Graduate Education Research Articles

What English Articles Say about Nursing Postgraduate Thesis Writing: A Systematic Literature Review

Advancement in nursing has been of considerable importance, especially after the pandemic, which necessitates a parallel upgrade in postgraduate nursing programs. Similarly, there is a need for studies related to the nature of the postgraduate nursing thesis/dissertation as it is the landmark of their academic achievement. This paper aims to fill this gap by presenting a literature review on graduate nursing students’ writing experience. A thorough systematic review of the literature yielded 22 studies related to nursing thesis writing. This paper presents critical themes from reviewing these studies and draws out significant implications for nursing education. The findings are grouped under five categories: challenges, feedback, support, needed skills, and thesis writing. Based on these findings, gaps are identified, and recommendations for further development of nursing students’ graduate education are suggested. This literature review is expected to contribute to the development of students and supervisors as well as course content in graduate nursing programs.

Yuri Borko – a Founder of European Integration Studies in Russia

Regional integration studies constitute a relatively young area of academic knowledge since regional integration emerged as a new phenomenon in international relations after the Second World War. Professor Yuri Antonovich Borko who is turning 95 in February 2024, is an influential scholar and one of the founders of the Soviet and Russian school of European studies. This article aims to reveal his role in gaining and disseminating of new knowledge about regional integration processes. To do this, the author first traces the main milestones of Professor Borko’s academic path. Then the most important contributions to the literature (based on the criteria of novelty, valuable insight and confirmed forecasts) are pointed out in their interconnection with the international academic advance in the relevant areas of research. Finally, the key achievements of professor Borko in spreading knowledge, graduate and postgraduate teaching are assessed, shedding light on the innovative educational methods employed and illustrating his distinct personality profile. The findings suggest that the most valuable results of professor’s Borko research relate to the areas of the EU social policy, the evolution of the European idea, the interrelation between deepening and widening in the integration process. His reasoning about universal and specific features of the EU experience proves seminal for the national research community. A number of publishing projects and networking activities within the Association of European Studies initiated by professor Borko notably facilitated the establishment of research schools in international relations in Russian regions.

Collaboration as a Form of Institutional Critique: Teaching and Learning in the Wake of Anti-DEI Legislation

How do we move forward when the legality of teaching and learning about social justice research is called into question by the state? This article demonstrates the efficacy of collaboration as a form of institutional critique that made it possible to provide a comprehensive graduate education following the emergence of anti-DEI legislation in Florida. To teach and learn in a tumultuous legal landscape without sacrificing rigor, eliding DEI-oriented scholarship, or violating state law, we piloted a collaborative disciplinary meta-analysis project that enabled students to study social justice research along with the field’s other major research topics. This portable approach allowed us to meet the professional and ethical imperative to engage research that has been targeted by state officials but remains foundational for disciplinary expertise. It also demonstrates the futility of removing politically unfavorable scholarship from curricula. After sharing an overview of the results of our meta-analysis project, with a special focus on our field’s take on social justice and collaboration, we reflect on the rhetorical strategies those of us working in highly politicized educational climates have deployed to manage increased oversight from zealous state legislatures challenging the legitimacy of disciplinary expertise.

