Search

Under a Creative Commons license: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Clinical practice is a moment of stress for nursing students with impact in academic outcomes. Neonatal Intensive Care Units (NICU) are a specific and multifaceted context that offer complex experiences to nursing students. A descriptive, cross-sectional, and observational study, with a qualitative approach was outlined that aimed to describe and categorize the experiences of nursing students in NICU. Semi structured interviews were used for data collection and content analysis for data analysis. Among eligible students (those that had performed clinical practice in NICU and agreed to participate) a purposive sample of 6 students was selected. Data analysis allowed the identification of five categories: clinical practice evolution, expectations about clinical practice, challenges faced in clinical practice, feelings for the babies and their parents, and comparing with the adult nursing clinical practice. The findings of this study indicate that nursing students experienced a wide range of feelings and experiences. info:eu-repo/semantics/acceptedVersion

Objectives: Schools of public health (SPHs) must train students through real-world situations. Practice-based teaching (PBT) uses immediate application for skill development through multiple modes of delivery including virtual collaborations. PBT provides short-term benefits but is less understood long term. We sought to understand the longer-term impacts of PBT on students, public health agencies, faculty, and SPH administration and determine if the reported benefits of PBT outweigh the challenges. Methods: We used a mixed-methods pre–post-test evaluation to assess short-term outcomes in spring 2015 and long-term outcomes 3 years later using quantitative and qualitative assessments. The evaluation included 4 PBT courses spanning disciplines in 1 SPH. Participants included students (n = 56), collaborating agencies (n = 9), teaching faculty (n = 7), and SPH administrators (n = 8). Results: Students reported acquisition of competencies, application at follow-up, and being workforce ready (91.0%) with greater appreciation 3 years post-semester (78.6%). Collaborating agencies reported successful implementation of deliverables (77.8%) and enhanced networks (88.7%) with cost savings and better outcomes for the communities served. Faculty recognized beneficial outcomes to students including workforce preparation (71.4%), and administration recognized the benefits and worth of PBT to the school for teaching (100%) and research opportunities (87.5%). Conclusions: Given the shifting higher education landscape as a result of the pandemic, public health courses are being redesigned to provide opportunities for skill development, regardless of delivery mode, and enhanced connections to the field are essential. PBT is a flexible pedagogy that results in lasting and innovative resources to agencies and prepares public health students with technical skills and professional competencies to be workforce ready.

Drinking motives, or reasons people choose to drink, are well-established risk factors for alcohol use and related negative consequences. Recent research has shown utility in a self-determination theory (SDT) approach for describing motivation for engaging in behaviors that reduce the harms associated with alcohol use (i.e., drinking responsibly). In the present study, we examined the relationship between drinking motives and motivations for drinking responsibly as well as their unique and incremental associations with alcohol-related outcomes (protective behavioral strategies [PBS], consumption, and negative consequences) in two samples of college student drinkers: (a) a random sample (n = 507) recruited from a Hispanic-Serving Institution on the U.S. border with Mexico (Mage = 22.84, SD = 5.84; 67.3% female; 90.9% Hispanic) and (b) a convenience sample (n = 2,808) from Psychology Department research participation pools at 10 universities in 8 U.S. states (Mage = 20.59, SD = 4.18; 72.9% female; 58.2% non-Hispanic White). Autonomous motivations (experience of volition and choice) for drinking responsibly were negatively correlated with drinking motives, but these correlations were small-to-medium in magnitude suggesting nonredundancy between the constructs. Drinking motives were risk factors for alcohol-related outcomes, especially alcohol-related problems, and autonomous motivations for drinking responsibly were protective factors for alcohol-related outcomes, especially PBS. Both motivational constructs predicted alcohol-related outcomes beyond the other, but drinking motives generally accounted for more variance. These findings suggest that integrating motivation in relation to both drinking and drinking responsibly may lead to a better understanding of alcohol-related behaviors and the associated negative consequences among college students. Implications for college drinking interventions are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Objetivo: evaluar la asociación entre la calidad de vida y la presencia de síntomas de depresión, ansiedad y estrés en estudiantes universitarios del área de la salud. Método: estudio transversal que incluyó a 321 estudiantes de carreras del área de la salud. La calidad de vida se midió mediante la escala de la Organización Mundial de la Salud, versión abreviada, en los dominios físico, psicológico, relaciones sociales y ambiente, y los síntomas se evaluaron por la escala de depresión, ansiedad y estrés. Se realizó un análisis multivariante por medio de regresión lineal robusta para evaluar la asociación entre la calidad de vida y los síntomas presentados. Resultados: se observó una asociación negativa entre la calidad de vida y los síntomas de depresión en todos los dominios, mientras que los síntomas de ansiedad tuvieron una asociación negativa en el dominio ambiente, y los síntomas de estrés tuvieron una asociación negativa en el dominio psicológico. La gravedad de los síntomas se asoció desfavorablemente con la calidad de vida, es decir, cuanto mayor la gravedad de los síntomas, menores las puntuaciones medias en todos los dominios. Conclusión: los síntomas de depresión, ansiedad y estrés fueron prevalentes e impactaron negativamente en la calidad de vida de los estudiantes, especialmente en presencia de síntomas depresivos. Las puntuaciones disminuidas se asociaron significativamente con la gravedad de los síntomas. Objective: to evaluate the association between quality of life and presence of symptoms of depression, anxiety, and stress in college students in the health area. Method: cross-sectional study that included 321 students from undergraduate courses in the health area. Quality of life was measured using the World Health Organization scale, abbreviated version, in the physical, psychological, social relations and environment domains, and symptoms were assessed by the depression, anxiety and stress scale. Multivariate analysis was performed using robust linear regression to evaluate the association between quality of life and symptoms. Results: a negative association was observed between the quality of life and depression symptoms in all domains, while anxiety symptoms showed a negative association in the environment domain, and stress symptoms had a negative association in the psychological domain. Symptom severity was unfavorably associated with quality of life, that is, the greater the symptom severity, the lower the mean scores in all domains. Conclusion: symptoms of depression, anxiety, and stress were prevalent and had a negative impact on students’ quality of life, especially in the presence of depressive symptoms. The decrease in scores was significantly associated with the severity of symptoms. Objetivo: avaliar a associação entre qualidade de vida e presença de sintomas de depressão, ansiedade e estresse em estudantes universitários da área da saúde. Método: estudo transversal que incluiu 321 estudantes de cursos de graduação da área da saúde. A qualidade de vida foi mensurada por meio da escala da Organização Mundial da Saúde, versão abreviada, nos domínios físico, psicológico, relações sociais e meio ambiente, e os sintomas avaliados pela escala de depressão, ansiedade e estresse. Foi realizada análise multivariada utilizando regressão linear robusta para avaliar a associação entre qualidade de vida e sintomas apresentados. Resultados: observou- se associação negativa entre qualidade de vida e sintomas de depressão em todos os domínios, enquanto os sintomas de ansiedade apresentaram associação negativa no domínio meio ambiente, e os sintomas de estresse tiveram associação negativa no domínio psicológico. A gravidade dos sintomas associou-se de forma desfavorável com a qualidade de vida, ou seja, quanto maior a gravidade dos sintomas, menor a média dos escores em todos os domínios. Conclusão: sintomas de depressão, ansiedade e estresse mostraram-se prevalentes e com impacto negativo na qualidade de vida dos estudantes, principalmente na presença de sintomas depressivos. A diminuição dos escores foi significativamente associada à gravidade dos sintomas.

