Degree Students Research Articles

Assessing the Skillset Impacting the Readiness of HVAC Bachelor's Final Year Students for Industrial Revolution 4.0 (IR 4.0)

The Industrial Revolution 4.0 (IR 4.0) is a significant period of industrial progress marked by advanced technologies like the Internet of Things (IoT) and Cyber-Physical Systems (CPS). The current change presents significant challenges and opportunities for various sectors, including the Heating, Ventilation, and Air Conditioning (HVAC) industry. Addressing the readiness of HVAC students for IR 4.0, this study investigates the gap in skills and competencies required in this new era. This study primarily assesses the readiness of final-year bachelor’s degree students in HVAC, focusing on balancing technical and non-technical skills. Employing a qualitative descriptive research design, the study involved 100 final-year HVAC students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka (UTeM). A structured questionnaire, developed based on a thorough literature review and validated through expert reviews and a pilot study, was used to collect data. The questionnaire assessed students' self-evaluation of their readiness, understanding of technical skills, and developing non-technical skills relevant to IR 4.0. The analysis revealed that students possess a high level of perceived readiness for IR 4.0, with non-technical skills emerging as significant contributors to their readiness. These skills accounted for 44% of the variance in students' readiness. The findings underscore the importance of integrating non-technical skills into the HVAC curriculum, highlighting their role in equipping students to navigate the evolving technological landscape of IR 4.0. In conclusion, the study provides comprehensive insights into the skillsets necessary for HVAC students to thrive in the IR 4.0 era. It emphasises the need for educational institutions to adapt their curricula and pedagogical strategies to include a balanced focus on technical and non-technical skills, thereby enhancing student employability and readiness for the challenges of the modern industrial world.

La eficacia del Escape Room como metodología educativa en el Código Infarto

ObjectiveTo evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code. MethodsA pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master's degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed. ResultsThirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups. ConclusionsThe nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master's degree students. Medical professionals experienced a greater degree of immersion in the activity.

Relationship between Mediterranean diet, physical activity and emotional intelligence in Spanish undergraduates

Levels of adherence to the Mediterranean diet in Spanish university students need to be verified. It is necessary to go deeper into what these are and what factors determine them. This is useful to design effective diet promotion proposals in this population. The objectives are: 1) To classify Spanish university students of Education Degrees according to their levels of Mediterranean diet, physical activity and emotional intelligence; 2) To analyse the influence of physical activity and emotional intelligence as determinants of Mediterranean diet according to lifestyle profiles. A cross-sectional study was designed with the participation of a representative sample of university students of education degrees. Participants ranged in age from 18 to 43 years (20.84±2.90). Men represented 30.2% of the sample (n=125) and women 69.8% (n=289). An online questionnaire was administered comprising the following: PREDIMED, IPAQ-SF and TMMS-24. The regression model obtained for the whole sample was: Mediterranean diet= 2.536+0.001*physical activity+0.029*emotional intelligence. The two-stage cluster classification (Ward and k-means) was validated with the MANOVA test (Pillai trace: F (6, 820) = 159.101; p ≤ 0.001; f = 1.00). It is concluded that 8% of university students' adherence to the Mediterranean diet is predicted by moderate-vigorous physical activity and emotional intelligence. Adherence to the diet is positively related to physical activity and emotional intelligence. Keywords: lifestyles; moderate-vigorous physical activity; Spain; cluster analysis; regression model.

Experiences for Geriatric Care from Nursing Students' Knowledge: A Qualitative Approach.

