Associate Degree Programs Research Articles

Examining the relationship of academic dishonesty with academic procrastination, and time management in distance education

Academic dishonesty undermines the integrity of educational processes and remains a widespread concern in higher education institutions, including those offering distance learning. In this context, identifying the factors that influence students' academic dishonesty behaviors is crucial. This study aims to explore the relationship of academic dishonesty with academic procrastination behaviors, time management skills among distance education students. For this purpose, the study employed a correlational survey model, which is a quantitative research method. The research sample comprised 220 students enrolled in an associate degree program via distance education at a public university, selected using the convenience sampling method. Data were analyzed using descriptive statistics, independent sample t-tests, Pearson correlation analysis, and stepwise regression analysis. The findings indicate that academic dishonesty behaviors among distance education students are low, while their academic procrastination behaviors and time management skills are at a medium level. The analysis of demographic characteristics revealed varying trends in their effects on academic dishonesty, academic procrastination, and time management skills among the participants. The study found no significant effect of demographic characteristics, such as gender, age, marital status, and employment status, on academic dishonesty. A positive relationship was found between academic procrastination behavior and academic dishonesty behavior; while a negative relationship was observed between time management skills and academic dishonesty. The analyses revealed that academic procrastination behavior and time management skills together predict academic dishonesty behaviors, with the developed model explaining approximately 26 % of the total variance in these behaviors. This study aims to address a critical gap in the literature and contribute to the development of academic integrity strategies by examining the relationships between academic dishonesty behaviors, academic procrastination behaviors, and time management skills in distance education.

Inadvertent Hypothermia in the Perspective of Operating Room Nurses: A Phenomenological Qualitative Study

The aim of the study was to reveal the awareness and perceptions of operating room nurses concerning inadvertent hypothermia, as well as their experiences and recommendations for its prevention. The study employed a phenomenological qualitative approach. This study was conducted with 17 nurses working in the operating room of a university hospital in Konya, Turkey. Data were collected face to face between 15 August and 30 September 2022 using the in-depth individual interview method. The data were subjected to inductive content analysis. Written permission was obtained from the hospital, the ethics committee, and the participants to conduct the study. The mean age of the nurses was 28.4 years and the majority were female. The nurses were graduates of a four-year health vocational high school, a two-year nursing associate degree program, or a four-year nursing bachelors' degree program. Their operating room experience ranged from 1 to 22 years. All the nurses were aware of inadvertent hypothermia, and all but one encountered hypothermia and applied preventive measures. The data analysis revealed 263 codes, 12 categories, and 4 themes on the awareness and perceptions of operating room nurses about inadvertent hypothermia and their experiences and recommendations for its prevention. The findings showed that the majority of the participants were aware of inadvertent hypothermia and its risk factors, and frequently encountered inadvertent hypothermia despite implementing preventive measures.

Distance Education through the Perspective of Students of Anesthetic Technician, Emergency Medical Technician, and Medical Imaging Technician Programs

Aim: The study aimed to evaluate the distance education process through the perspective of associate degree programs and to identify crucial issues for potential future pandemics. Methods: The study group (n=166) consisted of associate degree students of the Anesthetic Technician, Emergency Medical Technician, and Medical Imaging Technician Programs. Data were collected through an electronic questionnaire regarding main headings: 'Theoretical Courses, Practical Courses, and Professional Development', 'Course Participation and Motivation', 'Measurement and Evaluation', and 'Student Suggestions for Distance Education'. Questions and statements were scored by 5-point Likert. Results: When the effects of distance education ‘on the level of internalization of the profession’ and ‘on the effect on professional competencies’ were assessed, the scores of Medical Imaging Technician Program students were lower than the scores of Anesthetic Technician Program students and Emergency Medical Technician Program students (p

Evaluation of Earthquake Knowledge Achievement Test of Health Services Vocational School Students

