Attendance Of Courses Research Articles

Nursing internship students' knowledge regarding the care and management of people with diabetes: A multicenter cross-sectional study

BackgroundNursing students in their final year of study will soon become responsible for the care and management of people with diabetes, and they need to be knowledgeable to provide adequate information. ObjectivesThe aim of this study was to assess nursing students' knowledge regarding diabetes care and management. DesignA descriptive cross-sectional multicenter study. Settings and participantsA convenience sample of all nursing students' internship enrolled at three government universities in Saudi Arabia. Methods306 Saudi nursing students were surveyed with a self-administered questionnaire of the sociodemographic characteristics of the participants. The second part contained 23 multiple-choice questions of the Michigan Diabetes Knowledge Test. Data were collected from July to September 2022. ResultsThe overall percentage of correct responses was 49.28 %. There was a significant difference between sex, the university attended, attendance in courses related to diabetes, and diabetes management guidelines in any course and their knowledge about diabetes care and management (p = 0.024, 0.001, 0.036, and 0.038, respectively). There was a significant difference between nursing students' general knowledge and insulin use knowledge (p = 0.001). A multiple regression analysis revealed that the university attended was the only statistically significant factor (p = 0.001). ConclusionNursing internship students are likely to be responsible for providing people with diabetes care and management once they qualify. Inappropriate knowledge negatively affects the care and management of people with diabetes. Information related to diabetic insulin therapy should be provided in more detail in the nursing curriculum.

Training of Icelandic rural doctors in managing trauma and acute illness

Rural medicine is in many ways different from urban primary care. In addition to providing primary care for a population, the rural doctor is tasked with the initial evaluation and stabilization of all emergencies usually managed by an Emergency Department in urban areas. The goal of this study was to assess rural doctors' in Iceland attendance of courses in Emergency Medicine (EM), how rural doctors grade their own ability to respond to emergencies and evaluate their Continuous Medical Education (CME) within the field of EM. In this descriptive cross-sectional study, all rural general practitioners (GP) in Iceland with at least two years of experience post foundation training and who practiced at least a quarter of every year outside the capital area were surveyed using an electronic questionnaire. T-test and qi-square test were used for analysis and significance determined if p<0.05. The survey was sent to 84 doctors with 47 (56%) completing the survey. Over 90% of the participants reported having completed a course in Advanced Life Support (ALS) but only 18% had completed a course in prehospital EM specifically designed for this group of doctors. Over half of the participants considered themselves to have good training to perform 7 out of 11 surveyed emergency procedures. Over 40% of participants considered it necessary to improve their CME in 7 out of 10 categories of EM. The majority of rural GPs considered shortage of doctors in the rural environment a significant factor limiting their CME. The majority of rural doctors in Iceland consider themselves to have a good training to provide initial EM care in their community. Efforts to improve their training in this field of medicine should focus on scene safety and working in the prehospital setting, pediatrics, labor and deliveries and gynecological emergencies. Rural doctors need to have access to appropriate EM training courses.

Fear of Returning to Face-to-Face Classes in Times of COVID-19: A Cross-Country Comparison

This study aimed to investigate the fear of COVID-19 among university students from various countries in the context of face-to-face classes. This is a cross-sectional study, with a sample of 1,205 university students from several European (Portugal, France and England) and Latin American (Brazil and Paraguay) countries. An online survey was carried out including sociodemographic questions about COVID-19, type of university, face-to-face classes and the Fear of COVID-19 Scale for Face-to-Face Learning (FCV-19S-FL). Descriptive statistics, independent t-tests, ANOVA and multiple linear regression were used for data analysis. The results obtained identified a set of fear predictor variables (total, emotional and cognitive), with emphasis on females, first- and second-year students, attendance of courses not related to Health Sciences, preference for a distance learning model, comorbidities among family members or friends, and no previous COVID-19 infection. The comparative study between countries showed that university students in Brazil showed higher levels of all types of fear, statistically significant when compared to the other countries studied, with the exception of England. The results obtained show the impacts and management of the pandemic at the resumption of face-to-face classes after a period of exclusively distance learning, identifying university students at greater risk of mental health.

Knowledge, attitude, and practice of antibiotics use among primary healthcare physicians, Ministry of Health, Jeddah.