Adolescence is a period of life with specific health and developmental needs and rights. It is also a time to develop knowledge and skills, learn to manage emotions, relationships and attributes as well as abilities that will be important for enjoying the adolescent years. It is also a period of assuming adult roles. Purpose: This study was aimed at exploring the risky sexual behaviours and factors associated with Risky sexual behaviours (RSB) among students’ of Federal Polytechnic Oko. Cross-sectional design was used for this study. Method: The Instrument used for collection of data was an adapted Questionnaire (University of Florida sexual behaviour questionnaire 2019). 444 students who volunteered were used for the study. Multi-stage sampling technique was used. In stage 1, simple random sampling technique was used to select four (4) schools out of the eight (8) schools in Federal Polytechnic Oko (FPO). In stage 2, out of the four (4) schools, Proportionate sampling technique was used to select one departments from the schools, whereby for each school with less than four (4) departments, one (1) department was selected and for any school with more than four (4) departments, two (2) departments were selected. Finally, simple random sampling technique was used to select the participants for the study from the selected departments. The face and content validity was established and the reliability coefficient of the instruments was 0.82. Data analysis was done using chi-square. Result: The results indicated that 426 (97.3%) of the participants practised risky sexual behaviour, while 12 (2.7%) did not practise RSB, however, only 140 (32.0%) had definite practice (mean score>2.5). Most of the students practised unprotected vaginal 390 (89.0%), oral 345 (78.7%) and anal sex 307 (70.1%). More than two-thirds 317 (71.0%) of the students had multiple sexual partners and engaged in smooching. More than half of the respondents were influenced by certain factors that predisposed to risky sexual behaviour, 344 (78.5%) exposed themselves to pornography, (343) 78.3% cohabitate with opposite sex, while, about half of the students accepted that risky sexual behaviour can be reduced through increase in STIs awareness. Increase in condom use (37.7%) and STI testing (35.2%) were strongly agreed as ways of reducing RSB. Nishtha and Siddharth, 2019, opined that specific sexual behaviour among students include but not limited to too early initiation of sexual activity, sexual intercourse without the use of contraception, unplanned pregnancy, multiple sexual partner and sexual intercourse with a partner infected with an STI and HIV/AIDS, unprotected vaginal sex, oral sex and outercourse/smooching (non – penetrative sexual activity) among others. Some of the factors associated with risky sexual behaviours include: Substance abuse, Prestige of Multiple Partners, Sexual Activity for Financial Gain, Sexual Activity for Good Grades, Casual Sex Partners, Peer Pressure, Gender Issues, Media, Sexual Activity to Relieve Stress, Easy access to sex, watching of pornographic.

After the implementation of the school closure policy, parents are acclimating to studying with their children due to the effects of COVID-19 pandemic. Therefore, this study thoroughly discusses the involvement of parents in a child’s digital education, especially the experience of the mothers with elementary school students. The survey approach and qualitative methods are used to obtain 277 respondents from the population of parents in Berau, Indonesia. Structural Equation Modeling (SEM) and Partial Least Square (PLS) are the data analysis technique used with the help of SmartPLS software version 3. The results shows that the direction of the relationship between the use of gadgets and maternal involvement is positive, hence the hypothesis decision is accepted. The digital learning of children includes letter and number recognition, reading, learning to count, coloring, drawing, playing educational games, and studying. Some of the mothers’ involvement includes explaining websites accessible by children to communicate politely on social media. These results are valuable insights for parents in providing involvement in digital learning for elementary school students.

BackgroundProvision of information and advice from a physiotherapist is often assumed to be translated into action by a patient with low back pain (LBP). However, this assumption is questionable. The aim of this study is to explore physiotherapy students’ individual experiences with managing persistent low back pain.MethodsThis is a qualitative interview study using individual semi-structured interviews based on a phenomenological approach to explore physiotherapy students’ management of their own low back pain. Participants had to have non-specific low back pain for more than three months. Interviews were audio recorded, transcribed and analysed using thematic text analysis.ResultsTen participants with a median age of 25 years were included. The analysis revealed three themes important for the participants’ management of their own persistent LBP: impact on everyday life, knowledge about LBP and ability to self-manage.ConclusionsSelf-managing persistent low back pain can still be a challenge even when possessing professional knowledge about pain. This indicates that only providing patients with information and advice does not lead to the expected behaviours, but that healthcare professionals need to listen to their patients and tailor advice and strategies to meet physical, psychological and social challenges. BackgroundProvision of information and advice from a physiotherapist is often assumed to be translated into action by a patient with low back pain (LBP). However, this assumption is questionable. The aim of this study is to explore physiotherapy students’ individual experiences with managing persistent low back pain.MethodsThis is a qualitative interview study using individual semi-structured interviews based on a phenomenological approach to explore physiotherapy students’ management of their own low back pain. Participants had to have non-specific low back pain for more than three months. Interviews were audio recorded, transcribed and analysed using thematic text analysis.ResultsTen participants with a median age of 25 years were included. The analysis revealed three themes important for the participants’ management of their own persistent LBP: impact on everyday life, knowledge about LBP and ability to self-manage.ConclusionsSelf-managing persistent low back pain can still be a challenge even when possessing professional knowledge about pain. This indicates that only providing patients with information and advice does not lead to the expected behaviours, but that healthcare professionals need to listen to their patients and tailor advice and strategies to meet physical, psychological and social challenges.

This study aims to evaluate the determinants that influence the adoption of online databases in the learning process of students at economics universities in Vietnam. A quantitative study with a meta-analysis was conducted by utilizing structural equation modeling (SEM). The sample consisted of 492 students from economics universities located in Vietnam who were surveyed using stratified random sampling. The results indicate that the adoption of online databases in student learning is influenced by six determinants, namely: (i) perceived effectiveness, (ii) perceived ease of use, (iii) technical barriers, (iv) personal usefulness, (v) usage attitudes, and (vi) convenience. Our study has revealed that students' intention to use the online database system is positively influenced by their perceived ease of use and perceived usefulness. These findings could be valuable in shaping policies for enhancing the online database system at economics universities, taking into account the students' characteristics and the institution's needs.

Purpose: To assess the need for spectacles and low-vision aids (LVA) in students attending schools for the blind and study their compliance with use.Methods: Comprehensive ocular evaluation was performed using a hand-held slit lamp and ophthalmoscope. Vision acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart for distance, as well as for near. Spectacles and LVAs were dispensed after refraction and LVA trial. Follow-up was performed to assess the vision using the LV Prasad Functional Vision Questionnaire (LVP-FVQ) along with compliance with use after 6 months.Results: Of the 456 students examined from six schools, 188 (41.2%) were female; 147 (32.2%) were Conclusion: Although the dispensing of LVA and spectacles improved the visual acuity and vision function of 90/456 (19.7%) students, nearly a third were not using them after 6 months. Efforts need to be taken to improve the compliance of use.