(1) Background: Studies have shown that clinical experience has an impact on how students perceive geriatric care. The vulnerability of older people particularly allows students to reflect on and evaluate their learning. In this context, communication between tutors and students is important to guiding a contextualized view of the complexity of clinical situations. The principal objective was to explore the feelings, perceptions, and experiences of nursing students in geriatric care units during their practices. (2) Methods: This is a qualitative study using content analysis where the data collected were analyzed deductively. An intentional sample of 81 nursing degree students enrolled in the subject of clinical practices. During these sessions, a dynamic discussion forum was incorporated. (3) Results: There were 6 forums with a total of 591 participants, with an average of 98.5 per forum. Four categories emerged: humanization, geriatric nurse, aging, and learning. (4) Conclusions: A change of management oriented to the person-centered model would improve the quality in the residences and as well as in the expectations of the students towards geriatric nursing. Changing perspectives could be a way to confront and become aware of the fallacies of care that have been evidenced. This study was not registered.

Paradoxical choice of Korean consumers: categorization effect, health halo and averaging bias

PurposeThis research aims to elucidate why consumers decide to eat meals that seem to be higher in calories and salt, despite their goal being to consume fewer calories and sodium. Korean participants are to be used for this study. The present research further investigated the impacts of categorization and averaging bias in relation to the health halo phenomenon, specifically focusing on traditional food and textured vegetable protein (soy meat) burgers. Thus, the present research investigated how consumers' intentions contrasted with their consumption goals in food choice circumstances.Design/methodology/approachWe partitioned the survey due to the COVID-19 epidemic. A single, well trained surveyor first surveyed customers at cafés in Seoul and six other Korean cities. We received 102 in-person survey replies. A total of 254 advanced degree or undergraduate students from two universities completed an online questionnaire. There are 356 responses. Two studies were conducted where participants were instructed to evaluate the perceived healthiness, calorie content, and sodium level of different food items. The specifics of each study are elucidated in the main body of the paper.FindingsThis study shows that Koreans categorize meals as virtue or vice depending on their perceived healthiness, validating the categorization effect. Furthermore, this research demonstrated that consumers' perceptions of the health benefits of traditional meals and soy meat burgers impact their categorization. Koreans also assessed the average of the vice and virtue and found vice-virtue combination meals healthier than the vice alone. This affects how calories and sodium are perceived. This study also shown that high virtue affects averaging bias more than weak virtue in meals with vice and virtue combo.Originality/valueThis study extended food categorization and averaging bias to non-US consumers and confirmed this contradictory meal choice is universal. Health halo also affects food health perception. The results of this study revealed that Koreans consider traditional food healthier than western junk food. Korean customers incorrectly assume soy meat burgers have fewer calories and sodium than regular burgers. Thus, this study explains Korean consumers' food health misconceptions related to paradoxical consumption.

Midwifery Students’ Knowledge and Perceptions of a Midwifery-Led Model of Care in North Karnataka, India

ObjectiveTo assess the knowledge and perceptions of midwifery students regarding a midwifery-led model of care. DesignCross-sectional study. SettingA nursing college in North Karnataka, India. The midwifery-led care model is a relatively new concept in India. In 2018, guidelines on midwifery services in India were released during the Partners Forum held in New Delhi as the initiation of the model and with the support of the Ministry of Health and Family Welfare. The initiative began with the training of nurse practitioners in midwifery and is progressing. ParticipantsFinal-year diploma and bachelor’s degree students. MethodsParticipants completed an online survey, which consisted of a 20-item questionnaire with a 5-point Likert scale to collect their knowledge and perceptions of the midwifery-led model of care. Descriptive statistics were used to describe the knowledge and perceptions of the students, including the mean, standard deviation, frequency, and percentage. Chi-square analysis and the Pearson’s correlation coefficient were used to assess relationships between variables of interest. ResultsAmong the 165 participants, 85.5% (n = 141) had a poor level of knowledge of the midwifery-led care model, and only 14.5% (n = 24) showed average knowledge, with none possessing adequate knowledge. Notably, gender was significantly associated with knowledge (p < .05), with female participants demonstrating lower knowledge levels compared to male participants. A substantial portion (76.4%, n = 126) had a negative perception of the midwifery-led care model, 23.6% (n = 39) had a neutral perception, and none had a positive perception. There was no significant correlation between students’ knowledge and perceptions of the midwifery-led model of care. ConclusionThese results suggest that there is an urgent need for awareness, knowledge, and educational initiatives to help nursing students in India better comprehend the midwifery-led model of care and to strengthen the midwifery training in nursing colleges.