Overuse of antibiotics is considered a major public health problem on a global level and leads to existence and spread of antibiotic-resistant bacterial strains in all settings. To explore the knowledge, attitude, and practice of primary healthcare physicians regarding antibiotic use. A cross-sectional study was conducted at a random sample of primary healthcare centers (PHCCs), belonging to Ministry of Health, in the city of Jeddah, Saudi Arabia. All primary healthcare physicians working at chosen PHCCs were recruited. A self-administered questionnaire was used for data collection. It includes five sections; socio-demographic characteristics of physicians, 11 statements to assess knowledge about antibiotic use, 6 statements to assess attitude toward antibiotic use, 6 statements concerning practice of antibiotic prescription, and 12 statements about factors influencing antibiotic prescription. The study included 163 primary care physicians. The age of 58.9% ranged between 31 and 40 years. Approximately two-thirds of them were females (64.4%), and majority were Saudi nationals (98.8%). History of attending training courses in antibiotic use and resistance was reported by 47.9% of the physicians. The median (Interquartile range) of knowledge score percentage was 63.64 (45.45-81.82). It was abnormally distributed (p-value of Shapiro-Wilk test was 0.001). Physicians who reported previous attendance of courses in antibiotic use and resistance were more knowledgeable regarding antibiotics use and resistance compared to those who did not attend such courses (Mean ranks were 91.04 and 73.70, respectively (p = 0.018)). Most of the physicians agreed that taking antibiotics as prescribed minimize its side effects (81.6%), and taking antibiotics without rationale indication increase its side effects (81%). Male physicians were more likely than females to agree that use of antibiotics in case of viral infection prevents secondary bacterial infection (27.6% versus 10.5%), P < 0.001. Majority of the participants would increase antibiotic prescription in cases of purulent discharge (83.5%) and to prevent complications (71.1%). Knowledge and practice of primary healthcare physicians in Jeddah city regarding antibiotics use and resistance needs improvement. However their attitude toward them was acceptable. Improvement of their knowledge and continuous monitoring of their practice in this regard are warranted.

How COVID-19 kick-started online learning in medical education-The DigiMed study.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students’ attitudes to online learning to provide a broad scientific basis to guide future development of medical education.MethodsOverall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education.ResultsThe majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching.ConclusionThis study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new “online era” in medical education.

A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students&amp;rsquo; attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

Attitudes and Knowledge About Plagiarism Among University Students: Cross-Sectional Survey at the University of Split, Croatia.

Plagiarism is one of the most severe academic integrity issues. This study examined students' knowledge of and attitudes towards plagiarism, tested their ability to recognize plagiarism, and explored the association of study levels and attendance in courses dealing with referencing rules and plagiarism with students' attitudes and knowledge. A cross-sectional online survey was conducted at the University of Split, comprising the students of all schools and study levels (n = 388). Overall, results indicate the students were not very familiar with referencing rules and did not perform well on either theoretical questions or practical examples. However, they demonstrated positive attitudes towards plagiarism avoidance as well as towards compliance with academic integrity with respect to the correct use of research publications. Students' self-reported attendance in courses dealing with referencing rules and plagiarism avoidance was not associated with their knowledge of and attitudes toward plagiarism. These findings are important for a general understanding of students' attitudes, and the relation of practical and theoretical knowledge of plagiarism. Furthermore, the academic community addresses plagiarism not only as an ethical and regulatory violation but also as a direct consequence of a lack of knowledge, and of academic illiteracy. Study programs should be adjusted and long-term policies developed at all academic levels to promote a positive climate among students towards responsible academic writing.

Nurses' Perceptions of Spirituality and Spiritual Care Giving: A Comparison Study Among All Health Care Sectors in Jordan.

Aims:This study aimed to describe nurses’ perceptions of spirituality and spiritual care in Jordan, and to investigate the relationship between their perceptions and their demographic variables.Methods:The study used a cross-sectional descriptive design and recruited a convenience sample of 408 Jordanian registered nurses to complete the spiritual care giving scale.Results:The findings of the study demonstrated that most of the participating nurses had a high level of spirituality and spiritual care perception. Significant differences were found between male and female nurses’ perceptions of spirituality and spiritual care (P < 0.05); previous attendance of courses on spiritual care also made a significant difference to perceptions (P < 0.05).Conclusions:The research findings suggest that, Jordanian nurses’ gender made a difference in their perceptions of spirituality and spiritual care. They had satisfactory levels of perception of spirituality and spiritual care. Moreover, spiritual care courses appeared to have a positive impact on their perception of spirituality and spiritual care. Enhancing nursing care by integrating standardized spiritual care into the current nursing care, training, and education should also be emphasized.

ICT Teachers and Technical E-Safety: Knowledge and Routines

Abstract The article looks at how competent ICT teachers in primary, lower secondary and high schools are as regards the issues of Internet safety, the use of secure passwords, protection against malware and data back-up. Specific knowledge and routines are described whilst discussing the ways teachers are influenced in these areas. In-depth semi-structured interviews have been carried out with chosen ICT teachers. Teachers were presented with several situations from the issue in question and the way they reacted in given situations was observed. Data gained from the interviews and the triangulation that had been carried out was processed through open and axial coding. The results of our investigation show that teachers do usually try to behave in a relatively safe way but their reasons for such behaviour differ greatly. The main external determiners include reactions to a certain negative experience, active self-study of the issue and organised instruction (not only at high schools and universities but voluntary attendance of courses). Factors preventing teachers from behaving as safely as possible have been identified. It may be due to working or teaching limitations. Teachers might lack professional knowledge or there could be a problem with security, perhaps being time-consuming or difficult to remember passwords.