Barriers to Mental Health Services Utilization

The use of health services is defined as the process of seeking professional healthcare and submitting oneself to the application of regular health services with the purpose to prevent or treat health problem .Person suffering from mental illness usually face different barriers . The problem of underutilization of mental health services may be due to: (1) barriers to initiation of mental health services and (2) barriers to persistence in treatment once it is sought. People with a number of unmet needs are likely to experience poor quality of life as well. Any mental health service that aims to improve the quality of life of patients’ needs to actively assess for these factors as early recognition can help in optimizing planning of treatment and implementation of care ensuring effectiveness of psychiatric care. It also plays a critical role in mental health rehabilitation Such an identification could lead to implementation of targeted stigma reduction strategies in addition to regular management plan. Methodology A cross sectional study was performed in Mental Hospital, Lalitpur, Nepal. People suffering from mental illness who fulfilled the inclusion criteria were recruited and BACE scale was administered along with relevant details of participants . Results Most of the participants were from Bagmati Province (65.1%, n=192) whereas least participation was from Sudurpaschim Province (2.1%, n=6). The mean age of participants was 35 years with majority belonging to the age group of 26-35 years (37.3%, n=109). The participation of males (54.5%, n=159) was greater than that of females (45.5%, n=133). The participation of divorced and widow/er was very less (2.4%, n=7) compared to those who were married (71.2%, n=208) or unmarried (26.4%, n=77). A vast majority were Hindus (77.4, n=226) followed by Buddhist (12%,N=35 and Christians (9.6%, n=28 ) and others (1%,n=3). Majority of the participants had completed their higher secondary (38.4%, n=112) and secondary (19.5%, n=57) education followed by no formal education (13.4%,n=39) and those with post graduate education and above (1.7% ,n=5). Regarding occupation, the number of unemployed (36.6%, n=107) was highest followed by service holders (17.8%, n=52), others (16.1%, n=47 ),farmer (15.8%,n=46) and business owners (13.7%, n=40) respectively. Socioeconomic status was measured using Kuppuswamy scale and it was found that most of the participants belonged to middle (63.4%, n=185) followed by upper (22.6%, n=66) and lower (14%, n=41) socioeconomic status. Among the patient reported barriers related to stigma ,the most reported concern was “ concerned that I might be seen as weak for having a mental health problem “(33.6 %),followed by “concern that I might be seen as crazy “ (26.4%) ,followed by “Concern that my children may be taken into care or that I may lose access or custody without my agreement “ (22.6%) and ” feeling embarrassed or ashamed “ (21.6 %) . Among the reported instrumental barriers in BACE scale , “having no one who could help me get professional care (18.2)“ was the most reported major barrier followed by “ being unsure where to get professional care “(17.8)“ followed by being too unwell to ask for help “ (14.4%). Among the different attitudinal components in BACE scale “wanting to solve problem on my own” (21.9%) was the most reported barrier followed by “dislikes of talking about my feelings, emotions or thought “(19.5%) and “thinking that I don’t have problem”(17.8%). Conclusion Thus, it can be concluded that people people suffering from mental illness also experience different barriers during help seeking . This barriers is found more on people below 45 years of age and people with low socio economic status . This barriers influences the quality of life in terms of decline in physical health and environment.

Development of Entrepreneurship Textbooks Using Project-Based Learning for Economic Education Graduate Students

The S2 Economics Education Study Program produces graduates who can have a career as educators in the field of Economic Education and can have a career as Entrepreneurs and Practitioners in the field of Economics. The Entrepreneurship Studies course provides insight to students about the basic concepts of the economy, merketing, and interaction between economic actors so that students are able to understand the issues that occur and are able to solve the entrepreneurial problems they are facing. Entrepreneurship Studies lecture activities so far still tend to lecture activities by lecturers. This causes student participation in discussion activities to be limited. The purpose of the research is to develop a 4-D learning model in the Entrepreneurship Studies course to develop learning tools supported by project-based learning modules to improve the quality of learning so as to produce graduates with high economic insight and problem-solving skills. This study uses a 4-D instructional design development model which includes the stages of define, design, develop, disseminate. Data collection uses validation techniques and questionnaires with instruments including graph validation sheets, material validation sheets and student response questionnaires

Journey to becoming a culturally responsive science educator: reflections about use and barriers from graduate teaching assistants at a Minority-Serving Institution

IntroductionA pedagogical framework with the aim of dismantling sociostructural disparity and systemic oppression is culturally responsive science teaching (CRST). Although CRST has been linked with improved student empowerment, self-efficacy, and ethnic and academic identity, more research is needed to assess whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST. We conducted two training sessions for inclusive teaching practices and CRST during a graduate TA teaching professional development course at a research-intensive Minority-Serving Institution (MSI).MethodsWe collected surveys, written reflections, and session artifacts from five graduate TAs participants and used qualitative methods to generate an understanding of their experiences with inclusive teaching and CRST.ResultsResults from this exploratory study indicated that graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students with individualized attention and tried to make sociopolitical connections in their teaching. Also, they reported using inclusive practices and CRST by encouraging shared student experiences and promoting growth mindsets. A lack of time and training remained a barrier to implementation.DiscussionThese findings can inform future inclusive teaching professional development, which aims to bolster instructor's inclusive and culturally responsive science teaching practices, especially at MSIs.

Fear, death anxiety, and religious coping in response to COVID-19 among older adults in Turkey

ABSTRACT This study examined fear, death anxiety, and religious coping in older adults during COVID-19, emphasizing the pandemic’s psychological impact. A cross-sectional study was conducted between December 2021 and April 2022 at a university-affiliated Research and Training Hospital Family Medicine polyclinic. The study included 284 voluntary participants aged 65 and above, with no communication issues, recruited through convenience sampling. Data were collected using the Socio-Demographic Information Form, COVID-19 Fear Scale, Religious Coping Scale, and Templer Death Anxiety Scale, and analyzed with SPSS software for descriptive and inferential statistics. Findings indicated a medium level of COVID-19 fear, with singles, those living alone, and individuals who had contracted COVID-19 showing higher fear levels. Female participants reported significantly higher death anxiety. Primary and secondary education graduates relied more on religious coping, which was less common among those who had experienced COVID-19. A negative correlation was found between social-religious coping and death anxiety, while a positive correlation existed between death anxiety and COVID-19 fear. The study highlights that older adults continue to experience moderate levels of COVID-19-related fear and death anxiety. High reliance on religious coping strategies effectively reduces death anxiety. Based on these findings, integrating spiritual support services in healthcare and implementing gender-sensitive mental health interventions are recommended to better support older adults’ psychological needs.