The aim of the research was to measure the earthquake knowledge levels of associate degree students. The research population consisted of 653 students studying in associate degree programs at Hakkari University, Vocational School of Health Services (VSHS). 417 students participated in the research. The survey research model, one of the quantitative research methods, was used in the study. Two survey forms were utilized to collect data. One of the forms, the "Demographic and Descriptive Characteristics Form," involved 9 items, and the other one, the "Earthquake Information Level Form," consisted of 25 items. To determine the students' earthquake knowledge, the relationship between the total score of the earthquake knowledge level scale and the mean scores of its sub-dimensions and the students' independent variables was examined. Independent Variables T-test and One-Way Analysis of Variance (ANOVA) parametric tests were used to reveal this relationship. No significant difference was found between gender, age, and grade level variables and earthquake knowledge levels of Hakkari University VSHS students (p>0.05). It was observed that the earthquake knowledge of students who were studying in the First and Emergency Aid Program, who previously experienced a severe earthquake, who were disaster volunteers, and who received earthquake training were significantly higher than those in other groups. In addition to the fact that earthquake education should be present in theory and practice throughout one's educational life, it can be recommended that it be effectively integrated into the curriculum of programs, especially in universities.

Evaluating Physical Education Courses in Civil Defense and Firefighting Associate Degree Programs in Turkey: Findings and Recommendations

This study aims to evaluate the physical education/sports education courses, content and practices in the curricula of Civil Defense and Firefighting associate degree programs in Turkey. Within the scope of the study, the Bologna course packages of 42 associate degree programs between 2022-2023 were examined in detail using document analysis method. According to the findings, it was determined that 14.3% (6 programs) did not include physical education courses, and 40.5% (17 programs) did not have course content for occupational physical fitness. In addition, 52.3% of the lecturers teaching the course did not have a degree in physical education and sports. The findings reveal important problems considering the requirement of high physical fitness in firefighting profession. The research emphasizes that the deficiencies in the physical education course content should be updated to meet the requirements of the firefighting profession and should be made compulsory. In this context, it is recommended to adopt a special curriculum under the name of "Occupational Physical Fitness" course and it is emphasized that this course should include the objectives of achieving high physical capacity and fitness by focusing on the basic skills of the firefighting profession. The results of the study clearly indicate that civil Defense and firefighting programs should focus on physical fitness-based education to train qualified personnel. Consideration of these recommendations may contribute to the creation of a strong and appropriate educational infrastructure in the firefighting profession.

Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience

Objective/Research Question: This practitioner-scholar study investigated perceptions and experiences of community college students who transferred upon completion of their associate degree programs in Colorado, a state with multiple state-level transfer policies. Each student participated in a cohort-based transfer support program offered at their community college. The research questions were: 1. Do community college students who participated in transfer programing while earning their associate degree perceive that it helped prepare them for successful transfer? 2. Do community college students perceive that their courses prepared them to be successful at a university? 3. What are the perceptions and experiences of community college students who transferred upon completion of their associate degree programs within a context of a state with multiple transfer policy initiatives? Methods: This study used a phenomenological approach and qualitative data collection methods. Results: While students believed their community colleges prepared them academically, and their transfer preparation programing was beneficial, their reflections highlight that regardless of support provided, academic preparation, or policy context, transfer from community college to university is challenging, problematic, and bureaucratic. Often community college students are viewed with a deficit lens by university staff. Conclusions/Contributions: Regardless of state policy context, transfer preparation, and support, obstacles encountered in the transfer process from community college to university must be negotiated through relationships and advocacy both on the part of college staff and the students themselves. However, students who transfer from a college with dedicated transfer support and preparation demonstrate resilience to complete the process successfully.

Staffing and faculty compensation in associate degree nursing education programs

The nursing shortage is exacerbated by challenges in nursing education programs, notably a lack of faculty. Associate degree programs are crucial in mitigating this shortage, yet their staffing and compensation remains understudied. A national survey reported a growing faculty shortage, impacted by retirements and compensation disparities. Recommendations to address the workforce include equitable salaries, supportive work environments, and workload balance.

Hiring Managers’ Perceptions of the Employability of Career and Technical Education Graduates

ABSTRACTCommunity colleges serve as a pipeline to industry for students seeking jobs in technical fields. Despite community colleges’ contribution to the workforce, there is a stigma attached to their programs, specifically career and technical (CTE) programs. Due to public perception that certificate and associate degree programs lack rigor, employers may devalue the programs offered at community colleges and doubt the abilities of community college graduates. Since education background is an important factor of a candidate’s employability, more research is needed to understand how employers view CTE education today. This qualitative study explored hiring managers’ perceptions of community college graduates with associate degrees or certificates in a CTE program. Twelve hiring managers from health, insurance, education, and business sectors in a medium-sized city in the Midwest were interviewed. Analysis of the transcripts revealed three findings: (a) education programs prepare graduates to fulfill technical job responsibilities, (b) underdeveloped soft skills and critical thinking skills, and (c) hiring managers look for candidates who demonstrate passion.

