Análisis de evidencia sobre tecnoestrés, factores, trascendencia y estrategias de mitigación en estudiantes de salud.

Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review

Goal-setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology. This paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in-depth reflective growth goal-setting methodology. The study focuses on 92 UK final-year students enrolled in an elective advanced interpersonal skills and personal development module, with self-reflection and growth goal setting at its core. Qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6 months following the personal growth goal-setting programme. About 20% of students' self-set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. Growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well-being). A follow-up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self-efficacy, academic performance) beyond the reflective programme itself. Academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. The implications for promoting academic growth via this unique learning and development approach are discussed.

The promotion of academic performance through healthy physical habits has been the subject of studies in recent decades. This study aims to know the relationships between several psychosocial factors, the degree of adherence to the Mediterranean diet (MD), the practice of physical activity (PA), and academic performance according to the sex of 1650 Secondary Education students [♂ = 50.42% (n = 832); ♀ = 49.57% (n = 818)], with an average age of 14.47 years (SD = 1.41; R = 9). The methodological design is descriptive-exploratory, cross-sectional and ex post-facto, through a structural equation model. The CAF questionnaire was used for physical self-concept, the PAQ-A questionnaire was used to evaluate PA, the KIDMED test for adherence to MD, and the TMMS-24 scale for emotional intelligence. The results reflected that there is an association between the dimensions of physical self-concept, with greater strength for physical condition and ability in both sexes. A positive relationship was observed between PA and the physical condition, strength and physical ability dimensions of physical self-concept, especially for boys, with the quality of nutrition being more relevant to physical condition in the case of girls. In turn, EI and healthy habits were positively related, with no findings found between EI and academic performance specifically. Finally, a positive and slight relationship was determined between healthy habits and academic performance, reflecting some of the benefits of these habits for the cognitive function. La promoción del desempeño académico a través de hábitos físico-saludables ha sido objeto de estudios en las últimas décadas. Este estudio pretende conocer las relaciones entre varios factores psicosociales, el grado de adherencia a la dieta mediterránea (DM), la práctica de actividad física (AF) y el rendimiento académico según el sexo de 1650 estudiantes de Educación Secundaria [♂ = 50,42% (n=832); ♀ = 49,57% (n=818)], con una edad media de 14,47 años (DT = 1,41; R = 9). El diseño metodológico es descriptivo-exploratorio, de corte transversal y ex pos-facto, a través de un modelo de ecuaciones estructurales. Se utilizó el cuestionario CAF para el autoconcepto físico, el cuestionario PAQ-A para evaluar la AF, el test KIDMED para la adherencia a la DM y la escala TMMS-24 para la inteligencia emocional. Los resultados reflejaron que existe asociación entre las dimensiones del autoconcepto físico, con mayor fortaleza para la condición y habilidad física en ambos sexos. Se observó una relación positiva entre la AF y las dimensiones condición física, fuerza y habilidad física del autoconcepto físico, en especial para los chicos, siendo la calidad en la alimentación más relevante para la condición física en el caso de las chicas. A su vez, la IE y los hábitos saludables estuvieron positivamente relacionados, sin encontrar hallazgos entre IE y rendimiento académico de forma específica. Por último, se determinó una relación positiva y leve entre hábitos saludables y rendimiento académico, reflejando algunas de las bondades de estos hábitos para la función cognitiva. special para los chicos, siendo la calidad en la alimentación más relevante para la condición física en el caso de las chicas. A su vez, la IE y los hábitos saludables estuvieron positivamente relacionados, sin encontrar hallazgos entre IE y rendimiento académico de forma específica. Por último, se determinó una relación positiva y leve entre hábitos saludables y rendimiento académico, reflejando algunas de las bondades de estos hábitos para la función cognitiva.

With the increasing integration of digital technology into adolescents' daily lives, it is essential to comprehensively understand the potential negative impacts this phenomenon could have on their mental health, social well-being, and academic performance. Therefore, this research aims to discern the determinants that drive adolescents towards the excessive use of social networks and mobile devices, as well as to understand the associated consequences in order to promote awareness, prevention and effective management of this addiction, encouraging a healthier and more balanced approach to the use of technologies through a systematic review using the PRISMA methodology by collecting manuscripts from databases such as Scopus, Web of Sciencie, Taylor & Francis and SciencieDirect and Springer. As a result, it was found that in addition to the positive aspects and challenges identified, adolescents' quest to establish interpersonal relationships by mobile devices and social networks prevails, which may be intrinsically linked to an emotional dependence. Therefore, it is urgent to implement educational and preventive strategies adapted to the current digital reality to promote a healthy balance in the use of technology by adolescents. Received: 16 June 2024 / Accepted: 20 December 2024 / Published: 11 January 2025

Factors influencing nursing students' academic and clinical performance and attrition: An integrative literature review

With COVID-19, the advancement of mobile devices (e.g., smartphones, laptops, tablets) has brought a welcoming change to education: digital learning. This study addresses the relationship between mobile device use and academic performance through three different models by controlling demographic data, technological infrastructure conditions, and daily total multi-tasking time. The first model emphasized the daily total mobile device use time. The second model divided the daily total mobile device use time into academic and non-academic oriented uses. The final model divided the overall mobile device use into seven specific usage types. The study found that an increase in the daily total mobile device use time negatively affected GPA; only non-academic purpose use time had a negative significance toward GPA; none of the seven usage types were significant in predicting GPA. Based on the findings, suggestions on improvements for the future digital learning policy were proposed.