MOTIVATIONAL FACTORS INFLUENCING UNDERGRADUATE STUDENTS TO PURSUE DENTISTRY AS FUTURE CAREER AT UKRAINIAN UNIVERSITIES

People have various motivations and perceptions when choosing a future career. The purpose of this article is to compare the motivational factors for selecting dentistry as a career among local and international students at Ukrainian universities. A qualitative design was employed, using a 24-item questionnaire with closed-ended questions to survey Master's degree students in Dentistry. Students' perceptions of motivational factors were assessed on a five-point Likert scale. Statistical analysis, including the χ2-test and regression analysis, was conducted to identify differences. A total of 121 local and 59 international students participated in the questionnaire about motivation factors for pursuing dentistry. In the local group, 69.42% were female and 30.58% were male, while the international group comprised 32.20% females and 67.80% males. No significant differences were found between local and international students regarding professional status, income potential, entrepreneurial opportunities, practical skills, desire to work in healthcare, desire to work with people, or the wish to provide public service (P&gt;0.1). However, international students expressed higher agreement regarding personal experiences with dental care and work experience. Conversely, local students placed less importance on factors like influence from friends and personal advice compared to international students. Recommendations for promoting education at the university include highlighting the professional status and income potential of dentistry, promoting practical skills development, and emphasizing the social value of the profession. To attract applicants from abroad, messaging about personal experiences in dentistry and graduates' recommendations on social networks could be effective strategies.

Perceptions of Hail University students of the interaction degree in distance learning based on virtual classrooms

The distance learning experience is a new experience at the University of Hail. This study explores students' perceptions of Hail University of the degree of interaction in distance learning based on virtual classrooms of six types of interactions (learner interaction with instructor, learner interaction with content, learner interaction with learners, learner interaction with the technological system, learner interaction with the graphical interface and learner interaction with the staff of the university units and administration. The study is done using the quantitative survey, where the study was conducted on 676 students of all levels and specializations during the academic year 2020/2021. The results of the study indicate that the degree of evaluation that made by male and female students from all levels and disciplines in connection with interactions is high. There was a difference in responses based on gender.

United Kingdom oral and maxillofacial surgeons support changes to current specialty recruitment process, which could include ‘Walport’ style local selection and national benchmarking

Recruitment to oral and maxillofacial Surgical (OMFS) specialty training was centralised in 2010. The ‘flexibility’ for OMFS to respond to specialty specific recruitment issues is reducing and many Specialty Trainees’ (ST) posts are left unfilled. The National Institute for Health and Care Research (NIHR) appointment process designed to address the problem of recruiting and appointing academic surgeons with local selection with national benchmarking has worked. Using a database of all UK OMFS consultants/trainees, an electronic questionnaire was shared by e-mail, WhatsApp, and other social media. Of 306 replies, 125 (41%) were Consultants/post-certificate of completion training (CCT) individuals, 66 (22%) ST, 61 (20%) second degree students, 27 (9%) pre-second degree, 26 (9%) dual degree pre-ST trainees, and one did not indicate their status. A total of 249 (76%) studied dentistry first and 230 (75%) were male. Of those replying, 147 (48%) had no direct experience of national selection. 120 (39%) had experience as a candidate, 20 (7%) as a selector only, 17 (6%) as a candidate and selector, and two did not record their experience. Of 250 expressing an opinion, 156 (62%) supported local selection with 140 (56%) supporting local selection and national benchmarking, which is a process used for research training posts by the NIHR. Geographical continuity was most important for 78% of pre-second-degree trainees, 45% of STs, and 54% of second-degree students. A total of 57 respondents completed free text comments. There is support for changes in OMFS ST selection including creating OMFS posts which include Foundation and second-degree training in NIHR style locally recruited nationally benchmarked posts.

