Graduate Education Research Articles

The Personal Faculty Mentor (PFM) Role: Advanced Support for Individualized Student Care

Background - Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today’s nursing student was developed. Purpose - The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods - Within the University’s Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results – Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations – While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice - Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT.

Physical therapy students’ perceived levels and sources of stress during clinical education experiences

Purpose: Stress has been linked to poor performance and mental health disorders in health professions students. Very little is known about health professions students’ stress during clinical education. The purpose of this study was to explore the levels and sources of stress experienced by Doctor of Physical Therapy (DPT) students during the clinical education portion of their curriculum. Methods: In this cross-sectional, descriptive study, 925 first-, second-, and third-year DPT students from eight Midwestern colleges and universities were invited to complete an electronic survey during a clinical experience. The survey included demographic information, the 10-item Perceived Stress Scale (PSS), and the Undergraduate Sources of Stress (USOS) scale. Results: The response rate was 28% with a total of 259 returned surveys. The mean PSS score was 14.15 out of a possible 40, with a range from 0 to 30. There were significant differences in levels of stress based on program year and clinical level. No significant differences in level or sources of stress were noted based on gender or clinical setting. Academic sources were the greatest source of stress reported. Amount of student debt and percentage of responsibility for graduate education were significantly correlated with financial sources of stress. Conclusion: Participants in this study reported mean PSS scores during clinical education experiences similar to those previously reported for physical therapy. Identifying perceived stress levels, sources of stress, and mitigating factors has the potential to improve the health of students and positively impact patient care.

Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification

AbstractThe Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research‐based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.

Narrative Research on U-shaped Teacher Training: Based on Success Stories of the Education Graduates of Normal Schools in Western China

Based on Theory U, this study used narrative inquiry to analyze the success stories of 12 education graduates from three normal schools in western China, and analyzed their subjective meanings and interpretations in teacher training. It revealed that training and educational background are the foundation of successful teachers. It was found that successful teachers face challenges brought by continuous learning pressure, heavy teaching workload, fierce professional competition, and changing teaching environment. In order to overcome these challenges, the strategies and experiences they adopted are: firm educational beliefs; high self-control, self-discipline, self-confidence and self-improvement personality traits; make full use of existing resources, listen to suggestions and seek help and support, maintain positive psychological cues, build harmonious like-minded interpersonal relationships, gain self-efficacy and collective efficacy, and be flexible and self-adjusting.

The CERIC method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course

BackgroundInnovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology.PurposeThis study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields.MethodsThis study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions.ResultsThe intervention significantly improved CRPL, t(23) = 13.6, p < 0.0001; research self-efficacy, t(23) = 4.9, p < 0.0001; and reading apprehension, t(23) = 4.3, p < 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity.ConclusionThe findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly.ImplicationsThe study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy.

Collaborations to Support the SJ4A Curriculum in Archival Studies and Social Justice Intersections: Training of Community-Embedded Paraprofessional Archivists Who Are Black, Indigenous, and People of Color

The Institute of Museum and Library Services’ Laura Bush 21st Century Librarian Program recently awarded a $463,238 grant titled “Training of Community-Embedded Social Justice Archivists” (SJ4A) to the School of Library and Information Studies atthe University of Alabama. The grant’s goal is to recruit/train 17 community-embedded paraprofessional archivists who are Black, Indigenous, and people of color to complete their master’s degree part-time from January 2023 – December 2024 in the SLIS’ synchronous distance education program. SJ4A meets an urgent need to diversify the professions and for archivists to apply social justice competencies in work experience and community-embedded practice with graduate instruction and curriculum support. This paper identifies ongoing collaborations to support curriculum development in the SJ4A phases, including recruitment of students,needs assessment of archives-related professionals about social justice services, implementation of educational activities, mentoring, evaluation of program outcomes, dissemination of results, and post-graduation career tracking.

