018 providing professional writing training. The aim of this evaluation was to explore the experiences of staff using the service. Semi-structured interviews were conducted with 21 staff members from a range of professions who had accessed the service. Data were analysed using thematic analysis. Findings: The writing service was highly valued. Three themes emerged: feelings about writing at work, reported benefits of attending sessions, and perceived barriers to accessing them. Staff felt underskilled in professional writing and described the wish to write more succinctly and reflectively. Self-reported confidence increased after sessions. Stigma around writing skills prevented some staff from recommending the service. Wider adoption of professional writing skills training through the NHS could have benefits in terms of increasing self-perceived skills and confidence.
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Affiliation(s)
| | | | - Rachel M. Taylor
- Centre for Nurse, Midwife and Allied Health Profession Led Research (CNMAR), University College London Hospitals NHS Foundation Trust, London, United Kingdom
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Parker JL, Becker K, Carroca C. ChatGPT for Automated Writing Evaluation in Scholarly Writing Instruction. J Nurs Educ 2023; 62:721-727. [PMID: 38049299 DOI: 10.3928/01484834-20231006-02] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
BACKGROUND Effective strategies for developing scholarly writing skills in postsecondary nursing students are needed. Generative artificial intelligence (GAI) tools, such as ChatGPT, for automated writing evaluation (AWE) hold promise for mitigating challenges associated with scholarly writing instruction in nursing education. This article explores the suitability of ChatGPT for AWE in writing instruction. METHOD ChatGPT feedback on 42 nursing student texts from the Michigan Corpus of Upper-Level Student Papers was assessed. Assessment criteria were derived from recent AWE research. RESULTS ChatGPT demonstrated utility as an AWE tool. Its scoring performance demonstrated stricter grading than human raters, related feedback to macro-level writing features, and supported multiple submissions and learner autonomy. CONCLUSION Despite concerns surrounding GAI in academia, educators can accelerate the feedback process without increasing their workload, and students can receive individualized feedback by incorporating AWE provided by ChatGPT into the writing process. [J Nurs Educ. 2023;62(12):721-727.].
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Mitchell KM. Language as a proxy for race: Language and literacy and the nursing profession. Nurs Inq 2023; 30:e12565. [PMID: 37248969 DOI: 10.1111/nin.12565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 05/10/2023] [Accepted: 05/14/2023] [Indexed: 05/31/2023]
Abstract
Defining a nurse as literate is disciplinary and contextual, linked to professional identity formation, and an issue impacting patient safety. Literacy and language proficiency are concepts assessed through examining skills in four pillars: reading, writing, speaking, and listening. This article explores how literacy is not only a practice issue but inextricably intertwined with issues of race, equity, diversity, and inclusiveness in our profession-both in regulatory policy and classroom pedagogy. In making the argument that language is a proxy for race, three cases of language and literacy will be presented. First, the deficit discourse of multilingual student struggle is stereotyped to the presence or absence of an accent, with multilingual student needs often treated homogeneously in disregard of population heterogenous abilities. Second, regulatory policies for language testing internationally educated nurses are discriminatory with testing context bearing little relationship to the language needs of nursing practice. Third, that the myth of "one standard English" results in racist evaluation practices of student academic performance. Recommendations are made for reframing how language and literacy are viewed in nursing education and regulation of practice with a focus on acknowledgment of one's personal relationship to racial issues and emphasizing the need for a change in mindset toward racialized multilingual students and writers.
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Affiliation(s)
- Kim M Mitchell
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Canada
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Tornwall J, McDaniel J. Key strategies in scholarly writing instruction for doctor of nursing practice students: A Q-methodology study. NURSE EDUCATION TODAY 2022; 108:105192. [PMID: 34768153 DOI: 10.1016/j.nedt.2021.105192] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 10/22/2021] [Accepted: 11/02/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Development of scholarly writing skills in Doctor of Nursing Practice (DNP) students is essential to their capacity to advance nursing science after graduation. OBJECTIVES The purpose of this study was to inform instructional design choices and teaching strategies for DNP writing courses by examining student viewpoints before and after completing a scholarly writing course. DESIGN Q methodology was used to explore student self-perceptions of scholarly writing skills. SETTING An online scholarly writing course at a large university in the midwestern United States. PARTICIPANTS Twenty-six DNP students with either a bachelor's or master's degree in nursing. METHODS Before and after a scholarly writing course, students ranked 34 writing competency statements according to how well the statements described them. RESULTS Three pre-course and four post-course factors represented student viewpoints of their scholarly writing knowledge, skills, and attitudes before and after a writing course. CONCLUSIONS Effective instruction in scholarly writing for DNPs should include explicitly directed pre-writing activities, frequent opportunities to give and receive feedback, and training on management of emotional aspects of writing.
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Affiliation(s)
- Joni Tornwall
- The Ohio State University College of Nursing, 1585 Neil Ave., Columbus, OH 43210, United States of America.
| | - Jodi McDaniel
- The Ohio State University College of Nursing, 1585 Neil Ave., Columbus, OH 43210, United States of America.