Determinants of higher education graduates’ employability: a scoping review

PurposeGraduates’ employability has been recognised as a complex and multidimensional phenomenon in the theoretical literature. However, some critics have emerged around the lack of relation between structural, contextual and individual dimensions that have been acknowledged as relevant for the understanding of graduates’ employability. This study aims to map empirical research, grounded on a scoping and integrative review of the research published to date on the determinants of graduates’ employability and offer a wider perspective of the knowledge produced across different disciplinary fields, and theoretical and methodological approaches.Design/methodology/approachFollowing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol for Scoping Reviews, a systematic and extensive search of the literature was carried out and 74 studies focusing on the determinants of graduates’ employability were selected through inclusion and exclusion criteria. Then, data were extracted, analysed and interpreted with quantitative and qualitative techniques.FindingsThe results evidence that multiple factors mainly related to higher education attributes, educational arrangement, personal and interpersonal attributes, and socioeconomic conditions predict the odds of obtaining a job after graduation. This review also demonstrates some fragmentation of knowledge produced in this field and identifies a lack of an integrative approach, calling for more multidisciplinary research that might favour a more comprehensive knowledge of graduates’ employability.Originality/valueBy considering the different factors together, from individual and contextual levels, the present review offers an original and clearer overall picture of what is currently known and what is still unresearched about the determinants of graduates’ employability.

Discussion and Practice on Talent Cultivation Model Based on OBE Concept in Veterinary Medicine Graduate Education

To address the challenges in training veterinary master’s students, it is essential to align with the core objectives of veterinary graduate education. This involves focusing on faculty development, course design, innovative teaching methods, university-industry collaboration, and reforming the evaluation system. By applying the outcome-based education model, new approaches to veterinary graduate training can be developed, particularly for applied talent development in agricultural universities serving local communities. This innovative model emphasizes ideological and political education, aiming to enhance students’ abilities in knowledge and practical innovation, preparing them to be well-rounded professionals. The goal is to cultivate senior veterinary experts who are not only skilled in academic research and scientific inquiry but also committed to advancing agriculture, rural areas, and supporting rural revitalization. This approach provides a valuable framework for fostering highly qualified graduates who are both technically proficient and socially responsible.

Allostatic Load, Educational Attainment, and Risk of Cancer Mortality Among US Men.

Health disparities among racial and ethnic minoritized populations, particularly for cancer mortality rates, remain a major public health concern. Men from underrepresented backgrounds (Black and Hispanic men, specifically) face the pervasive effects of discrimination in their daily lives, which also contribute to the complex associations among allostatic load (a marker of chronic stress), educational opportunities, and elevated risks of cancer mortality. To elucidate the associations among educational attainment, allostatic load, and cancer mortality risk among men. This is a retrospective cohort analysis of data from the National Health and Nutrition Examination Survey, a nationally representative sample of approximately 5000 people across the US, from 1988 to 2010 linked with data from the National Death Index, which served as follow-up data for the cohort and was available through December 31, 2019. Participants included men aged 18 years and older. Data were analyzed from June to October 2024. Allostatic load data were stratified by educational attainment levels, categorized as (1) less than high school education and (2) high school graduate and above. Allostatic load score was calculated as the sum of total abnormal biomarkers and health measures (9 total). Participants were considered to have high allostatic load if their score was 3 or more. The primary outcome was cancer death. Weighted Cox proportional hazards models were fitted to estimate adjusted hazard ratios (HRs) of cancer death between educational attainment and allostatic load (adjusted for age, income, and smoking status). Among all 20 529 men (mean [SE] age, 41.00 [0.22] years), those with high AL and less than high school educational attainment had a greater than 4-fold increased risk of cancer mortality (unadjusted HR, 4.71; 95% CI, 3.36-6.60) compared with those with low allostatic load and a college degree or higher. Similarly, both Black men (HR, 4.19; 95% CI, 2.09-8.40) and White men (HR, 5.77; 95% CI, 4.06-8.20) with high allostatic load and less than high school educational attainment had higher risks for cancer death compared with race-specific counterparts with college education and low allostatic load. After adjustments for age, poverty-to-income ratio, smoking status, history of cancer, and ever congestive heart failure and heart attack, the associations were attenuated, but all men (HR, 1.69; 95% CI, 1.15-2.47) and White men (HR, 1.82; 95% CI, 1.16-2.85) still had greater than 50% increased risk of cancer death compared with men with college education and low allostatic load. This study highlights the detrimental association of not attaining a high school degree, combined with high allostatic load as a marker of chronic stress, with cancer mortality. Efforts to promote educational attainment and address the underlying social determinants of health are imperative in reducing cancer disparities in this population.