Teaching Critical Thinking in EFL Classroom: Students and Teachers’ Perspectives

The present article investigates the perspectives of students and teachers towards the teaching of critical thinking in EFL classroom. It also explores the way teachers conceptualise the term in their teaching practices as well as the approaches and methods they adopt to teach the concept of critical thinking. In this regard, 14 Algerian English language teachers were sent an online questionnaire. Nine narrative journals have also been analyzed by means of descriptive and analytic methods with first year English degree students, at the department of English, University of Algiers 2 (Algeria).In addition, ten empirical studies which have relation with the topic under investigation have been examined to reinforce the analysis and discussion of the data obtained. The results of the questionnaire indicated that the majority of participants conceptualize critical thinking as reflective judgment and most of them do introduce the concept in their classes. For the narrative journals, the participants showed awareness of the importance of critical thinking not just in their learning processes but also in their whole life in general

International Master’s Degree Students’ Experiences of Support at a Finnish University

This phenomenographic study explores international master’s degree students’ ways of experiencing support in Finnish higher education. The study draws on Schlossberg’s Transition Model and the Culturally Engaging Campus Environments Model as a conceptual framework. The phenomenographic analysis of 17 interviews with international master’s degree students identified four ways of experiencing support as: (a) study system adjustment, (b) learning enhancement, (c) personal growth, and (d) autonomy development. The findings identified participants’ experiencing support in relationships, use of information, communication, services, the flexibility of studies, learning and study environments. The presence of two indicators, Humanizing Educational Environments and Availability of Holistic Support suggested that the campus environment was culturally responsive to academic and personal support of international degree students. The findings contribute to the understanding of support for international degree students in higher education and may be used to develop services to support international degree students’ social, cultural, and career integration into host communities.

Clinical virtual simulation: predictors of user acceptance in nursing education

BackgroundUsing virtual patients integrated in simulators expands students’ training opportunities in healthcare. However, little is known about the usability perceived by students and the factors/determinants that predict the acceptance and use of clinical virtual simulation in nursing education.ObjectivesTo identify the factors/determinants that predict the acceptance and use of clinical virtual simulation in learning in nursing education.MethodsObservational, cross-sectional, analytical study of the use of clinical virtual simulation in nursing to answer the research question: What factors/determinants predict the acceptance and use of a clinical virtual simulator in nursing education? We used a non-probabilistic sampling, more specifically a convenience sample of nursing degree students. The data were collected through a questionnaire adapted from the Technology Acceptance Model 3. In technology and education, the Technology Acceptance Model is a theoretical model that predicts the acceptance of the use of technology by users.ResultsThe sample comprised 619 nursing students, who revealed mean values of perceived usefulness (M = 5.34; SD = 1.19), ease of use (M = 4.74; SD = 1.07), and intention to use the CVS (M = 5.21; SD = 1.18), in a Likert scale of seven points (1—the worst and 7 the best possible opinion).This study validated the use of Technology Acceptance Model 3 adapted and tested the related hypotheses, showing that the model explains 62% of perceived utility, 32% of ease of use, and 54% of intention to use the clinical virtual simulation in nursing by nursing students. The adequacy of the model was tested by analysis of the direct effects of the relationships between the internal constructs (PU-BI, β = 0.11, p = 0.012; PEOU-BI, β = -0.11, p = 0.002) and the direct relations between some of the constructs internal to the Technology Acceptance Model 3 and the external determinants Relevance for learning and Enjoyability.In the proposed model, the external constructs that best predicted perceived usefulness, ease of use, and behaviour intention to use the clinical virtual simulation in nursing were Relevance for learning and Enjoyability.ConclusionsThese study results allowed us to identify relevance for learning and enjoyability as the main factors/determinants that predict the acceptance and use of clinical virtual simulation in learning in nursing.