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Iob G, Visintini C, Palese A. Persuasive discourses in editorials published by the top-five nursing journals: Findings from a 5-year analysis. Nurs Philos 2021; 23:e12378. [PMID: 34865314 DOI: 10.1111/nup.12378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 10/24/2021] [Accepted: 11/28/2021] [Indexed: 11/29/2022]
Abstract
The aim is to describe which persuasive tool from the triad of Aristotle (Ethos, Pathos and Logos) is most commonly used in editorials to convey visions and ideas in the nursing journals of the last 5 years (2014-2019). A descriptive qualitative study, based on content analysis, was performed in 2020 and summarized according to the COnsolidated criteria for REporting Qualitative research principles. Two hundred and eighty-five editorials were included in the study, all of which were published in the top-five nursing journals, specifically, the International Journal of Nursing Studies (5-years Journal Impact Factor [5-Y JIF] = 5.022), the Journal of Nursing Scholarship (=3.374), the Journal of Advanced Nursing (=3.010), the Worldviews on Evidence-Based Nursing (2.990) and the Nursing Outlook (=2.867). Logos was the most widely used tool in 148 editorials (51.9%). Ethos was used in a quarter of them (n = 72, 25.3%) and the Pathos tool was used to a similar extent (n = 65, 22.8%). Logic is the most used tool for persuasion in nursing editorials; however, nurses who would capture the attention of the nursing community by writing an editorial should also consider the profiles of the potential readers, who might be attracted in different ways by logical-objective, ethical-moral, or emotional discourses.
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Affiliation(s)
- Giovanna Iob
- Department of Medical Sciences, School of Nursing, University of Udine, Udine, Italy
| | - Chiara Visintini
- Department of Medical Sciences, University of Udine, Udine, Italy
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Udine, Italy
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Dogan EIK, Terragni L, Raustøl A. Student nurses' experience of learning about the right to food: Situated professional development within clinical placement. NURSE EDUCATION TODAY 2021; 98:104692. [PMID: 33454657 DOI: 10.1016/j.nedt.2020.104692] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Accepted: 11/23/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Human rights are an important part of nursing practice. Despite its importance for professional development and practice, few studies have focused on how to include a human rights perspective in nursing education. One area proven to be particularly challenging is the right to food for older people in nursing homes. OBJECTIVE The study's aim was to explore how nursing students experience learning about the right to food combining on-campus teaching with placement experience. DESIGN The study had an interpretative qualitative design with a constructivist epistemology. PARTICIPANTS Twenty-six first-year nursing students participated in four focus groups shortly after their clinical placement at a nursing home. Twenty-five students provided their written assignment done during their placement to the study. Data collection took place in 2018. METHOD A design-based research approach was used in the development of the course. A thematic approach was used to analyse these two data sources. RESULTS Findings regarding students' learning about the right to food centred on four themes: development of language about the right to food; coherence between campus and placement; experiencing situations where rights are at risk; and relations with others. Analyses of the assignments revealed that students seemed to be positioned along a continuum, between "student approach" and "activist approach". CONCLUSION Learning about food as a human right can promote students' awareness and accountability concerning their nutritional care for the residents. Combining human rights education with other learning theories focusing on practice and social relation can enhance students' professional development and commitment to social justice.
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Mitchell KM, McMillan DE, Lobchuk MM, Nickel NC. Writing activities and the hidden curriculum in nursing education. Nurs Inq 2021; 28:e12407. [PMID: 33636053 DOI: 10.1111/nin.12407] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 11/30/2022]
Abstract
Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric-driven competency-based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper-focus on "figuring out" the teacher with minimal focus on the act of writing. Students used a form of behavioral "code-switching" to maximize their grade while considering how their "valuing" of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment.
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Affiliation(s)
- Kim M Mitchell
- Nursing Department, Red River College, Winnipeg, MB, Canada.,Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada
| | - Diana E McMillan
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada.,Health Sciences Center, Winnipeg, MB, Canada
| | - Michelle M Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada
| | - Nathan C Nickel
- Department of Community Health Sciences, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
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Mitchell KM, Blanchard L, Roberts T. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.ahead-of-print/ijnes-2020-0074/ijnes-2020-0074.xml. [DOI: 10.1515/ijnes-2020-0074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 10/14/2020] [Indexed: 11/15/2022]
Abstract
AbstractWriting practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.
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Affiliation(s)
| | | | - Tara Roberts
- Nursing, Red River College, Winnipeg, Manitoba, Canada
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Schmidt NA, Brown JM. The COMITS Model: A Framework for Successful Publishing. J Contin Educ Nurs 2020; 51:477-483. [PMID: 32976617 DOI: 10.3928/00220124-20200914-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Accepted: 05/04/2020] [Indexed: 11/20/2022]
Abstract
Publishing is a necessity for nursing faculty and a growing expectation for nurse clinicians. Overcoming personal, organizational, and publishing barriers to writing is critical for successful publishing. The purpose of this article is to introduce the COMITS model. COMITS is an acronym that represents the following concepts: Commitment, Organization, Mechanics, Interpersonal, Time, and Sustainability. Strategies for overcoming barriers are described. Using these strategies associated with the COMITS model provides a framework for overcoming barriers that often prevent nursing faculty and clinicians from publishing. [J Contin Educ Nurs. 2020;51(10):477-483.].
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Zanin-Yost A, Dillen C. Connecting Past to Future Needs: Nursing Faculty and Librarian Collaboration to Support Students’ Academic Success. JOURNAL OF LIBRARY ADMINISTRATION 2019. [DOI: 10.1080/01930826.2018.1549407] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Alessia Zanin-Yost
- Associate Librarian, Reference/Instruction, Penn State Eiche Library, Altoona, PA, USA
| | - Cathleen Dillen
- Assistant Teaching Professor, DNP, AOCNS, ACNS-BC, Penn State Nursing Department, Altoona, PA, USA
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