Evaluation of patient and encounter decision aid interventions for atrial fibrillation: Baseline characteristics of the RED-AF study - A Randomized Controlled Trial

BackgroundThe Randomized Evaluation of Decision Support Interventions for Atrial Fibrillation (RED-AF) trial is a multi-site, randomized controlled clinical trial examining the effectiveness of a patient decision aid and an encounter decision aid in promoting shared decision-making (SDM) during a clinical encounter for patients with atrial fibrillation (AF). We sought to describe baseline characteristics of patients and clinicians in the trial and compare them to the demographics of the larger AF population. We also conducted an analysis of possible predictors of attrition rates at baseline, 6 and 12 months. MethodsThis study was a multi-center randomized controlled trial conducted at six academic centers across the U.S. Patients with non-valvular AF who qualify for anticoagulation therapy were eligible for enrollment. Patient demographics and characteristics were evaluated via questionnaires after their baseline clinical encounter. Participating clinicians completed demographic surveys, reporting educational background, specialty, and years of experience. Patient characteristics were analyzed via univariate logistic regression to identify potential trends among those lost to follow-up at each timepoint. FindingsA total of 1117 patients were enrolled in the RED-AF trial, with an average age of 69 (SD 9.3). Patients were predominantly male (61.7 %) and white (89.1 %), with 33.7 % reporting graduate or professional education. Clinicians (N = 107) were enrolled from specialties including cardiology (68.2 %), internal medicine (13.1 %), and pharmacy (14.0 %). No significant associations were found between any measured patient characteristics with survey completion at baseline, 6 or 12 months. ConclusionThe baseline demographics of the RED-AF trial reflect that patient participants were largely similar to prior studies investigating shared-decision making in patients with AF. The lack of association between patient demographics and attrition rates may highlight equity across the tested subgroups for survey completion for the study as a whole.

Faculty perspectives on addressing spiritual and religious competencies in mental health graduate education.

Faculty perspectives on addressing spiritual and religious competencies in mental health graduate education.

2024 Jackson Award for Excellence in Graduate Physics Education lecture: Physics graduate education for the 21st century

2024 Jackson Award for Excellence in Graduate Physics Education lecture: Physics graduate education for the 21st century

INNOVATIVE TECHNIQUES OF TEACHING AND LEARNING OF BUSINESS EDUCATION

The study examined the the innovative techniques of teaching and learning of business education in both Colleges & Universities of education in Ogun State. The study used the descriptive survey research design. Two research questions and two null hypotheses were formulated to guide the study. The population of the study comprised of fifty five (55)Business Education Lecturers in both Colleges & Universities of education in Ogun State. Data was collected through eighteen (18) item structured questions from the two research questions with a four-point rating scale of Very High Extent, High Extent, Low Extent, Very Low Extent. The questionnaire was validated by two experts in the department of Business Education and one expert from department of measurement and evaluation from Tai solarin college of education, Omu. Reliability coefficient 0.72 was established using Cronbach alpha. The analysis of data was done using mean and standard deviation for the research questions and t- test was used to test the hypotheses at 0.05 level of significance. The study concluded that innovative strategies for teaching and learning leads to more efficiency and improved outcomes. The study also revealed that most of the resources for teaching and learning business education subject are not available in secondary schools. This means that most of the resources identified for teaching of business subjects are not made available in the schools. However, it was recommended that; Curriculum planners and implementation and educational policy makers should sensitize the school and teachers on the need to put more emphasis on utilization and improvising of resources materials in teaching and learning of Business Education subjects. The government as a matter of policy should recruit more qualified graduate teachers to teach at junior secondary school level most especially Business studies. Adequate instructional materials should be provided for effective teaching and learning process.