Background and Study Aim. The purpose of the study is to develop and experimentally substantiate the efficiency of methods to improve the physical fitness (PF) of students in physical education classes using CrossFit means. Material and Methods. The studies were conducted at the University with first-year students and involved 44 students of the control group and 52 students of the experimental group aged 17 to 19 years. Three versions of the experimental program to improve the students’ PF in physical education classes using CrossFit means were developed. The students’ PF level was determined according to the results of performing the State tests of the Ministry of Education and Science of Ukraine: 100 m running (s), standing long jump (cm), pull-ups and cross bar dips (number); hanging leg raises to the crossbar (number); 1000 m running (min, s); shuttle run 4x9 m and 10x10 m (s); trunk forward bending (cm). The level of students’ functional fitness was determined according to the indices of heart rate (HR), blood pressure, time of breath-holding while performing Stange’s test, lung vital capacity. Results. In the process of the pedagogical experiment more pronounced positive changes in the indices of physical and functional fitness were observed in students of the experimental group as compared to those of the control group, the functional reserves of the heart and motor system of students increased by the end of the experiment. The efficiency of four-hour classes a week according to the experimental program manifested itself in the increase of strength, strength endurance, speed and agility during a performance of motor tests; a decrease in resting heart rate, an increase of the degree of HR increment under load (relative to the resting level), an increase of HR recovery at the first minute after the load. Mathematical models of interrelations of separate somatic and vegetative parameters in the process of development and improvement of motor skills under the influence of the experimental program of physical education with the use of CrossFit means were developed and specified. Mathematical models reflect mechanisms of increase of functional reserves of heart and motor system of students, their interrelation in the process of improving the results in motor tests under the influence of CrossFit means. Conclusions. The results of the research confirm the higher efficiency of the physical education experimental method with the use of specially developed complexes of CrossFit® physical exercises in comparison with the generally accepted program of the Ministry of Education and Science of Ukraine. The efficiency of the experimental program’s impact on the physical state of the students is confirmed by an increase in the level of development of motor qualities, an increase in the economy of the body functioning at rest, an increase in the functional reserves of the heart and the motor system., Передумови та мета дослідження. Мета дослідження – розробити та експериментально обґрунтувати ефективність методів підвищення фізичної підготовленості (ФП) студентів на уроках фізичної культури із застосуванням засобів CrossFit.Матеріал і методи. Дослідження проводились на базі університету зі студентами першого курсу, в них взяли участь 44 студенти контрольної групи та 52 студенти експериментальної групи віком від 17 до 19 років. Розроблено три варіанти експериментальної програми для покращення фізичної активності студентів на уроках фізичної культури із застосуванням засобів CrossFit. Рівень фізичної активності студентів визначався за результатами виконання Державних контрольних робіт МОН України: біг на 100 м (с), стрибки в довжину з місця (см), підтягування та опускання на перекладині (кількість) ; підйоми ніг у висі до перекладини (номер); біг на 1000 м (хв, с); човниковий біг 4х9 м і 10х10 м (с); нахил тулуба вперед (см). Рівень функціональної підготовленості студентів визначали за показниками частоти серцевих скорочень (ЧСС), артеріального тиску, часу затримки дихання при виконанні проби Штанге, життєвої ємності легень. Результати. У процесі педагогічного експерименту у студентів експериментальної групи спостерігалися більш виражені позитивні зміни показників фізичної та функціональної підготовленості порівняно з контрольною групою, збільшувалися функціональні резерви серця та рухової системи студентів. закінчення експерименту. Ефективність чотиригодинних занять на тиждень за експериментальною програмою проявилася у підвищенні сили, силової витривалості, швидкості та спритності під час виконання рухових проб; зниження ЧСС у спокої, збільшення ступеня приросту ЧСС під навантаженням (відносно рівня спокою), збільшення відновлення ЧСС на першій хвилині після навантаження. Розроблено та уточнено математичні моделі взаємозв’язків окремих соматичних і вегетативних параметрів у процесі розвитку та вдосконалення рухових якостей під впливом експериментальної програми фізичного виховання з використанням засобів CrossFit. Математичні моделі відображають механізми підвищення функціональних резервів серця та рухової системи студентів, їх взаємозв’язок у процесі покращення результатів у рухових тестах під впливом засобів CrossFit. Висновки. Результати дослідження підтверджують вищу ефективність експериментальної методики фізичного виховання з використанням спеціально розроблених комплексів фізичних вправ CrossFit® порівняно із загальноприйнятою програмою МОН України. Ефективність впливу експериментальної програми на фізичний стан студентів підтверджується підвищенням рівня розвитку рухових якостей, підвищенням економічності функціонування організму в стані спокою, підвищенням функціональних резервів серця та рухова система.

Penelitian ini bertujuan untuk meningkatkan kecerdasan kinestetik mahasiswa program studi PGSD FKIP Universitas Bengkulu melalui pembelajaran Konsep Dasar Seni Tari. Metode penelitian yang digunakan adalah action research yang dilakukan sebanyak 2 siklus. Subyek penelitian adalah mahasiswa semester VC yang berjumlah 38 orang. Teknik pengumpulan data yang digunakan adalah observasi dengan skala 1-4 untuk 19 indikator kecerdasan kinestetik dan diolah dengan teknik persentase. Berdasarkan hasil penelitian, kecerdasan kinestetik mahasiswa meningkat pada tiap siklusnya. Indikator pada kategori 1 (kurang) dan 2 (cukup) berkurang pada tiap siklus dan indikator pada kategori 3 (baik) dan 4 (sangat baik) meningkat pada tiap siklus. Mahasiswa antusias mengikuti proses perkuliahan. Kecerdasan kinestetik dapat meningkat karena latihan dilakukan secara terus menerus dan terarah., This study aims to improve the kinesthetic intelligence of students of the PGSD FKIP University of Bengkulu study program through learning the Basic Concepts of Dance. The research method used is action research conducted in 2 cycles. The research subjects were 38 students of the VC semester. The data collection technique used was observation with a scale of 1-4 for 19 indicators of kinesthetic intelligence and processed by the percentage technique. Based on the results of the study, students' kinesthetic intelligence increased in each cycle. Indicators in categories 1 (poor) and 2 (adequate) decreased in each cycle and indicators in categories 3 (good) and 4 (very good) increased in each cycle. Students are enthusiastic about participating in the lecture process. Kinesthetic intelligence can increase because the exercise is carried out continuously and directed.

Background: Three years after the outbreak of the COVID-19 pandemic, psychological distress among college students remains increased. This study assesses stress, anxiety, and depression levels among students of the Aristotle University of Thessaloniki by the end of the third year of the pandemic (November 2022), revealing demographic characteristics and probable stressors. Methods: A questionnaire was distributed in November 2022 via the academic students’ e-mails. The evaluation was performed with the DASS21 survey tool. The correlation analysis and the effect size calculation were performed with the t-test. Results: The majority of participants were undergraduates, on their first or second academic year, female students (67%), age of 18 to 21, unmarried or single (91%), and vaccinated against COVID-19 infection (83.4%). Severely increased levels of stress, anxiety, and depression (21.3%, 23.3%, and 25.1%, respectively) were measured. The normal and mild levels of stress, anxiety, and depression were 64.0%, 66.5%, and 57.2%, respectively. Female and younger students were at a higher risk of extremely severe stress, anxiety and depression prevalence (ORs up to 2.07, p-Values < 0.00001). Participants who were receiving psychological or psychiatric treatment exhibited severe stress, anxiety, and depression levels (ORs above 2.9, p-Values < 0.00001). Conclusions: Despite the undeniable withdrawal of the COVID-19 pandemic, the community of the Aristotle University of Thessaloniki presents high stress, anxiety, and depression levels, similar to those reported during the first year of the pandemic (November 2020). Stressors and risk factors were according to the reported literature and previous studies on Greek students. Academic psychological support offices should consider the students’ “profile” in order to evaluate properly the potential risk for emotional and psychological distress. Evidence suggest that new technology (virtual reality, tele-psychiatry or tele-support apps and sessions) should also be implemented in universities.

Sleep quality (duration, efficiency, and latency) is directly associated with human health. An interventional study reported that the time of dinner influenced sleep latency, suggesting that it may also be associated with other sleep quality indices under free-living conditions. Therefore, we cross-sectionally examined the association between the time from dinner to bedtime (TDB) and sleep quality indices under free-living conditions in the young Japanese population. Based on the TDB, 264 participants were separated into three quantiles (T1, ≤3.79 h; T2, 3.80–4.94 h; T3, ≥4.95 h from dinner to bedtime). The T1 (mean ± standard error; 26.4 ± 2.2 min, p = 0.081) and T2 groups (30.8 ± 2.2 min, p = 0.001) showed longer sleep latency compared to the T3 group (19.6 ± 2.2 min), after adjusting for confounding factors. Sleep efficiency in the T1 group (77.5 ± 1.6%) tended to be greater than in the T3 group (72.1 ± 1.6%, p = 0.061), whereas sleep efficiency in the T2 group was not significantly different (77.0 ± 1.6%) from that in the T1 group. Therefore, shortened TDB was associated with prolonged sleep latency in free-living conditions. Meal timing, especially dinner, should be considered along with other sleep hygiene measures to improve human health.

Transitioning into higher education (HE) impacts health behaviours. Poor dietary and lifestyle behaviours may correlate and increase risk of co-morbidities. The introduction of the Okanagan Charter detailed the important role of health promotion within a HE setting. The aim of this study was to assess the relationship between dietary quality and lifestyle behaviours of students attending HE.