Exploring the Attrition of Low-Income Students From Associate Degree Programs in Jamaica, After Receiving Full Financial Support

Financial barriers are readily touted as constraints facing low-income students who attempt to pursue studies at higher education institutions. With the removal of the barrier of tuition fees, this research study explored the reasons why low-income students still decided to drop out of their respective programs in higher education institutions in Jamaica, although full financial support was received. Using a qualitative phenomenological approach, semistructured interviews were conducted with 10 participants from two higher education institutions in Jamaica. Four themes emerged from the study as the reasons for their attrition, namely, the prioritization of financial needs, unsatisfactory academic performance, personal emotional issues, and program issues. These findings confirm that in addition to financial support to cover tuition fees, there are additional considerations for donor agencies as well as higher education institutions, if low-income students are to be aptly supported, and the risk of attrition, mitigated.

Palliative and end-of-life care curricula in prelicensure nursing education

BackgroundHospice and palliative care are generally not taught in medical or nursing schools. AimThe study aimed to discover the palliative care self-competence of pre-licensure nursing faculty and to establish if the palliative care competencies from the American Association of Colleges of Nursing are utilized within nursing programs in the United States (U.S.). MethodsSurveys (1710) were emailed to accredited programs using a systematic sampling plan, yielding a 4.3% response rate. ResultsParticipants (N = 73), with 42% from associate degree (ADN) programs and 58% from baccalaureate (BSN) programs, reported they possessed the ability to meet the 17 palliative care competencies. Still, only ten of the 17 competencies were included in at least 75% of the programs. There were no statistically significant differences in perceived competence between faculty that taught in ADN compared to BSN programs (p = 0.138). A weak to moderate relationship was found between the faculty participants' reported palliative care self-competency and the presence of palliative care competencies in pre-licensure nursing programs in the U.S. ConclusionsThe results suggest that faculty need staff development and display an urgency to re-invigorate the promotion of palliative care nursing education for faculty and students.

THE PREVALENCE OF ORTHOREXIA IN TOURISM EDUCATION ASSOCIATE DEGREE STUDENTS

Healthy eating is not a pathological situation, but when it becomes a long-term and excessive preoccupation and causes negativities in daily life, it can cause personality and behavioural disorders. The study is aimed to determine the prevalence of orthorexia among tourism students with and without a nutrition education background and to develop recommendations accordingly. The research population consists of tourism students in associate degree programs (from junior colleges) at various public and private universities and the sample group consists of 581 volunteers. The measurement scale is composed of five constituents, namely, the demographics, nutrition properties, eating under emotional conditions (emotional eating), eating attitudes test and orthorexia test. In the light of the findings it is concluded that the prevalence of orthorexia is higher among tourism students who have nutrition education than those who have not. Eating attitudes test results have shown that tourism students who get nutrition education are at a moderate level compared to those who do not.

RADYOTERAPİ TEKNİKERLİĞİ EĞİTİMİNDE UYGULAMALI EĞİTİMİN VE STAJIN ÖNEMİ

The purpose of this study was to assess the practical training provided by associate degree programs in radiotherapy education in the United States, as well as the preparedness of students for internships and their post-internship learning levels. A total of 317 participants, including both face-to-face and online students, as well as graduates of the radiotherapy program, completed a survey consisting of 68 questions. Of the participants, 66.2% were female (n=210) and 33.8% were male (n=107). Lab facilities are available at institutions where the majority of participants (70.3%) have received education. Binary logistic regression tests were used to investigate whether there was a difference between the pre- and post-internship status. It was statistically significant that interns who had experienced professional growth prior to the internship performed better in achieving such gains after the internship (p < 0.05). The rate of error among participants who underwent laboratory training was 58.4% lower, and the time it took for them to begin working with patients independently was 61.1% less compared to those who were trained in an educational institution with inadequate practical training. Our survey underscores the significance of both theoretical and hands-on training in the education of radiotherapy technicians. Starting internships with theoretical training in a laboratory environment reinforces students' knowledge and improves their success during the internship. This type of training also enhances self-confidence, strengthens their connection to their profession, and prepares them for professional life after graduation.