The construction of neoliberal subjectivities in graduate education in the context of human capital discourse

ABSTRACT This study explores the construction of neoliberal subjectivities in graduate education within the context of the discourse on human capital. It draws on the phenomenology design, one of the designs in qualitative research. To choose the participants, the purposeful sampling technique was applied. Foundation universities and research public universities in İstanbul were favoured in this context as representative scenarios. The study group consisted of current graduate students and academics teaching in graduate education programs at research state universities and private universities. There are 12 participants in the working group – six academics and six graduate students. The content analysis method was used to analyse the data. As a result of this analysis, the theme competitiveness – the categories diploma inflation, certificate fetishism, abandonment cost, and the theme entrepreneurship – the categories self-interest, emerging trend, and ignored skill were reached. In this study, competitiveness among graduate students involves striving to enhance skills, fulfil career aspirations, and attain higher earnings. Entrepreneurship entails expanding networks, taking risks, and fostering innovation to improve job prospects through graduate credentials.

Evaluative attitude in action: Using the Learn Evaluation Assessment Portal in graduate education

Evaluative attitude in action: Using the Learn Evaluation Assessment Portal in graduate education

Changes and Challenges of Graduate Education in the Era of Education Digitalization

With the wave of education digitalization, the reform of graduate education has gradually become an important issue in the reform of innovative personnel training. This paper discusses the necessity of the digital transformation of graduate education, analyzes the current difficulties and challenges, and proposes relevant reform suggestions in response to the current predicament, providing important references for graduate education reform and innovation.

Entrepreneurial Intention of Higher Education Graduates from Guayaquil: Validation of the Theory of Planned Action

Entrepreneurship is born from the initiative of a person to establish their business idea in a legal field to generate impact in the social and economic field. Likewise, the person's perceived level of education is a variable that can also influence the intention to start a business, an indicator of growth in the rate of entrepreneurship. The present research aims to identify what factors and attitudes graduates in higher education from Guayaquil-Ecuador have regarding the entrepreneurial approach. Being a type of exploratory and descriptive research, where the business values and intentions (VIE) questionnaire was applied as an instrument, which incorporates the factors of the theory of planned action and Schwartz's theory of personal values, to a sample of 439 professionals to correlate the dimensions that affect entrepreneurial intention, such as entrepreneurial attitude, subjective norm, entrepreneurial self-efficacy, and values; and for its estimation, structural equations were used to validate the variables of the proposed research model and the incidence of the factors on entrepreneurial intention.

Evaluating Disability Inclusivity in Accreditation Standards for Exercise Science-Related Programs: A Scoping Review.

Kubiak, SM, Starns, EA, Wehler, RJ, Church, LA, and Roberts, JC. Evaluating disability inclusivity in accreditation standards for exercise science-related programs: a scoping review. J Strength Cond Res XX(X): 000-000, 2024-The purpose of this scoping review was to determine the level of inclusivity for disability-related language within accreditation standards for exercise science-related bachelor and graduate education programs. Standards from 4 U.S. exercise science-related programmatic accrediting organizations were included in this study. Using the World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework, each standard (N = 1,043) was classified as either containing disability-related language or not based on the 8 ICF function and structure categories. Owing to the broad ICF disability framework, standards were further analyzed using open coding. Frequencies and percentages of exercise science-related accreditation standards that included or lacked disability language and to what extent were reported. Of the 1,043 standards, 417 were classified as including language related to at least 1 of the 8 ICF categories. Using a more specific disability definition from the Centers for Disease Control and Prevention, standards were further analyzed and coded as "knowledge of" disability (n = 281; 27%), "application of" knowledge (n = 64; 6%), 21 standards were classified as both (2%), and 677 (65%) were classified as having no disability language. "Knowledge of" and "application of" coded standards were further organized according to subcodes (disability, risk factors, both disability and risk factors, and basic life support or emergency care). The lack of inclusive language identified revealed a critical need to reexamine the inclusivity of disability in accreditation standards to ensure educational curricula equip future fitness professionals with the education and experience needed to confidently and effectively serve persons with disabilities.

On the Crossroads of Ecology and Education

AbstractThe interrelations between education at all levels, including K‐12, undergraduate, graduate, and adult education, and the field of ecology are multiple, come from both domains, and often relate to social change (Wright and Hill, 2021), and build on the expansion of the field of ecology education over the past 30 years. Discussions at the crossroads of ecology and education are particularly important to all those interested in better understanding how ecology can foster change among educational institutions. In this context, this article offers a review of key discussions on how education and ecology, as distinct domains of study and application, inform each other and support transformational shifts among educational institutions at all levels. It is shown that the teaching and learning of ecology among educational institutions have been key concerns for ecologists historically and that educational philosophers and theorists have been finding it important to increase awareness of our interconnectivity with natural systems through education.