Resumo O objetivo deste artigo é investigar a prevalência de relação sexual forçada na vida e suas possíveis consequências na saúde mental e sexual em acadêmicos de cursos de graduação de uma universidade pública no Brasil. Estudo transversal quantitativo com 996 estudantes de graduação. A amostragem realizada de forma sistemática por conglomerados. Foi usado o modelo de Regressão de Poisson, e foram calculadas as frações etiológicas das consequências de relação sexual forçada. A prevalência de relação sexual forçada ao longo da vida foi de 12,1%. Sexo feminino, orientação sexual não heterossexual, primeira relação sexual antes de 14 anos de idade, insegurança alimentar e violência no contexto doméstico na infância foram associados à maior prevalência do desfecho. Indivíduos que sofreram relação sexual forçada foram mais propensos a apresentar diagnóstico de infecções sexualmente transmissíveis e de ter risco de suicídio. O estudo evidenciou a problemática da violência sexual no contexto universitário. Abstract The scope of this article is to investigate the prevalence of the experience of forced sexual intercourse on life and its possible consequences on mental and sexual health among undergraduate students at a public university in Brazil. It is a quantitative cross-sectional study with 996 undergraduate students. Sampling was carried out systematically by single-stage clusters. Descriptive, bivariate and multivariate analyses were performed using the Poisson Regression model, and the etiological fractions of the consequences of forced sexual intercourse were calculated. The lifetime prevalence of forced sexual intercourse was 12.1%. Female sex, non-heterosexual sexual orientation, first sexual intercourse before the age of 14, child food insecurity and domestic violence were associated with a higher prevalence of the outcome. Individuals who experienced forced sexual intercourse were more likely to be diagnosed with sexually transmitted infections and to represent a potential suicide risk. The study revealed the problems of sexual violence in the university context.

Academic dishonesty is prevalent in universities in the form of cheating on examinations, with the problem being much greater in classes that have a large number of students that require close seating arrangements for in-class exams. The scenario described below was experienced during an in-class exam that included the possibility of an Honor Code violation between two students that was observed independently by three different faculty proctors. Herein we detail an objective, statistical approach taken to maintain exam and academic integrity that is compelling and transparent to students and the University Honor Council. Using the established error-similarity analysis for multiple-choice exams, it was determined that the number of identical incorrect answers found on the exams of the two individuals in question was sufficiently greater than the number expected by chance (probability of

Resumo O trabalho apresenta os resultados de uma pesquisa qualitativa realizada com estudantes de medicina de uma Liga de Saúde Mental e Psiquiatria (LASMP). Teve como objetivos sensibilizá-los para perceber a si mesmos como pessoas e instrumentalizá-los com outras racionalidades distintas das formas de pensamento biomédicas. Os grupos reflexivos, por meio do círculo de cultura, ofereceram espaço de livre circulação da palavra, tempo para reflexões e compartilhamento de experiências cotidianas vividas em plena formação. Configuraram-se como estratégia de mudança e um despertar para repensar modelos de saúde mais voltados para o cuidado do que para doenças. A observação participante permitiu descortinar, por meio das narrativas, particularidades das experiências, dos discursos e da cultura do próprio grupo. As análises foram realizadas pelo método da reflexividade (Bourdieu, 2001; 2004), por permitir o aprofundamento sistemático dos conteúdos das narrativas. Sem pretensão de síntese, o percurso reflexivo sobre as narrativas partiu dos pressupostos do pensamento e das ações para chegar aos sentidos construídos e partilhados. Ofereceram possibilidades de transformação do modo de ver o mundo do trabalho, a si mesmos e as pessoas a sua volta; de mudança na compreensão da saúde mental para além do plano individual. Abstract This paper set out to present the outcomes of qualitative research conducted with medical students of a Mental Health and Psychiatry League (LASMP). Its objectives were to sensitize them to perceive themselves as people and provide them with other rationales different from biomedical ways of thinking. The reflexive groups, within the culture circle, provided an opportunity for an exchange of ideas, time for reflection and sharing of fully formed daily experiences. They were configured as a strategy of change and awakening to rethink models of health more focused on healthcare than on diseases. Participant observation enabled revealing, through the narratives, particularities of the experiences, discourses and culture of the group itself. The analyses were carried out using the reflexivity method (Bourdieu, 2001; 2004), as it permits the systematic deepening of the contents of the narratives. Without any pretension of synthesis, the reflexive course on the narratives started from the assumptions of thought and actions to arrive at the constructed and shared meanings. They offered possibilities of transforming the way of perceiving the world of work, themselves, and the people around them; of changing the understanding of mental health beyond the individual level.

The purpose of this study was to evaluate the effect of group discussion on the learning of mammalian physiology by nonmajor undergraduate students. Combining traditional lectures with group discussions increased the active participation of students in class and improved their learning of physiology, as measured by the results of in-semester and final examinations. The active learning technique benefited all class ranks on average.

Intimate partner violence is an ongoing issue in South Africa, which has the highest rates of violence against women and girls in the world. Intimate partner violence is common in Limpopo, where women, including university students, experience elevated rates of violent crime. This qualitative study was conducted to examine university students' perspectives regarding intimate partner violence among their peers. A culturally tailored vignette was used to prompt reflection from 38 female university students in Limpopo. Audiotaped responses to the vignette were transcribed, coded and analysed using thematic analysis. Four main themes were developed from participants' responses to the vignette: cultural beliefs, the university's role in intimate partner violence, likely outcomes of intimate partner violence, and future interventions. Intimate partner violence was seen as a common problem within the university. Students' responses indicated that cultural beliefs perpetuated violence against women, with women entering and remaining in abusive relationships for financial security or resources such as housing. Students also reported lack of adequate on-campus housing options, limited knowledge of intimate partner violence, and few actions to reduce intimate partner violence, all of which placed then at heightened risk of intimate partner violence.

OBJECTIVE: Examine how executive functioning (EF), healthcare management, and self-efficacy relate to college students’ health-related quality of life (HRQOL). PARTICIPANTS: Undergraduates completed questionnaires at baseline (Time 1; n=387) and 18–24 months later (Time 2; n=102). METHODS: Participants reported on their EF and healthcare management skills at Time 1 and self-efficacy and mental and physical HRQOL at Time 2. RESULTS: Students with fewer EF problems reported higher mental and physical HRQOL at both timepoints and those with higher healthcare management skills had higher mental and physical HRQOL at Time 1. Higher self-efficacy mediated the relation between EF and mental HRQOL, and the relation between healthcare management and mental HRQOL. CONCLUSIONS: Findings illustrate two potential pathways by which self-management, in healthcare settings or daily living, contributes to mental HRQOL during emerging adulthood. Assessing EF and healthcare management could help identify those at risk of low HRQOL and provide information that can inform interventions in college settings.

The COVID-19 pandemic, coupled with the domestic socio-political unrest of 2020, provides a critical opportunity to reframe how we engage with youth around health and disease risk.

Rapid identification and management of students with COVID-19 symptoms, exposure, or disease are critical to halting disease spread and protecting public health. We describe the interdisciplinary isolation and quarantine program of a large, public university, the University of Virginia, Charlottesville. The program provided students with wraparound services, including medical, mental health, academic, and other support services during their isolation or quarantine stay. The program successfully accommodated 844 cases during the fall 2020 semester, thereby decreasing exposure to the rest of the university and the local community. (Am J Public Health. 2021;111(10):1772–1775. https://doi.org/10.2105/AJPH.2021.306424 )

Simultaneous alcohol and marijuana (SAM) use is common, but it exacerbates negative consequences. Individuals use alcohol and cannabis products in different ways and have distinct reasons for use. The present study examines day-level effects of motives on consequences on SAM-use days, accounting for consumption, and tests whether using multiple alcohol (e.g., beer + liquor) and/or cannabis (e.g., concentrate + leaf) products on the same day mediates these relations. College students engaging in SAM use at least once in the past month (N = 281; Mage = 20.17) completed two bursts of 28 consecutive days of data collection. We examined within-person effects of motives (effect-enhancement, social, offered [it was offered], coping) on number of negative consequences and on experiencing hangover, nausea, or blackout; and indirect effects via two concurrent mediators: using multiple alcohol products and multiple cannabis products. Total effect models showed effect-enhancement motives were related to nausea, social motives to number of total consequences and hangover, and coping motives to blackout. Effect-enhancement, social, and offered motives evinced significant indirect effects on consequence outcomes via multiple alcohol, but not cannabis, product use. Coping motives did not exhibit significant indirect effects, and were related to multiple cannabis, but not alcohol, product use, although all other motives were related to both mediators. Findings support recent work demonstrating within-person relations between social motives and negative consequences on SAM-use days. Limiting the number of alcohol products consumed on SAM-use days may be beneficial, particularly for young adults using to enhance intoxication or for social reasons. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