Emotional Intelligence in Intensive Clinical Experiences for Nursing Students.

This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate degree program. Twenty nursing students from a technical college in the Midwest volunteered to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) before and after an intensive clinical experience. The results were mixed with a significant decrease in several specific scores within the MSCEIT on the Time Point 2 test. Stress levels or fatigue could have impacted participants' decreased performance on the MSCEIT.

Examining the relationship between the pre-hospital incident scene management of the paramedic students and their anxiety levels and perception of leadership

AimThe aim of this study is to examine the relationship between the pre-hospital incident scene management of paramedic students and their anxiety levels and perception of leadership. MethodThe sample of this descriptive correlational study consisted of 2nd-year students (N = 157) attending the associate degree program of the vocational school of healthcare services in two universities located in the eastern Turkey. No sample selection was used and the study was completed with 130 students. The data were collected using Socio-Demographic Data Form, Incident Scene Description Form, Intolerance of Uncertainty Scale, and Multidimensional Leadership Orientations Scale. The data were analyzed using number, percentage distribution, mean, and standard deviation. Normally distributed data were analyzed by correlation analysis. ResultsIt was found that 65.4 % of the participants were female, 69.2 % received education on incident scene at the university, 52.3 % stated that this education was adequate, 58.5 % received education on leadership and crisis management at the university, and 60.7 % had no further suggestions for their education at the university. The mean scores of the students’ knowledge on incident scene management were 15.77 ± 4.5, their total mean scores of the Intolerance of Uncertainty Scale were 35.38 ± 10.31, and their total mean scores of the Multidimensional Leadership Orientations Scale were 57.77 ± 20.26. A statistically significant negative very weak correlation was found between the Intolerance of Uncertainty Scale and the Multidimensional Leadership Orientations Scale (r = -0.225, p < 0.010). ConclusionThe results of this study revealed that the students had a low level of knowledge about crime scene management. As their anxiety levels increased, their perception of leadership decreased. It can be suggested to organize in-service and simulation trainings that will increase students' awareness of the courses related to crime scene management in their curriculum.

PROGRAM EVALUATION IN OPEN AND DISTANCE LEARNING: THE CASE OF OPEN EDUCATION SYSTEM CALL CENTER SERVICES ASSOCIATE DEGREE PROGRAM

In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.

Evaluating nursing students’ outcomes in an educational escape room: Escape a night of rapids!

An educational escape room (EER) was developed as an innovative strategy for summative evaluation at the end of the first semester in a medical/surgical course within an accelerated nursing program. Learning outcomes were focused on recognizing abnormal vital signs of a decompensating patient, prioritizing nursing interventions, role-playing as a rapid response nurse, collaborating with peers to complete each puzzle, interpreting findings, and discovering medication errors. Debriefing allowed faculty to provide feedback on the achievement of the learning outcomes. Most students agreed that the EER allowed them to meet each learning outcome. This project supported the usefulness of EERs for the evaluation of student learning outcomes in a fast-paced program that may be similar to the speed at which associate degree programs prepare students.

DETERMINATION OF UNIVERSITY STUDENTS’ HPV KNOWLEDGE LEVELS AND THE AFFECTING FACTORS: A SAMPLE OF NORTHERN CYPRUS

Human Papilloma Virus (HPV), infecting millions of men and women every year, is one of the most common STDs causing high mortality and morbidity rates. This study aims to determine university students’ Human Papilloma Virus knowledge levels and the affecting factors. The descriptive and cross-sectional study was conducted with a sample of 369 students who were enrolled in the Turkish undergraduate and associate degree programs at a university in Northern Cyprus and met the research criteria. Data were collected through the Personal Information Form and the Human Papilloma Virus Knowledge Measure (HPV-KM). Of all the students 47.7% were aged 18-21 years, 50.1% were women, and only 1.1% had been vaccinated against HPV. The total mean score obtained from the HPV-KM was found 19.11±42. Factors affecting the HPV-KM scores were found as age (p=0.000), income level (p=0.000), place of living (p=0.000), family structure (p=0.000), program enrolled (0.000), parents’ education level (p=0.000), parents’ working (p=0.000), smoking (p=0.000), using alcohol (p=0.000), being sexually active (p=0.000), and knowing about sexually transmitted diseases (p=0.000). Students have an above-average HPV knowledge level and several socio-demographic factors affect the HPV knowledge level. HPV vaccination rates are quite low.