Athletes in higher education are not only expected to produce high level performance but to find the balance between the preparation for post-athletic life and the requirements of the university. The objective of this study is to explore the connections between academic performance and level of sport. Also, to elaborate on the role of relevant policy regulations and institutional support that help elite athletes meet academic requirements. Data collection was conducted by means of online questionnaires involving athletes receiving sport scholarships at the University of Debrecen (N=159). The data from questionnaires were processed by using SPSS 18. Version software. For data analyse four groups were extracted based on level of sport performance and involvement: international elite, division I, division II, division III. The results indicate that the academic performance on the two international elite of sport did not differ from the average, and that these athletes did not experience any difficulties earning course credits at the university while being engaged in doing sport. In most cases, elite athletes did not apply for the various kind of support instruments, thus, they are able to balance athletic preparation and academic requirements without supportive modifications of university policies. The results also shed light on the fact that the academic performance does not only depend on the level of sport and the chosen major at the university, but it is also influenced by the time devoted to study and training, and the sport type (individual or team sport). There are differences observed between athletes participating in individual or team sport concerning the general average of grades, the effectiveness of earning credits, the number of weekly training, as well as the time devoted to training in preparatory and competitive periods. According to the results, the various amount of time devoted to study or sport does not necessarily result in academic performance decline. In addition, results support that athletes do keep academic studies rather important and they are aware that university years are considered to be a significant period in preparation for post-athletic life.
 JEL code: Z20

Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program

Ponte Academic JournalApr 2017, Volume 73, Issue 4 PERCEPTIONS OF STUDENTS TOWARDS THE USE OF MOBILE DEVICES IN IMPROVING ACADEMIC PERFORMANCE: A CASE OF A SENIOR SECONDARY SCHOOL IN A DEVELOPING COUNTRYAuthor(s): Desmond Wesley Govender ,Kgalemelo Rodnie MafaJ. Ponte - Apr 2017 - Volume 73 - Issue 4 doi: 10.21506/j.ponte.2017.4.19 Abstract:The use of mobile devices in learning has gained popularity among schools around the world. The purpose of this paper was to investigate the possibility of mobile devices being used to improve student academic performance in a developing country, Botswana. The research design for this study was a descriptive and interpretive study that was analysed quantitatively. Questionnaires and interviews were also used to evaluate students perceptions and to determine their level of understanding with the use of mobile devices. The sample for the study was four classes of form four and form five students. The findings point out that many students have access to mobile devices with different applications of their preference. If given the opportunity, these devices can be used to enhance learning in general which can bring about change in academic performance. The findings led to the conclusion that, indeed mobile devices can play a vital role in the education of developing countries and bring about a change in academic learning. Download full text:Check if you have access through your login credentials or your institution Username Password

In the era of modern life, the use of mobile devices in the classroom helps to enhance the overall performance of students, however, it has some harmful effects on academic performance. Therefore, this study attempts to identify the association between mobile phone use and the academic performance of the students of Jahangirnagar University, Bangladesh. Structural Equation Modeling (SEM) is used for identifying the relationship among variables. Results revealed that about 80% (269) of the students use mobile phones during class, among them, 65.05% (175) use mobile phones for browsing social sites and texting purposes and 24.54% (66) use them to send and receive phone calls. Moreover, students’ academic results are significantly ( p < .001) associated with whether students use their mobile phones in the classroom. The results of SEM depict that positive features including recording lectures, support to study, remainder to-do lists, etc., and other features of the mobile phone have played a role positively in improving academic performance, however, different types of distractions have an adverse effect on the academic performance of students. This study explored the relationship between students’ academic performance and mobile applications that help to provide guidelines for students about mobile in the classroom.