OBJECTIVE: The current study utilized a longitudinal person-centered approach (latent transition analysis; LTA) to assess transitions into and out of risk-behavior profiles during the transition into and throughout the first year of college. PARTICIPANTS: Participants included 579 first-year college students (M(age)=18.13, SD=.94) from a large mid-Atlantic university. METHODS: Participants completed surveys at five points throughout their freshman year. RESULTS: LTA suggested that most individuals either abstained from engaging in risk behaviors or transitioned towards profiles of less risk over time. A smaller portion of individuals either began and ended the year in the same risk profile or transitioned into profiles of greater risk. CONCLUSIONS: The findings highlight the importance of utilizing person-centered analyses to examine change in multiple health-risk behaviors.

We sought to identify the general health of college students. A total of 4402 university freshmen and sophomores were recruited to report their general health through an online questionnaire. Respo...

Research has shown that students who were more willing to experience consequences reported higher rates of alcohol consumption and negative consequences. The present study used a longitudinal design to examine intra- and interpersonal consequence-specific predictors of willingness to experience negative consequences.Students (iN/i= 2,024) were assessed in the fall (Time [T] 1) and spring (T2) semesters of their first year in college. Intrapersonal constructs (i.e., expectancies, subjective evaluations, self-efficacy), interpersonal constructs (i.e., peer descriptive, injunctive norms), and personality constructs (i.e., self-regulation, impulsivity, sensation seeking) were assessed at T1 and willingness to experience negative alcohol-related consequences was assessed 6 months later. A structural path model examined the relationship between T1 predictors and T2 willingness. T1 drinking and sex were included as covariates.These results demonstrated significant positive relationships between T1 participants' subjective evaluations of consequences, expectancies of experiencing consequences, and T2 willingness to experience negative consequences. Further, impulsivity, sensation seeking, and T1 drinking showed significant, positive associations with willingness, whereas higher self-regulation was significantly associated with lower willingness. Men were significantly more willing to experience negative consequences than women. No significant associations were observed between normative perceptions and willingness.Intrapersonal and personality constructs, as well as previous drinking, were significantly associated with willingness to experience consequences whereas interpersonal constructs were not. Men were significantly more willing to experience negative consequences. College student interventions may benefit from focusing on significant constructs identified in the current study (e.g., enhancing self-regulation) and focusing on students with higher willingness to experience negative consequences.

OBJECTIVE First-time-in-college (FTIC) students are relatively inexperienced with alcohol and have pressure to assimilate to new norms, and, therefore, are at a heightened risk of alcohol-related consequences. The present study investigates the use of a brief deviance regulation theory (DRT) intervention to increase the use of protective behavioral strategies (PBS) among FTIC students. METHOD Participation took place completely online. Participants were first-year college students (n = 147, Mage = 18.11, 77.68% female) at a large southwest U.S. university. Participants were randomly assigned one of three conditions: (a) a positive message about individuals who use PBS, (b) a negative message about individuals who do not use PBS, or (c) an assessment-only control group. Participants then completed weekly assessments for 5 weeks, examining alcohol use and consequences, PBS use, and perceived PBS norms. Contrasting previous research, the present study investigated weekly effects of the intervention. In addition, norm type (quantity vs. frequency) was examined as moderators of intervention messaging. RESULTS Across conditions, both quantity and frequency norms increased over time. The positive message produced immediate and lasting effects on SLD PBS among those with higher (+ 1 SD) frequency norms. The intervention effects for the negative message, using the quantity norm, grew across time on all PBS. CONCLUSIONS These results provide initial support for the use of a DRT prevention program for FTIC students. Negative messages may promote long-term PBS use, while positive messages may be most effective in addressing immediate and lasting changes in the use of alcohol protective strategies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Efforts to intervene with subgroups at particularly high risk for alcohol use require information on factors that differentiate drinking intensity levels. This article summarizes existing research and provides new findings on sociodemographics and risk factors that differentiate high-intensity drinking (HID) to provide context for developing and delivering interventions for the highest-risk drinkers. Cross-sectional data were obtained in 2019 from participants who reported past 30-day alcohol use in 2018 as part of the nationally representative 12th grade Monitoring the Future study. Among past 2-week drinkers in 2019 (

This research evaluated the effects of two methodological factors (i.e., delivery modality and incentives) on attrition, data quality, depth of processing, and perceived value of a personalized normative feedback (PNF) intervention targeting drinking reduction in college students. We expected in lab (vs. remote) participation would be associated with lower attrition, better data quality, and greater depth of processing and intervention value. We further expected that being offered an incentive (vs. not) would be associated with less attrition and better data quality, but lower depth of processing and intervention value. Finally, we expected depth of processing and intervention value to be related to reductions in drinking among PNF participants. Heavy drinking college students (

Objective: Risky substance use among college students is widespread, and associated with numerous adverse consequences. Current interventions focus primarily on students' current substance use; we hypothesize that shifting focus from current use to underlying risk factors is a complementary approach that may improve effectiveness of prevention/intervention programming. This approach aligns with the personalized medicine movement, which aims to harness knowledge about underlying etiological factors to provide individuals with specific information about their unique risk profiles and personalized recommendations, to motivate and enable individuals to better self-regulate their health. Method: Our group is building and evaluating an online Personalized Feedback Program (PFP) for college students that provides feedback about the individual's underlying genetically influenced externalizing and internalizing risk factors for substance use, along with personalized recommendations/resources. The project capitalizes on work from a university-wide research project (Spit for Science; S4S), in which > 12,000 students (˜70% of 5 years of incoming freshmen) are being followed longitudinally to assess substance use and related factors across the college years. In this article, we describe our foundational work to develop the PFP. Results: From the S4S data, we have identified risk factors across four domains (Sensation Seeking, Impulsivity, Extraversion, and Neuroticism) that are correlated with college students' substance use. We developed an online self-guided PFP, in collaboration with professionals from student affairs, and using feedback from students, with the ultimate goal of conducting a randomized clinical trial. Conclusion: The provision of personalized risk information represents a novel approach to complement and extend existing college substance use programming. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Although the sense of alienation is harmful and causes many developmental problems, very few studies have focused on its antecedent variables and when these variables are related to alienation. The purpose of this study was to examine the relationship between resilience and sense of alienation among college students, and the moderating role of baseline respiratory sinus arrhythmia (RSA) in this association.Physiological data were collected during a resting condition in the laboratory from 109 college students aged from 17 to 21 years (M = 18.94, SD = 0.92). Questionnaires that captured demographic information, resilience, and sense of alienation, were also completed.Results indicated that resilience was negatively related to the sense of alienation. Moreover, this negative relationship was moderated by baseline RSA such that it was significant only among students with low levels of baseline RSA.Our findings revealed that individuals with low resilience tend to have a higher level of alienation if their baseline RSA is relatively low.The current study sheds light on the psychological and biological characteristics of these individuals who tend to have higher levels of alienation, which may be useful for intervention program developers and practitioners.

Training of students and residents in outpatient settings requires adequate exposure to a broad range of neurologic diseases. A competency-based method has been frequently used to provide a framework for the design and assessment of medical curriculums. However, it is the responsibility of the faculty within a medical school to design the curriculum and ensure its quality. In this article, we review learning objectives, assessment of core competencies, the current status of outpatient neurology education, and the flaws that may affect its quality. We also discuss potential strategies and approaches for the improvement of education and learning process in the outpatient setting, including early clinical exposure of students, cross-disciplinary courses, balancing case mix, near-peer teaching, active learning, electronic and online education, and virtual modules.