Contribution of Vocational Educational Training on Promoting Self Employment in Morogoro Municipality, Tanzania

The study was based on the contribution of vocational educational training to promoting self-employment in Tanzania in Morogoro Municipality. Specifically, the study determined the relevance of skills acquired and the skills actualized by Vocational Education and Training Authority (VETA) Graduates and the Constraints that hinder the VETA graduates from getting into self-employment. This study was guided by a human capital theory which was propounded by Gary Becker and Theodore Schultz, in the 1950s and early 1960s. The theory states that “the more one invests in his/her education, the more returns one should receive in the form of earnings. Data were collected through questionnaires and interviews. Qualitative data were analyzed through content analysis and quantitative data were analyzed through descriptive analysis including index scale measurement. The findings indicated that self-employed VETA graduates performed their duties to generate income for their livelihood. There were different specializations that VETA graduates had, some specialized in driving, however, they were not employed as drivers, and instead, they were self-employed as motorcycle drivers driving commercial motorcycles. The relevance of the skills acquired and the skills actualized was determined by the curriculum used and what was taught in colleges. Also, VETA students have higher expectations of getting employment after graduation. The study concluded that the skills acquired by the VETA graduates are the most likely to be the activities performed by VETA graduates in generating income for their family livelihood. It also concluded that VETA graduates experienced similar constraints when taught about self-employment. The government should make sure that the colleges have advanced and more current equipment to make sure students are well up-to-date with current technology

The AI-empowered Researcher: Using AI-based Tools for Success in Ph.D. Programs

Generative artificial intelligence (AI) changes the picture of graduate education by providing personalized learning, automated feedback, intelligent research assistants, and automated content creation (George, 2023). AI tools will support doctoral students in text generation, language translation, responding to academic queries, and data collection and analysis and encourage self-learning and thinking development (Rasul et al., 2023; Zou & Huang, 2023). They also would be helpful for doctoral students working as teaching assistants and aiding in daily problems (Can et al., 2023; Parker et al., 2024). However, the rise of AI tools also leads to considerations of academic integrity, over-reliance on AI, misinformation, and the potential biases embedded in algorithms (George, 2023; Rasul et al., 2023). Echoing the opportunities and challenges of AI applications in research and learning, the ALISE Doctoral Students SIG wants to encourage a discussion on how doctoral students can use AI tools to empower us in the Ph.D. journey. The panel invites a diverse group of doctoral students/candidates to share how AI tools can facilitate data collection and analysis and their critical understanding of AI systems. Manar Alsaid will talk about using AI and machine learning to detect complex misinformation on social media. The talk aims to enhance our understanding of misinformation and reduce its negative impacts. This presentation will provide valuable insights for research on misinformation and information literacy. Adam Eric Berkowitz will introduce the black-box tinkering method that experimentally discerns how AI systems operate. The method enhances the transparency of AI systems, challenging the technocratic paradigm. With three examples, Berkowitz encourages attendees to learn what black-box tinkering is, how to identify cases using it, and potential opportunities to incorporate it in research. Anisah Herdiyanti will share insights from a study comparing transcripts generated by Otter.ai and Zoom Meetings. The presentation will highlight both the benefits and challenges of AI-based notes and transcription software, including technical concerns and the convenience of automated result delivery. The audience will enhance their understanding of AI tools in qualitative data transcribing and the ethical considerations in the process. Rebecca Bryant Penrose will showcase the use of HeyGen, an AI-based video generator and translation tool, in an international interview project between students at California State University Bakersfield and a Ukrainian artist/author. The presentation will increase awareness of the potential use of AI-based video and help researchers overcome language barriers in data collection. The panel will last 90 minutes, including a 5-minute introduction and a 5-minute wrap-up. Each panelist will have 10 minutes to present their topics, followed by 5-minute Q&As. A 25-minute moderated roundtable discussion will follow the panelists’ presentations to explore the potential use of different AI tools in research, including ChatGPT and AI-powered article summarizers. The panel’s learning outcomes include (1) Identifying challenges and opportunities to incorporate AI tools in research and study and (2) Explaining how to interact with AI tools to improve efficiency in research. It also provides a platform for doctoral students to share their knowledge of how AI changes research approaches and networks with each other.

A mixed-method investigation of faculty perspectives on the benefits and challenges of engaging in student partnership activities in science

There is a growing interest within higher education to engage with students as partners to reposition students from consumers to producers of knowledge. The purpose of this study was to gather insights into the benefits, barriers/challenges, and best practices for engaging in student-faculty partnership activities for science faculty members. Supervising or working with graduate teaching assistants, working with students on university committees, collaborating with undergraduate or graduate students on a new or existing research project, and co-authoring manuscripts with graduate students were regarded as the most impactful partnership activities. Common benefits of student partnership activities included: collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Common barriers/challenges reported were interpersonal dynamics and maintaining relationships, student management, and external influences. Best practices consisted of planning and setting expectations, developing students’ agency, using open communication, and facilitating peer-to-peer collaboration and peer mentoring.