Several factors such as excessive usage of social media, quality of academic activities, family and social association, and a rapidly changing and challenging environment can negatively impact the academic performance of students. The present study aims to determine students’ academic performance in higher education institutions in China, considering the role of communication styles, e-learning environment, student satisfaction, and a moderating effect of institutional support in predicting students’ academic performance. Adopting a quantitative research design with sample random sampling technique, this study collected data through a validated questionnaire from a sample of 385 students from Chinese universities. Smart-PLS-4 was used for data analysis. The relationships between communication style and academic performance, e-learning and academic performance, and student satisfaction and academic performance were found to be significant. However, institutional support moderated the relationship between student satisfaction and academic performance, but no moderation effect was reported between communication style, e-learning, and academic performance. The implications of the study and future research avenues are given at the end of the paper

To report how mentorship influences the educational experiences and training of doctoral nursing students. Integrative literature review. Peer-reviewed journal articles, theoretical works and editorials published in English that focused on doctoral nursing education were included. Papers reporting on mentorship for undergraduate nursing students, nursing faculty, educators, academics or clinical placements were excluded. Data were synthesised into an integrative review, with findings presented as a narrative summary. Relevant papers published between January 2015 and January 2025 were identified using CINAHL, MEDLINE, Web of Science, Scopus, ERIC and Embase electronic databases. Search date March 10, 2025. The review included 16 articles, mostly from the United States of America (USA), examining mentoring in doctoral nursing education. Key findings highlighted valued mentor attributes, such as role modelling and expertise, along with benefits like enhanced research skills, academic performance and personal development. Mentoring also positively impacted mentors' creative performance. Barriers included limited mentor access and compatibility issues. This review highlights essential attributes of effective mentors, balancing relational skills with expertise. Mentorship enhances student research skills, performance and personal development, also benefiting mentors' creativity. Limited access and compatibility issues pose barriers for nurse scholars. Doctoral programmes should prioritise mentor training, culturally responsive practices and equitable opportunities. Investing in mentorship can cultivate confident nurse leaders and scholars. This review underscores the necessity of structured mentorship within doctoral nursing education. Effective mentorship directly influences student development, enhancing their research capabilities, academic achievements and readiness for professional roles. Prioritising mentor training and implementing culturally responsive mentorship frameworks can foster inclusive environments that better support diverse doctoral students, ultimately strengthening the nursing profession's academic and clinical leadership. This integrative review was reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This study did not include patient or public involvement in its design, conduct, or reporting.

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students’ academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students’ learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students’ vocabulary acquisition.

In this study, we examined the relationship between screen time use, sleep characteristics, daytime somnolence, and academic performance in school-aged adolescents. We surveyed 1,257 12- to 18-year-old adolescents attending 52 schools in urban or suburban areas of Argentina. We recorded the daily exposure to various screen-based activities, including video- and online-gaming, social media, TV or streaming. Screen time and device type in the hour before bedtime, sleep patterns during weekdays and weekends, somnolence (Pediatric Daytime Sleepiness Scale score), and grades in language and mathematics were also assessed. Structural Equation Modelling was used to identify a path connecting the latent variables. Results are expressed as standardized regression weights (srw). Missing data were present in 393 subjects, and thus the final sample consisted of 864 complete responses. Daytime somnolence (i.e., PDSS score ≥ 15) was observed in 614 participants (71%), and academic failure (i.e., grades < 7/10) in 352 of them (41%). Time spent using video gaming consoles was negatively associated with sleep duration (srw = -0.22, p<0.01) and positively connected with daytime somnolence (srw = 0.11, p<0.01). Use of mobile devices was associated with lower academic performance (srw = -0.11, p<0.01). Sleep duration was inversely related to daytime somnolence (srw = -0.27, p<0.01), which was in turn negatively associated with academic performance (srw = -0.18, p<0.05). Bedtime computer use did not influence any outcome. In summary, among adolescents, screen use adversely affected nighttime sleep, daytime somnolence, and academic performance. These findings call for the implementation of educational public campaigns aimed at promoting healthy sleep and reducing screen exposure among adolescents.

This research study is an attempt to investigate and recommend the applications and usefulness of social media as a knowledge sharing platform using smart mobile devices and students’ academic performances. Research literature reveals that further examination of this idea is a must as it is increasingly becoming an integral part and a current mandate for digital-era learners. This study is exploratory based on learners’ data which includes students from foundation, junior and senior courses at a university. The objective was to cognize learners’ perceptions on collaborative learning while using applications of social media knowledge platform and smart mobile devices. Structural Model approach is followed to validate the data and undertake the required analysis. The resulting analysis shows that a significantly positive relation exists between the available platforms of knowledge applications using smart devices and its substantial impact on students’ overall performances. In addition, it could be observed that generally students have positive and valuable perception on the use of social media knowledge platform and smart mobile devices in collaborative learning settings. Moreover, such settings encourage students-students’ interactions, studentsteachers’ interactions, and the growing trends of students to online experts’ interactions. Furthermore, it was noticed that these interactions improve students’ engagement with such platforms using smart devices, which consequently has significant positive impact on students’ academic performances. The findings propose the inculcation in students the positive role of the use of social media knowledge platforms using smart devices so to encourage collaborative learning, to enhance active learning, to be more dynamic &amp; engaging, to broaden their domain-knowledge, and to promote academic researchoriented learning, which are all crucial for graduate employability.