BACKGROUND: Internet-cognitive behavioural therapy (iCBT) for depression can include multiple components. This study explored depressive symptom improvement prognostic factors (PFs) and effect modifiers (EMs) for five common iCBT components including behavioural activation, cognitive restructuring, problem solving, self-monitoring, and assertion training. METHODS: We used data from a factorial trial of iCBT for subthreshold depression among Japanese university students (N=1093). The primary outcome was the change in PHQ-9 scores at 8weeks from baseline. Interactions between each component and various baseline characteristics were estimated using a mixed-effects model for repeated measures. We calculated multiplicity-adjusted p-values at 5% false discovery rate using the Benjamini-Hochberg procedure. RESULTS: After multiplicity adjustment, the baseline PHQ-9 total score emerged as a PF and exercise habits as an EM for self-monitoring (adjusted p-values

Sinemada eğitim konusunu ele alan filmlerin, eğitimci/öğretmen, öğrenci, okul ve sınıf mefhumlarıyla dolaylı ya da doğrudan ilişkisi vardır. Bu kavram ya da başlıkların ön planda yer aldığı filmlerde eğitimcinin önemi ve değeri, öğretmenin rolü ve öğrenciler üzerindeki katkıları oldukça dikkat çekicidir. Bu çalışmada öncelikle, sinemada eğitimi ve eğitimci konusuyla ilgili filmlerin belirlenmesi için Türkçe Altyazı ve IMDb web siteleri gözden geçirilmiştir. Dört Türkçe sözcük (okul, sınıf, öğretmen, öğrenci) ve dört İngilizce sözcük (school, class, teacher, student) toplam sekiz sözcük esas alınarak ilgili sitelerde taramalar, filtrelemeler yapılmıştır. Bunun sonucunda eğitimle alakalı 2000’den fazla filmin olduğu gözlenmiştir. Bu çalışmada, eğitim temasıyla doğrudan ilgili üç film, The Emperor's Club (2002), Black (2005) ve Les Choristes (2004) nitel içerik analizi ile değerlendirilmiştir. Üç filmde de eğitimci-öğrenci ilişkisinin sorgulandığı, eğitimle ilgili kavramların farklı anlam düzeylerine sahip olduğu, filmlerin eğitimciler ve öğrenciler arasındaki ilişkiyi barındırdığına ulaşılmıştır. Üç filmde de öğrenme sürecinde eğitimcinin rolünün önemli olduğu, öğrenme sürecinde azim, kararlılık ve emeğin ön planda tutulduğu gözlenmiştir. Bu filmlerde eğitim temasının altında ise adalet, ahlak, azim, bilinçli öğrenci, bilinçli eğitim, cahil ve cehalet, doğruluk, erdem, iyilik, sabır, saygı, sevgi ve vefa kavramlarının sıklıkla işlendiği, filmlerin katmanlı bir anlatıma sahip olduğu sonucuna ulaşılmıştır., Education-themed movies are either directly or indirectly related to such concepts as educator/teacher, student, school, and classroom. Structured around these concepts, this genre places a lot of emphasis on the prominence of educators and their value. To curate a list of education and educator-themed movies, this paper first reviews the IMDb database along with other web platforms providing Turkish subtitles. A total of eight keywords, four Turkish (okul, sınıf, öğretmen, öğrenci) and four English (school, class, teacher, student), were used to search and filter these web platforms, which returned a list of more than 2,000 movies. A qualitative content analysis was conducted for three movies; The Emperor’s Club (2022), Black (2005) and Les Choristes (2004). It was shown that these three movies question the relationship between educators and students through the contextualization of these themes with multimodal connotations. They all feature the primacy of the role played by educators within the process of learning along with tenacity, determination, and effort. Justice, morality, perseverance, conscious learning, informed education, illiterate and illiteracy, honesty, merit, goodness, patience, respect, love, and fidelity were some of the common themes in these movies featuring a multimodal narration.

Objective: The objective of this study was to determine the prevalence of insufficient physical activity (IPA) and neighborhood characteristics associated with it, among school children. The impact of sociodemographic characteristics and ownership of electronic devices on physical activity (PA) were also evaluated. Materials and Methods: This was a cross-sectional study carried out among 5-7th grade students attending schools and their parents. IPA was defined as having moderate-vigorous activity for 0.05). Conclusion: The prevalence of IPA is alarmingly high among school children. The impact of neighborhood characteristics on PA might be obscured since both variables were measured subjectively. Devices related information/communication technologies increase IPA; we need to find novel ways to use these devices for PA promotion. There is also a need to increase structured PA opportunities.

The most basic axis of a society’s economic and social growth is health, and social capital is a major factor in determining that development. The purpose of this research was to evaluate, among the student body of Iran University of Medical Sciences, the connection that exists between social capital and overall health. This study used a descriptive-analytical approach to cross-sectional research. Students attending the Iran University of Medical Sciences constituted the statistical population. The approach developed by Cochran was used to pick 367 students at random. The demographic information form, two versions of the Delaviz Social Capital Questionnaire (2006), and Goldberg and Hiller’s General Health Questionnaire (1979), served as the data collection tools. Using Cronbach’s alpha test, the reliability of the first two sets of questionnaires was determined to be 0.73 and 0.78, respectively. The data were analyzed using descriptive statistics, statistical tests, and regression after being loaded into SPSS version 22. It was shown that general health was significantly related to the factors of gender, location of living, and degree of education (p < 0.05). It was shown via the use of regression that there is a statistically significant association between social capital and the two dimensions of group involvement and relationships in networks. These two dimensions had the biggest influence on general health and explained 39% of its variations. The overall health of students was not significantly affected by factors such as age, educational level, or marital status (p > 0.05). It is feasible to improve students’ overall health if social capital is increased, more students are encouraged to participate in group projects, and students’ ties with one another inside and outside their networks are expanded.

"It was found that the new socio-economic conditions that have arisen in recent years, along with the opening of wide opportunities for realizing the creative and entrepreneurial potential of young people, have also brought a number of problems, among which the most painful problem is the adaptation of young professionals to new working conditions, which are charact erized by a high level of neuropsychological tensions. The article reveals modern approaches to the development of emotional and volitional stability in students of higher education institutions in swimming classes. New pedagogical technolo gies used in swimming lessons have been identified. On the basis of psychological and pedagogical and special literature, theoretical approaches to the phenomenon of emotional and volitional stability were analyzed, the need for its development in students was scientifically substantiated, and the ways of formation in the process of physical training classes were determined.The correction of deficiencies in the mental and physical development of the mentally retarded is understood as the correction or weakening of these deficiencies, promotion of the maximum approximation of development mentally retarded persons to the level of development of healthy peers. The physiological basis for correcting deficiencies in the mental and physical development of mentally retarded children is the doctrine of the plasticity of the functions of the central nervous system and the compensation of defects. Compensation processes for mentally retarded children have specific features. In the conditions of special education and upbringing, under the influence of purposeful pedagogical actions, powerful possibilities for the development of the functions of the central nervous system in children are revealed "Педагогічні технології розвитку емоційно-вольової стійкості на заняттях з плавання. Виявлено, що нові соціально-економічні умови, які виникають останніми роками, поряд з відкриттям широких можливостей для реалізації творчого та підприємницького потенціалу молоді принесли і низку проблем, серед яких найболючіша проблема адаптації молодих фахівців до нових умов праці, які характеризуються високим рівнем нервово-психічної напруженості. В статті розкрито сучасні підходи розвитку емоційно-вольової стійкості у студентів закладів вищої освіти на заняттях з плавання. Визначено нові педагогічні технології, які використовуються на заняттях з плавання. На основі психолого-педагогічної та спеціальної літератури проаналізувано теоретичні підходи до феномену емоційно-вольової стійкості, науково-обґрунтувато необхідність її розвитку у студентів та визначено шляхи формування у процесі занять фізичною підготовкою.