AI Applications for Nutrition and Food Security Research

Data analytics (DA) and artificial intelligence (AI) play increasingly vital roles in food, nutrition, environment, and public health research and practice. With the continued successful development, professionals in these fields could rely on data analytics and AI for tasks such as data collection, decision-making, and policy development. Proficiency in research methods, statistical analysis, and ethical considerations is crucial. As AI applications grow in complexity, it is essential for professionals and the public to embrace and regulate them effectively. This review outlines AI’s diverse applications in nutrition research, including data analysis, prediction, personalized recommendations, and food safety monitoring. Select illustrative examples demonstrate its potential across various domains and highlight common challenges. The narrative underscores the importance of integrating data science and AI competencies into graduate education to equip the modern workforce.

Impact of the COVID-19 pandemic on teaching and research activities in obstetrics and gynecology: a national two-stage, stratified, cluster sampling survey in China

BackgroundFew studies quantified the influence of the coronavirus disease 2019 (COVID-19) pandemic on medical teaching and scientific research activities in China. This is the first national study to investigate such topics from the viewpoint of physicians practicing obstetrics and gynecology in China.MethodsThis is a national questionnaire survey with online interviews for respondents. This two-stage, stratified, cluster sampling method was applied based on city categories (categories 1 to 3 correspond to < 10,000, 10,000 to 30,000, and > 30,000 beds, respectively), hospital levels (primary, secondary, and tertiary), and hospital types (general and specialized) in China among physicians practicing obstetrics and gynecology. Physicians documented notable alterations in both overall and specialized teaching and research engagements. Comparative analyses were conducted across diverse municipal and hospital attributes.ResultsData were collected from a representative sample of 11,806 physicians from 779 hospitals across 157 cities and 31 provinces. Notably, except for online seminars, a minimum reduction of 20% in both overall and specialized teaching and research activities was observed among physicians. Up to 61.7% (95% confidence interval 59.3–64.0) of physicians reported either a complete termination or a > 50% decline in resident training. Compared with category 1 cities and primary hospitals, category 3 cities and tertiary hospitals experienced greater reductions in items of resident or graduate education, visiting scholar, clinical trials, and laboratory studies (adjusted p values < 0.05), coupled with notable increases in online seminar participation (adjusted p values of 0.002 and < 0.001, respectively).ConclusionsAmidst the COVID-19 pandemic in China, activities requiring direct, face-to-face communication were more affected in resource-rich cities and general hospitals compared to resource-limited areas and specialized hospitals. Residency training experienced the most significant decline. Conversely, participation in online seminars increased, providing additional opportunities for continuing medical education.

Assessing Entrepreneurial Readiness in Teacher Education Graduates for Future Success

Entrepreneurship education is increasingly recognized as essential for cultivating an entrepreneurial mindset among students. The College of Teacher Education (CTE) at Mariano Marcos State University (MMSU) has integrated the "Entrepreneurial Mind" subject into its curriculum to equip future educators with vital entrepreneurial skills. This study assesses the entrepreneurial competencies, attitudes, and intentions of MMSU-CTE graduates who completed this subject. This study evaluates key competencies such as opportunity recognition, innovation, risk management, and leadership, alongside graduates' perceptions of the subject's effectiveness. Data were collected from 150 graduates via a structured questionnaire online and analyzed using descriptive and inferential statistics. Results indicate high proficiency in opportunity recognition, resource management, and innovation, but moderate levels in risk management and financial planning, suggesting areas for curricular enhancement. While 65% of graduates exhibit positive entrepreneurial attitudes, only 50% have strong intentions to start a business, highlighting the need for additional support mechanisms like mentorship and funding. Graduates reported significant improvements in entrepreneurial skills and confidence, validating the subject's integration. The study underscores the importance of entrepreneurship education in non-business disciplines and recommends curriculum enhancements, support mechanisms, broader implementation, and longitudinal research to optimize entrepreneurial readiness and drive innovation.

Navigating STEM careers with AI mentors: a new IDP journey.