Exploring the Usability and Engagement of Students in an Educational Board Game on Personal Financial Planning

Traditional teaching approaches lack engagement, personalization, flexibility, and effective evaluation, thereby limiting learning outcomes. Consequently, these systems face challenges in engaging students, meeting their individual needs, adapting to diverse learning situations, and accurately assessing their competency. Educational board games (EBGs) offer a dynamic and engaging learning experience through play and personalized learning, promising optimal outcomes to overcome these obstacles. The objective of this study is to investigate how usability influences student engagement using the MEEGA+ evaluation approach during EBG play in a Personal Financial Planning course at Universiti Teknologi MARA (UiTM) Cawangan Melaka, Kampus Bandaraya Melaka. This quantitative study involved a self-administered questionnaire and a purposive sample of 200 bachelor’s degree students in the course. PLS-SEM was utilized to assess the model and hypothesized relationships. The operability and accessibility of educational games significantly enhanced student engagement, underscoring the utility of board games for learning through play. Usability, experience, and engagement should be integral considerations in instructional game design. The MEEGA+ assessment model can be applied to evaluate game-based learning across various EBGs. Board games have the potential to enhance educational outcomes, underscoring the necessity for further research in game-based learning. The study also suggests that the MEEGA assessment model can assist designers and educators in developing effective game-based learning experiences.

Supervisor’s Rank and Student’s Performance in Post Graduate Research in Universities in Cross River State

The study investigates influence of supervisors’ rank on students’ performance in post graduate theses and dissertations in postgraduate research in universities in Cross River State. The study adopted the ex-post factor research design. The population of the study consists of all the 3912 Post graduate degree students who completed their theses defence between 2019 to 2021 academic year among Universities in Cross River State, with specific reference to the University of Calabar, University of Cross River State and the Calabar center of the National Open University of Nigeria. Using the simple random sampling technique to select 406 respondents, data was analysed using the one-way ANOVA. The findings reveal that the supervisors’ rank has no significant influence on students’ performance in post graduate thesis and dissertation. Students’ performance in their final year research work is the same (equal) for those supervised by Lecturer 1, Senior Lecturer, Associate Professor and Professor. This may be true because of the open access possibility for supervisees to maximize online resources or consult academic mentors who might not be highly ranked academically. The study conclude that deans of Post Graduate School or postgraduate school administrators should ensure that different departments and faculties where postgraduate programmes are domiciled assigns supervisor with a higher level of expertise with regards to specialization and interest, rather than rank to supervise their post graduate student since the rank of supervisors’ does not influence students’ performance in post graduate research theses and dissertation.

EVALUATING STUDENTS’ ACCEPTANCE FACTORS ON CHATBOT FOR LEARNING USING UTAUT MODEL

Past studies have shown that e-learning has been widely used in education. Nowadays, e-learning has become a culture for gaining knowledge online. The problem faced by conventional e-learning is the lack of student’s interest when they are using it. Therefore, some researchers have shown that Chatbot for learning has the potential to change the way students learn and search for information. Many students are aware of Chatbot technology, however, not many students have used it. Past research has indicated that only a few numbers of studies have been done on students’ acceptance of Chatbot in education. Besides, past research has indicated that the usage of Chatbot for learning is still insufficient. The first objective of this research is to identify the factors that influence students’ acceptance of Chatbot for learning while the second objective is to identify the most influential factor in students’ acceptance of Chatbot for learning. This research adapts the Unified Theory of Acceptance and Use of Technology (UTAUT) research models which consist of constructs such as Performance Expectancy (PE), Effort Expectancy (EE), Lecturer’s Influence (LI), Behavioural Intention (BI) with two additional constructs which are Quality of Service (QS) and Personal Innovativeness (PI). A total of 303 respondents from different levels of education such as Diplomas, Degrees and Masters students from one of the public higher learning institutions in Selangor participated in this study. Pearson correlation was used for the first objective and multi-linear regression for the second objective. The findings from this study reveal that there are relationships between constructs such as PE, EE, LI, QS, PI with BI of students’ acceptance of Chatbot for learning and the most influential construct is EE. This research outcome will be one of the guidelines for higher learning institutions to consider the implementation of Chatbot for learning as a supplementary platform for e-learning.