Debates around internationalisation-at-home (IaH) focus on the benefits accrued to students from the integration of internationalisation dimensions in their studies, curricular developments and interactions with international students, but, with scant attention to how these vary in different subject areas. In this article, we focus on the disciplinary experiences and framings of internationalisation from the perspectives of students in two Swedish universities. Drawing on 67 interviews with students sampled across different subject areas, we examine how the disciplinary definitions of study objects and pedagogic approaches filter the students’ experiences and shape their views around IaH, and their ambitions for the future. Our findings suggest first, a discipline-specific set of positionings regarding the nature of subject areas as lenses through which internationalisation is understood. Second, the students hold strong views around the contribution of IaH in strengthening the disciplines themselves. In addition, the student voices paint a dynamic picture of internationalisation positions, not always consistent with disciplinary stereotypes.

As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multiculturalism), rejected (assimilation) or ignored (colourblindness) ethnic diversity. In these schools observations and in-depth interviews were conducted with 39 teachers, 23 students and 3 headteachers. Our results indicate that teachers varied in their implementation of MAC diversity approaches according to four diversity domains: 1) multilingualism, 2) religious diversity, 3) ethnic discrimination and 4) diversity curriculum. Teachers' beliefs and attitudes (individual-level) and their preconditions for teaching (micro-level) appeared as the most important motivators for adopting a particular diversity approach.

The aim of the scientific article: is to describe and summarize the available literature sources about the advantages and the most significant disadvantages of the distance learning process. The scientific article summarizes how the distance learning process affects students and lecturers, and what are the advantages and most significant disadvantages of such a study process. At the beginning of the pandemic, the distance learning process developed rapidly, which surprised both students and lecturers, as they unexpectedly had to adapt to the new study process and acquire new skills, lecturers to be able to give lectures effectively remotely and students to learn lectures. The distance learning process has both advantages and disadvantages, which are also described in the research. Within the framework of the research, the analysis of literature and materials and the logical constructive method are used to gather the opinions of various authors on the topic of the scientific article.

In this commentary, we engage with Yunus Ballim's article in this issue that explores how academic freedom can enhance teaching, learning, and institutional culture in South African universities. Ballim uses the concept of negative freedom to show how the institutional culture and everyday practices of universities can play a vital role in shaping students' learning and development. Negative freedom is the degree to which an external power interferes or constrains the choices that people have, limiting the area of action in which they are free to be or do what they want. This creative approach to the issue of academic freedom takes the debate beyond the freedom to choose what is taught or researched at universities and the relationship between universities and the state. We call for further exploration into how student agency is conceptualised from this perspective, questioning how university-society relations intersect with forms of academic freedom.

In this study, we used online photovoice and community-based participatory research to understand and address facilitators and barriers to online distance education for college students in Turkey. Out of 260 students who consented to the study, 240 shared the most important facilitator, 190 shared the most important barriers, and 190 completed our contextual questions related to their education. We used online interpretative phenomenological analysis to identify key facilitators and barriers. Ten main facilitator themes emerged, including advantages of using Internet and technology (n = 104; 43%); enjoyable feelings (n = 61; 25%); saving time (n = 37; 15%); and social support (n = 28; 12%). Nine main barrier themes emerged, including challenges of online education (n = 51; 31%); psychopathology and unenjoyable feelings, thoughts, and bodily sensations (n = 37; 19%); Internet problems (n = 34; 18%); and COVID-19 restrictions (n = 30; 16%). © 2023 Open and Distance Learning Association of Australia, Inc.

The future of the clinical nurse specialist (CNS) role depends on nurses enrolling in CNS programs and having access to clinical experiences. At 1 institution, challenges with CNS recruitment and variations in how students were precepted were noted. This article describes a successful CNS student program and its value in creating a talent pipeline.A revision to student placements was initiated to create a formalized program including enhanced academic partnerships, standardized expectations and goals, assigned clinical projects and end-of-semester presentations, appointment of a student coordinator, and structured preceptor preparation.Outcomes included 100 placements for 50 different students; the primary source of recruitment for the organization is now prior students, with 17 being hired since program inception. A 325% increase was also noted in qualified preceptors. Student productivity increased, and 11 students were accepted for national presentations. Academic sites have reported increased satisfaction.Organizations looking to increase CNS recruitment should consider the revision of their student program. A centralized CNS responsible for student experiences can ensure standardization and provide preceptor support. The CNSs have an essential role in securing their future nationally and can do so through growing new talent and aiding in preparation for practice.

Aim: This study provides information regarding the perception &expectations of newly enrolled optometry students in the optometry profession. Scope: the knowledge generated from this study will give a basic picture to key decision-makers and educators concerning the support needs of future students in neglected areas, creating awareness strategies for students, and developing informed human resources which would be more efficient in-service delivery in eye health care. Methodology: It’s a questionnaire-based study. The data collected through an online questionnaire from students of different optometry colleges. Statistical Analysis Used: Result: 152students responded to the questionnaire, Majority of students 91(59.9%) selected Optometry as a first choice. The majority of students 93(61.2%) know that optometrist can work as a researcher. 80 (52.6%) feels they should get a salary between 25000 – 35000 Indian nation rupees (339.63 – 475.48 US$) after completing the four years optometry profession Conclusion: Our study shows newly enrolled students are aware about optometry profession and its scope however areas like salary expectations and language skills are concerned areas in students.

Amaç: Çalışmanın amacı, fizyoterapistlerin ve fizyoterapi ve rehabilitasyon öğrencilerinin günümüzdeki pandemi koşullarıyla birlikte yüz yüze eğitimden çevrimiçi eğitime doğru değişen eğitim sistemlerine olan bakış açılarını belirlemektir. Gereç ve Yöntem: Çalışmaya 91 fizyoterapist ve 113 fizyoterapi ve rehabilitasyon öğrencisi dahil edilmiştir. Demografik bilgileri kaydedilmiştir. Video konferans temelli eğitim ve toplantılara bakış açıları, araştırmacılar tarafından hazırlanan anket yoluyla değerlendirilmiştir. Bulgular: Çalışmaya yaş ortalamaları 25,18 ± 5,39 yıl olan 162’si kadın (79,41%), 42’si erkek (20,59%), toplamda 204 kişi katıldı. Teorik içerikli video konferansa katılan katılımcıların %38,92’si oldukça ve uygulama içerikli video konferansa katılan katılımcıların %30,60’ı kısmen verim aldığını belirtti. %48,04 katılımcı en çok tercih edilen eğitim modelinin video konferans temelli teorik, yüz yüze uygulamalı eğitim olduğunu belirtmesine karşın, %45,20 katılımcı ise yüz yüze teorik ve uygulamalı eğitim modelinin en çok tercih edildiğini belirtti. Sonuç: Çalışmamızda fizyoterapistler ve fizyoterapi ve rehabilitasyon öğrencilerinin uygulamalı eğitimlerde yüz yüze eğitimi tercih ettiği görülmektedir. Teorik eğitimlerin ise mevcut çevrimiçi platformlar aracılığıyla yüz yüze eğitime yakın verim seviyelerinde devam edebileceği öngörülmektedir. Video konferans temelli uygulamalı eğitimlerin en az yüz yüze uygulamalı eğitimler kadar verim alınabilir hale gelebilmesi için farklı teknolojik uygulamalara ihtiyaç vardır Objective: The aim of the study is to determine the perspectives of physiotherapists and physiotherapy and rehabilitation students on the changing education systems from face-to-face education to online education with the current pandemic conditions. Methods: 91 Physiotherapists and 113 physiotherapy and rehabilitation students were included in the study. Demographic information was recorded. Perspectives on video conference based-education and meetings were evaluated through a questionnaire prepared by the researchers. Results: A total of 204 people, 162 women (79.41%), 42 men (20.59%), with a mean age of 25.18 ± 5.39 years, participated in the study. During the study, 38.92% of the participants in the theoretical video conference stated that they were quite productive, and 30.60% of the participants in the practical video conference stated that they were partially productive. Among all, 48,04% of the participants stated that the most preferred education model was video conference based-theoretical and face-to-face applied education, while 45.20% of the participants stated that they preferred the face-to-face theoretical and practical education model the most. Conclusion: In the study, it is seen that physiotherapists and physiotherapy and rehabilitation students prefer face-to-face education in applied education. It is foreseen that theoretical educations can continue at efficiency levels close to face-to-face education through existing online platforms. Different technological applications are needed in order to make video conference based-practical educations as effective as faceto-face applied educations.