ÖZEL GÜVENLİK VE KORUMA ÖN LİSANS PROGRAMI İÇİN DURUM DEĞERLENDİRMESİ: EĞİTİM SÜRECİ VE İSTİHDAMI

Özel güvenlik ve koruma ön lisans programlarının yaygınlaşması ile güvenlik sektörünün ihtiyaç duyduğu nitelikli güvenlik görevlisini akademik eğitimlerle destekleyerek globalleşen dünyanın güvenlik ihtiyaçlarına cevap verebilecek donanımlarına sahip personeller yetiştirilmektedir. Özel güvenlik ve koruma programı mezunları özel ve kamu alanlarında istihdam edilmektedir. Mezunlarının kamu kurumlarında çalışabilmeleri için “Kamu Personeli Seçme Sınavı (KPSS) Ön Lisans” puanı gerekmektedir. Araştırmanın amacı; 2016 yılından 2022 yılına kadar, özel güvenlik ve koruma programındaki öğrenci sayıları, mezun sayıları ve kamu alanlarında açılan kadro sayıları analiz edilerek kamuya yerleşme oranları bazında durum değerlendirmesi yapılmıştır. Araştırma sonucunda; 2016 yılından 2022 yılına kadar, özel güvenlik ve koruma programdan mezun sayısının çok fazla olmasına karşın, bu alanda yapılan atama sayısının oldukça yetersiz olduğu tespit edilmiştir. Özel güvenlik ve koruma programdan mezun olan erkeklerin “Koruma ve Güvenlik Görevlisi” unvanı ile kamuya atanma olasılığı genel toplamda %2.3’dür. Kadın mezunların ise “Koruma ve Güvenlik Görevlisi” unvanı ile kadrosu ayrılmadığından kamuya atanma olasılığı mevcut değildir.

İngiliz Edebiyatı Dersinin Çeviri Eğitimindeki Önemi ve Türkiye’deki Önlisans Çeviri Programlarındaki Yeri

The basic competence a translation education program aims at providing the students with is that of translation competence. Most translation studies scholars working in the field of translation education have declared four competences to be among the basic indispensable sub competences of “translation competence”; namely, cultural competence, critical reading competence, linguistic competence and critical thinking competence. One of the most effective ways of getting students to acquire these competences is including literature courses in the curricula. When the curricula of Applied English Translation Programs that provide associate degree translation education in Turkey are examined, it is seen that English Literature courses are offered in very few universities and vocational schools. In addition, translator candidates graduating from these associate degree programs can have the right to take the vertical transfer exam and receive undergraduate education in the departments of English Language and Literature, American Culture and Literature where they further specialise in such fields as literature and language. This is another reason why acquisition of literary competence may be one of the intended objectives of these programs. Within the framework of these discussions, drawing from the analysis and comparison of the concept of “translation competence” with the competences provided by literature courses, and the intended program outcomes of Applied English Translation Programs, this research aims at arguing that English literature courses are necessary and useful components of the curricula of these programs.

Community Colleges Can Increase Credential Stacking by Introducing New Programs Within Established Technical Pathways

ABSTRACT “Stackable” credentials offer opportunities for college students to start by earning short-term credentials in vocational and technical fields, then stack additional credentials as they progress in careers, building skills in the classroom and in the workforce. Stackable credentials come at a cost: colleges expend resources in developing and offering stackable credential programs, students pay to enroll, and government aid programs support colleges and students. Given these investments, it is important to know whether stackable programs generate value for students and local economies. This study analyzes the introduction of new certificate or associate degree program options at Ohio community colleges during school years 2004–2005 to 2016–2017. Comparing among students who had just completed a credential, the students whose college had an additional program within their field of study were more likely to re-enroll and earn additional credentials within two years. The additional short-term enrollment did not significantly decrease students’ participation in employment or transfers to a university, indicating that stackable credentials fit with their career and educational progression.