Mentoring is crucial to the success of STEM higher education. The Individual Development Plan (IDP) is a common career development tool in STEM graduate education that facilitates structured mentor-mentee interactions and goal setting. This study examined the integration of AI mentors into the myIDP framework to provide real-time support and career insights. Using Google Gemini as an AI mentor, this study developed and assessed AI prompts within the myIDP framework. Eighteen STEM graduate students, primarily from underrepresented groups, were trained to engage with the AI mentor. Their interactions, feedback, and comments were analyzed using sentiment and thematic analysis. Participants reported positive experiences with AI mentors, noting benefits, such as immediate responses, up-to-date information, access to multiple AI mentors, enhanced ownership of career development, and time savings. However, concerns about misinformation, bias, privacy, equity, and algorithmic influences have also been raised. The study identified two hybrid human-AI mentoring models-Sequential Integration and Concurrent Collaboration-that combine the unique strengths of human and AI mentors to enhance the mentoring process. This study underscores the potential of AI mentors to enhance IDP practices by providing timely feedback and career information, thereby empowering students in their STEM career development. The proposed human-AI mentoring models show promise in supporting underrepresented minorities, potentially broadening participation in STEM fields.

Sociology in Medical Undergraduate Education: A Survey in Greece

The integration of sociology into medical education is essential for cultivating a nuanced understanding of the complex interplay between social determinants and health outcomes. This national cross-sectional survey utilized a qualitative, descriptive research approach to examine the inclusion of sociology as a course in the undergraduate curricula of medical schools in Greek higher education. Data collection and analysis were conducted through a comprehensive review of the syllabi from all seven medical schools in Greece. The analysis revealed that none of the seven undergraduate medical curricula include sociology as a discrete course. Social medicine is offered as a discrete course in three out of the seven programs, whereas sociological concepts are present in the majority of the medical curricula (six out of seven). A significant gap in the integration of sociology as a discrete course within Greek medical graduate education is revealed. To better equip future medical doctors with sociological lenses towards medical practice, a more comprehensive integration of sociology into medical training is recommended.

Career Paths and Curriculum Relevance of Master of Arts in Home Economics Education Graduates: A tracer Study

The study was conducted to trace the graduates of the Master of Arts in Home Economics Education from SY 2010-2023. Thirty-nine out of forty-three graduates participated in the study at workplaces in Bukidnon, Misamis Oriental, Davao de Oro, and abroad. A survey questionnaire patterned from the CHED Graduate Tracer Study with some modifications was used to collect information and sent through Google Forms, messenger, and email. The collected information was tabulated and analyzed, and the information was presented in the form of tables and graphs. Information from the socio-demographic and educational profile was presented as graphs and tables. The Likert scale was used to analyze the curriculum and work-skill-related factors. The study's results revealed that the MAHEED graduates comprised primarily of married women between 31-35 years old. Most remained as MAHEED graduates and did not pursue a PhD program. The primary reason for pursuing the MAHEED program is for promotion. Most of them are NC2, NC3, and TM TESDA holders. Most of them work regularly in the Department of Education as Teacher II. The curriculum-related factors were rated very relevant, with the major courses ranked first in relevance to the employability and promotion of MAHEED graduates. The work-related factors were also rated very relevant, with critical thinking ranked first in relevance to the employability and promotion of MAHEED graduates.

Comparative analysis of master and doctoral postgraduate training process in global mining institutions

ABSTRACT Master and doctoral postgraduate training approaches in mining institutions vary across different countries, each possessing unique characteristics. This study seeks to provide a comprehensive overview of these diverse methodologies, offering valuable insights for the development of exceptional talent in the Chinese mining sector. The research examines postgraduate training in mining from three distinct angles: curriculum design, educational processes, and institutional mechanisms. Our investigation spans 19 mining universities in nine nations, including China, the United States, Russia, France, and Germany. The findings suggest the need for curriculum optimization to better align with both industry demands and the contemporary social context. We recommend a prioritization of international coursework, reinforcing “master-doctoral” mining programs, and expanding the availability of multidisciplinary courses for postgraduate mining students. There is a need to reinforce competitive mechanisms, promote collaboration between academia and industry, broaden international joint training pathways, and improve the quality of mining graduate education. Additionally, it is essential to enhance the supervisory responsibility system, supported by a diversified funding structure, to elevate the training of future global leaders, organizers, and innovative talents within the mining sector. This comprehensive approach aims to optimize the training mechanisms for postgraduate students in the field of mining.