To systematically evaluate the effectiveness of mindfulness-based interventions for ruminative thinking.Cochrane Library, Web of Science, Embase, EBSCO, PubMed and Science Direct databases were searched to include randomized controlled trials of mindfulness-based interventions for rumination that met the criteria. The Rumination scale was used as the primary outcome indicator, and the secondary outcome indicator included the Mindfulness scale. An evaluation of bias risk was conducted to identify possible sources of bias based on methodological and clinical factors. Stata 16.0 software was used to perform meta-analysis, subgroup analysis, sensitivity analysis, meta-regression analysis and publication bias detection of the extracted data.A total of 61 studies with 4229 patients were included. Meta-analysis results revealed a significant intervention effect on ruminative thinking (SMD = -0.534, 95 % CI = [-0.675, -0.394], z = -7.449, P 0.001). However, there was no significant difference between mindfulness-based interventions and CBT (SMD = 0.009, 95%CI = [-0.239, 0.258], z = 0.073, P = 0.941). Meta-analysis showed that mindfulness-based interventions significantly enhanced the level of mindfulness (SMD = 0.495, 95 % CI = [0.343, 0.647], z = 6.388, P 0.001), while it was not significant compared to CBT (SMD = 0.158, 95%CI = [-0.087, 0.403], z = 1.266, P = 0.205). The two subgroups with65 % (SMD = -0.534, 95%CI = [-0.681, -0.386], z = -7.081, P 0.001) and 80 % (SMD = -0.462, 95%CI = [-0.590, -0.334], z = -7.071, P 0.001) of females showed significant improvement in ruminative thinking. There were significant intervention effects for depression, students, cancer, healthy adults, and clinical patients. Significant intervention effects were demonstrated for various participant ages and intervention periods.This study confirmed the feasibility of mindfulness-based interventions in improving ruminative thinking and enhancing the level of mindfulness. However, the effectiveness of mindfulness-based interventions was not significant compared to CBT. The two subgroups with a higher proportion of females showed a more significant improvement in ruminative thinking, whereas there were no significant differences in participant characteristics, age, and the duration of intervention.

Given the long duration of the COVID-19 pandemic, monitoring mental health remains important. This study aimed to determine (1) the prevalence of anxiety and depressive symptoms among university students 20 months after the first COVID-19 restrictions and (2) which factors were associated with these outcomes.The cross-sectional COVID-19 German Student Well-being Study (C19 GSWS) collected data of 7025 students at five German universities. Associations between anxiety and depressive symptoms with sociodemographic and other factors were analysed using multivariable logistic regression models.The mean age of the participants was 23.9 years (SD = 4.9), 67 % were female and 31 % male. The prevalence for depressive symptoms was 29 % (PHQ-2) and 12 % (CES-D 8) and 32 % for anxiety. A complicated relationship status, the lack of a trusted person, and financial difficulties were associated with anxiety and depressive symptoms. University students who were worried about (re-) infection with COVID-19 had a 1.37-times higher chance for reporting anxiety (GAD-2: OR, 95 % CI: 1.09-1.71). Those with pre-existing cardiovascular health conditions had an up to 3.21-times higher chance for reporting depressive symptoms (OR, CESD-D 8, 95 % CI: 1.44-7.14).The study design is cross-sectional and uses self-reported outcomes.Concepts for prevention and counselling to tackle mental health problems in students are needed and programmes should take specific stressors related to the pandemic into account.

To describe the prevalence of depressive symptoms among Chinese college students and examine the relationship between sleep and circadian rhythm disruption (SCRD) indicators (chronotype, social jetlag, sleep duration) and depressive symptoms.From April to May 2019, the College Student Behavior and Health Cohort Study was conducted among Chinese college students from 2 universities in Anhui and Jiangxi provinces. The current study used data from the third follow-up study. Questionnaire content includes socio-demographic and lifestyle information. Social jetlag and sleep duration were calculated by answering the question about sleep time. Chronotype was assessed by the Morning and Evening Questionnaire (MEQ-5). Depressive symptoms were evaluated by the Patient Health Questionnaire 9 (PHQ-9). A Chi-square test was used to examine the proportion depressive symptoms. Multinomial logistic regression model were used to explore the associations of circadian rhythm indicators with depressive symptoms.The prevalence of mild depression, moderate and above depression was 18.8 % and 6.9 %. Evening types (E-types) and short sleep duration were significantly associated with depression. Stratified analysis indicated that E-types and social jetlag≥2 h were associated with mild depression (OR = 5.67, 95 % CI: 1.83-17.51), as well as stratified analysis indicated that E-types and sleep duration8 h were associated with mild depression (OR = 5.10, 95 % CI: 1.88-13.87).The findings suggest that depressive symptoms are more severe when multiple SCRD indicators are out of whack. The intervention programs of depressive symptoms should consider the context of the multidimensional aspects of Chinese college student sleep.

To limit the spread of COVID-19, public authorities have recommended sanitary behaviors such as handwashing, mask-wearing, physical distancing, and social distancing. We recruited a large sample of higher education students in Belgium (N = 3201–3441) to investigate the role of sociodemographic variables, mental health, previous COVID-19 infections, academic involvement, and risk perception on adherence to these sanitary behaviors. This cross-sectional study took place during the second COVID-19 wave in Belgium, between February and March 2021. Analyses showed that living alone, being female, later in the academic curriculum, having higher general and health anxiety, higher academic involvement, and higher risk perception were positively associated with adherence to the four aforementioned sanitary behaviors. Conversely, previous infection with COVID-19 and having been quarantined were negative predictors. Our results show a set of predictors highly similar for the four sanitary behaviors. We discuss potential initiatives to increase adherence to sanitary behaviors in this group of highly educated youngsters.

The article describes the current approach to the accelerated swimming of the students of the foundations of higher education. The technology of organization of the lighting process was optimized, which brought together the brains for the accelerated realization of the potential abilities of female students in professional development and healthy health. A complex of effective benefits, methods and methods of training, which resulted in a significant improvement in the students' knowledge, reduction of those specific skills was assigned. It has been shown that the concept of a differentiated accelerated training of female students can be implemented on the principle of one-hour training quietly, that they are engaged in techniques, which include sports methods of swimming from the stop-and-go method. Seeing at its priority elements of the swimming technique allows, for the minds of the deficit of the hour, the introduced training, to form a system of specific stable ruhovyh nachki, realized in the minds of the water medium. Physical exercises are widely used in the form of a certain system for the prevention of diseases and the promotion of health. The basis of this system is, first of all, aerobic exercises of a cyclic nature. This includes swimming, which best meets the needs and abilities of those involved in different age groups. The initial period of study at the university is a socially and physiologically responsible moment in a student's life. New learning conditions, a high total teaching load, a large volume, novelty and complexity of the material that a student must master, place increased demands on the body. Інноваційна система прискореного навчання плаванню студенток закладів вищої освіти. В статті описано сучасні підходи у прискореному навчанні плаванню студенток закладів вищої освіти. Оптимізовано технологію організації та проведення освітнього процесу, що сприяло створенню умов для прискореної реалізації потенційних можливостей студенток у професійному розвитку та зміцненні здоров'я. Визначено комплекс ефективних засобів, методів та прийомів навчання, використання яких призвело до достовірного збільшення у студенток обсягу знань, умінь та специфічних навичок. Визначено, що концепція диференційованого прискореного навчання студенток може реалізовуватися на принципі одночасного навчання тих, що займаються технікою, чотирьох спортивних способів плавання із застосуванням цілісно-роздільного методу. Виділення у своїй пріоритетних елементів техніки плавання дозволяє за умов дефіциту часу, відведеного навчання, сформувати якісну систему специфічних стійких рухових навичок, реалізованих в умовах водного середовища.