ASYNCHRONOUS AND SYNCHRONOUS СONTENT OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

The architecture of blended learning (BL) in the training of prospective English teachers in higher education establishments was illuminated, particularly emphasizing the synchronous and asynchronous content and learning modes, which are an integral basis for the development of their professionally oriented communicative competence (POCC). A multi-faceted methodological approach – encompassing analysis, synthesis, comparison, and generalization – served as the analytical lens for scrutinizing the extant scientific literature, undertaking categorical evaluations of core concepts, and delineating their interrelations. BL was positioned as a purposeful process of dissemination and assimilation of knowledge, enhancing an array of speech fluency, linguistic understanding, sociocultural awareness, educational and strategic competences, cognitive activities of Master’s degree students. It offers a nuanced hybridization of distance (remote) and traditional (conventional) learning paradigms, effectively enriching the learning process while enabling their independent (self-study) learning. A functional scheme of the content area of BL covers three generic notions and is considered as a multifarious interactive space that serves as a catalyst for educational synergy, fostering holistic interactions between students, teachers, and the curriculum, where two subcategories of asynchronous learning mode are distinguished: collaborative (group-based) and independent (individual-based). The research introduced a pedagogical blueprint encompassing a repertoire of synchronous and asynchronous learning modes that can be configured in the following varieties: synchronous-group, asynchronous-group, synchronous-individual, asynchronousindividual, virtual-synchronous and face-to-face-synchronous.

Mental workload, musculoskeletal discomfort and physical activity level in master's degree students in the COVID-19 context: A pilot study.

The coronavirus disease 2019 (COVID-19) pandemic has led to a change of pedagogical strategies from on-campus to "online" modality (synchronous and asynchronous learning) and may influence the health of university students, including their mental workload. To identify the association between mental workload, perception of musculoskeletal discomfort (MSD), and the level of physical activity of Masters's students' online learning due to the pandemic. This was a pilot descriptive study with a cross-sectional, quantitative, non-experimental study design. The sample consisted of 20 students. To collect the data, the participants answered a sociodemographic questionnaire, NASA-Task Load Index, International Physical Activity Questionnaire, and the Nordic Musculoskeletal Questionnaire. The students presented mental workload at medium (45%) and high (55%) levels, with time demands as the most prevalent dimension. In addition, 80% of the students reported experiencing MSD in the last seven days, with the most frequent areas being the neck and lower back. Regarding the level of physical activity, five students had a low level (25%), five students had a medium level (25%), and ten students had a high level (50%) of activity. Most of the students (95%) conduct their master's degree along with maintaining a full-time job. Therefore, the adaptive requirements according to "time demands" is a negative factor because of its contribution to mental workload. Especially in addition to students' perception of musculoskeletal discomfort, organizational aspects would be fundamental to prevent physical and mental health risks.

The Development of Civic Competence in Higher Education to Support a Sustainable Society: The Case of Latvian Higher Education

When examining the crucial role of civic competence in fostering sustainable societies, economies, and ecosystems, its significance for cultivating responsible and engaged citizens in our ever more interconnected global landscape must be recognized. Notably, education influences the development of civic competence throughout the learning experience at all levels of education. This research aims to explore the evolution of students’ self-assessment in terms of civic competence and its three subcompetences. The objective is to comprehend the present status of students’ self-assessments and explore their potential impact on the formation of a sustainable society. Data were collected for this study using an assessment tool elaborated in the ESF project “Development and Implementation of the Education Quality Monitoring System” for students’ generic competences. The tool, presented in a digital form using the QuestionPro platform, measures six generic competences, including civic competence. A total of 1166 bachelor’s degree students and 354 master’s degree students participated in this study, representing 22 Latvian higher education institutions. This study’s findings indicate that civic competence in the sample is considerably lower than the other generic competences measured, with a greater dispersion of results. The results also highlight specific areas within universities that require improvement during the learning process to cultivate individuals who are sustainable and socially responsible members of society.