Effects of reviewing routine practices on learning outcomes in continuing education

Conventional continuing medical education (CME) has been shown to have modest effects on doctor performance. New educational approaches based on the review of routine practices have brought better results. Little is known about factors that affect the outcomes of these approaches, especially in middle-income countries. This study aimed to investigate factors that influence the learning and quality of clinical performance in CME based on reflection upon experiences. A questionnaire and a clinical performance test were administered to 165 general practitioners engaged in a CME programme in Brazil. The questionnaire assessed behaviours related to four input variables (individual reflection on practices, peer review of experiences, self-regulated learning and learning skills) and two mediating variables (identification of learning needs and engagement in learning activities, the latter consisting of self-study of scientific literature, consultations about patient problems, and attendance at courses). Structural equation modelling was used to test a hypothesised model of relationships between these variables and the outcome variable of clinical performance, measured by the clinical performance test. After minor adjustments, the hypothesised model fit the empirical data well. Individual reflection fostered identification of learning needs, but also directly positively influenced the quality of clinical performance. Peer review did not affect identification of learning needs, but directly positively affected clinical performance. Learning skills and self-regulation did not help in identifying learning needs, but self-regulation enhanced study of the scientific literature, the learning activity that most positively influenced clinical performance. Consultation with colleagues, the activity most frequently triggered by the identification of learning needs, did not affect performance, and attendance of courses had only limited effect. This study shed light on the factors that influence learning and performance improvement in continuing education based on the review of routine practices in middle-income settings. The findings support the importance of reflection on practices as an instrument for enhancing clinical performance.

Shifts of attention—On the processing of attendance in adult classrooms

In this paper, we will develop a way of understanding attendance of courses, whichis not in the usual manner based on the institutionally marked dimension of incident, butinstead emphasizes the interactive dimension of process. From this perspective, the processesof adult education are less focused on the forms of pedagogic action or teaching-learning interaction. We rather observe the performance of participation and its shaping by the courseparticipants during the course process. In a critical reception of research on classroom management, perceivable shifts of attention will be argued to be constitutive moments in the process of attendance. On the basis of one course scene, we will show the way in which a process of participation—corporeal specified in space and time—can be empirically reconstructed as an arrangement of mutually entangled shifts of attention between the individual participants. This lesson is based on the assumption that individual learning and acquisition processes during a course lesson can only be appropriately understood and explained in the light of these social dynamics of attention.

Prevention and Management of Aggression Training and Violent Incidents on U.K. Acute Psychiatric Wards

Reports of violence and injuries to staff and patients in acute psychiatric inpatient settings have led to the development and implementation of training courses in the Prevention and Management of Violence and Aggression (PMVA). The purpose of this study was to explore the relationship between PMVA training of acute psychiatric ward nursing staff and officially reported violent incident rates. A retrospective analysis was conducted of training records (312 course attendances) and violent incident rates (684 incidents) over two-and-a-half years on 14 acute admission psychiatric wards (5,384 admissions) at three inner-city hospitals in the United Kingdom as part of the Tompkins Acute Ward Study. A positive association was found between training and rates of violent incidents. There was weak evidence that increased rates of aggressive incidents prompted course attendance, no evidence that course attendance reduced violence, and some evidence that attendance of briefer update courses triggered small short-term rises in rates of physical aggression. Course attendance was associated with a rise in physical and verbal aggression while staff were away from the ward. The failure to find a drop in incident rates after training, coupled with the small increases in incidents detected, raises concerns about the training course's efficacy as a preventive strategy. Alternatively, the results are consistent with a threshold effect, indicating that once adequate numbers of staff have been trained, further training keeps incidents at a low rate.

Adherence of the private sector to national tuberculosis guidelines in the Islamic Republic of Iran, 2001-02

We determined the knowledge and practice of private sector physicians in three cites regarding management of pulmonary tuberculosis (TB) and their determinants. A random sample questionnaire survey was conducted of 732 private physicians. Stratified analysis and logistic regression were used to identify the adjusted determinants of the two outcomes. A high proportion of the doctors had correct knowledge about the major diagnostic criteria but there was a low level of knowledge and practice of TB management. Significant risk factors for poor knowledge were age > or = 36 years, being a GP rather than a specialist and no attendance in TB training courses or attendance in courses held by institutions other than the public health system. Age > or = 36 years was the only significant risk factor for poor practice.