Yu-Chi Chen

This paper investigates the impact of big data policy on prevention- and control-based green innovation. We theorize the dual roles of the institutional environment, i.e., regulatory monitoring and resource provision, in shaping firms’ attention to green innovation. Using the establishment of the National Big Data Comprehensive Pilot Zones (NBDCPZs) as a quasi-exogenous shock, we find that the policy significantly increases firms’ relative emphasis on prevention-based over control-based green innovation. Cross-sectional heterogeneity tests show that this effect is more pronounced among firms with higher pollution emissions, in more polluting industries, with greater innovation knowledge exchange, in more competitive industries, in regions with poorer air quality and higher public pollution attention, and with greater negative media coverage. This study provides valuable policy insights into how digital governance can foster more proactive and morally responsible forms of corporate green innovation.

Given the widespread occurrence of ethical dilemmas and moral distress in healthcare, it is crucial for educators to strengthen nursing students’ ethical education. However, there is little published research on the best practices for teaching nursing ethics. This study aims to determine whether the Presentation-Assimilation-Discussion (PAD) mode, compared to traditional lecture-based learning (LBL) teaching, increases nursing students’ moral sensitivity and ethical decision-making skills. A total of 100 eligible nursing students were randomized into two groups: the PAD model group (n = 50) and the LBL group (n = 50). Their moral sensitivity and ethical decision-making skills were evaluated using the Moral Sensitivity Questionnaire-Revised Chinese Version (MSQ-R-CV) and the Chinese Version of Judgment About Nursing Decision (JAND-CV), both before and after the course, and again three months later. After the course, the PAD group showed significantly higher scores in moral sensitivity and ethical decision-making compared to the LBL group, both immediately and at the 3-month follow-up (p < 0.05). Specifically, the PAD group demonstrated greater improvements in total scores and in most subdimensions, including moral responsibility, moral burden, ethical choice, and ethical action. While both groups showed some degree of improvement after the intervention, the changes were more substantial and longer-lasting in the PAD group. This study confirms that the PAD model is an effective method for teaching nursing ethics and developing nursing students’ moral sensitivity and ethical decision-making skills. This randomized trial was registered in Chinese Clinical Registry Center, under code (ChiCTR2400086717) in 07/09/2024.