Influencing Factors on Career Preparation Behavior of Nursing Students in the Post COVID-19 Era.

This study aims to determine the factors influencing the career preparation behavior of nursing students in the post-COVID-19 era and to provide a basis for preparation strategies to enhance nursing students' nursing professionalism and career preparation behaviors. This is a descriptive cross-sectional study that measures major satisfaction, self-efficacy, nursing image, nursing professionalism, nursing image and intuition, and career preparation to identify factors influencing nursing students' career preparation behavior in the post-COVID-19 era. An online survey was conducted to collect the data. The data were analyzed using descriptive statistics, Pearson's correlation, and multiple regression analysis using the SPSS/WIN 25.0 program. A total of 240 students were included; most of them were female (86.3%) and between 21 and 25 years old (80%). The level of motivation to pursue nursing (F = 12.34, p < 0.001) and clinical practice satisfaction (F = 11.37, p < 0.001) showed statistically significant differences in career preparation behavior. Self-efficacy (r = 0.32), major satisfaction (r = 0.32), nursing image (r = 0.32), and nursing professionalism (r = 0.32) were positively correlated with career preparation behavior and significant (p < 0.001). According to the findings, nursing professionalism and image can be enhanced by providing career planning and counseling based on the student's degree of comprehension and cognitive behaviors to nurture the professional and positive attitudes that are essential for a successful nursing career. Nursing schools need to incorporate a job portal, facilities, and a mentorship program to help nursing students prepare for their careers.

Changes in diet and physical activity in students during lockdown by example of COVID-19 pandemic.

Due to the spread of COVID-19 infections around the world, in early 2020, the World Health Organization (WHO) announced a global pandemic, i.e. an epidemic of particularly large dimensions affecting countries and entire continents. Long-term stay at home and self-isolation may have significantly impacted lifestyle, diet, food choices and access to food, as well as physical activity in the entire population, including students. The aim of the study was to examine the impact of social isolation caused by the coronavirus pandemic on changes in diet, lifestyle and body mass index in a group of students, so that we would be better prepared for future new viral infections with characteristics similar to Covid-19. The study was conducted in 2021 using a cross-sectional online survey (using the CAWI technique). The survey was addressed to students of universities in Poland who were over 18 years of age. After excluding forms completed incorrectly or with incorrect data, the final analysis of the results included the responses of 196 respondents. Statistical analyzes were performed in STATISTICA 13.3. Statistical significance was assumed at the level of p ≤ 0.05. The study involved 136 women and 60 men with an average age of 23. The majority of respondents were residents of cities with over 500,000 inhabitants (50%), were students of 1st degree (45%) in medical/natural sciences (36%). The largest percentage of respondents (above 70%), before the pandemic and during isolation, had normal body weight, according to the BMI. There were significant statistical differences between gender and changes during COVID-19 pandemic in sleeping (p=0.013), physical activity (p=0.028), as well as the consumption of tea (p=0.047), milk and dairy products (p=0.041), alcohol (p=0.001) and red meat (p=0.003), vegetables (p=0.049), sweets (p=0.029) and fast food (p=0.004). Due to the fact that the impact of the coronavirus pandemic on the diet and lifestyle has been demonstrated, it is very important that the recommendations of public health organizations spread the message about rational nutrition and physical activity in the event of new viral infections among young people, including students.