Female sexual function and distress and time-to-pregnancy in a prospective preconception cohort

BackgroundFertility success among mixed-sex couples often depends on frequency and timing of sexual intercourse, yet little research has evaluated the association between preconception sexual function and time-to-pregnancy (TTP). Objective(s): To evaluate the effects of female sexual dysfunction, distress related to sexual functioning, and painful intercourse on TTP. Study DesignWe followed 2,500 participants from Pregnancy Study Online (PRESTO), a prospective cohort study of self-identified females attempting pregnancy without the use of fertility treatments. Participants enrolled between 2021 and 2024. Thirty days after enrollment, participants completed a supplemental questionnaire that contained questions about sexual health, including a modified version of the 6-item Female Sexual Function Index (score range 2-30, score ≤19 defined as sexual dysfunction) and the Female Sexual Distress Scale (score range 0-48, score ≥20 defined as clinically-relevant distress), which assess experiences in the previous 4 weeks. Participants completed the supplemental questionnaire no later than 6 months after initiating conception attempts. We estimated TTP based on self-reported pregnancy status on follow-up questionnaires completed every 8 weeks for up to 12 months. We used proportional probabilities regression to calculate fecundability ratios (FRs) and 95% confidence intervals (CIs) relating exposure measures with TTP, adjusting for a range of pre-specified confounders. As an exploratory analysis, we evaluated individual domains of sexual function (i.e., interest, arousal, orgasm, lubrication, and satisfaction) in relation to TTP. ResultsThe study population was primarily non-Hispanic White, high income, with college or graduate education. Exposure prevalence was 20.1% for female sexual dysfunction, 8.8% for distress, and 29.6% for any pain with intercourse. We observed no association between FSD and TTP (adjusted FR 1.00, 95% CI 0.890, 1.13) when FSD was defined using a clinically-validated cut point, but observed that those in the first, second, and third quartile of scores had delayed conception compared to those in the fourth (highest function) (adjusted FRs 0.90, 95% CI 0.76, 1.06; 0.88, 95% CI 0.75, 1.04; and 0.90, 95% CI 0.77, 1.04, respectively). We found 18% reduced fecundability among those with sexual distress as defined by a clinically-validated cut point compared to those without (adjusted FR 0.82, 95% CI 0.69, 0.98). Participants reporting painful intercourse most or all the time had a longer TTP than those reporting no pain (adjusted FR 0.81, 95% CI 0.62, 1.06). In exploratory analyses, lower function in orgasm and lubrication domains, but not interest, desire, and arousal, were associated with longer TTP. Conclusion(s)Preconception sexual dysfunction, specifically distress and frequent painful intercourse, was associated with delayed conception. Preconception clinical assessment of sexual function, including discussion of individual domains of sexual function, may elucidate important modifiable issues.

Assessment of anxiety in parents of children undergoing tonsillectomy under general anaesthesia: A cross-sectional study.

Surgery in the pediatric age group entails a significant amount of anxiety for parents. Due to anxiety, parents are unable to take care of their children, which could affect the child's well-being and contributes to poor outcomes. The primary objective of this study is to determine the frequency of preoperative anxiety in parents before the surgery of their children. It is a cross-sectional descriptive study that included either parent of 147 children of American Society of Anaesthesiology (ASA) I & II, aged 1-12 years undergoing tonsillectomy over the period of 1 year. Each parent's demographic data were recorded and requested to answer a proforma containing the Amsterdam Preoperative Anxiety Information Scale (APAIS) for assessing anxiety on a 5-point Likert scale. Median interquartile range (IQR), and frequency (%) were used to report the normal, skewed, and categorical variables. APAIS anxiety and information scores were compared by using either the Mann-Whitney U-test or the Kruskal-Wallis test. Furthermore, anxiety scores were grouped (present/absent) with a cut-off score of 11 for the presence of anxiety, and multivariate logistic regression was performed to explore the relationship between potential risk factors and the parent's anxiety. Overall, anxiety was present in 59 (40.1%) respondents with 20 (33.9%) being fathers and 39 (66.1%) mothers. The median (IQR) for APAIS anxiety and information score were 9 ± 5 and 5 ± 2, respectively. Higher median anxiety scores were observed statistically significant in children under 5 years old, mother respondents, mothers aged 35 or younger, fathers under 40, and mothers with graduate or higher education (p < 0.05). Father respondents (AOR = 0.3, 95% CI = 0.1-0.8, p = 0.01), and mother's education less than graduation (AOR = 0.2, 95% CI = 0.1-0.6, p = 0.006) were also found to be statistically significant predictors. There is a significant prevalence of anxiety in parents of children who underwent surgery under general anaesthesia, and mothers have showed significantly higher anxiety levels than fathers.

The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

BackgroundGraduate nursing education is the main way to train high-quality nursing personnel. Globally, the nursing education system has been gradually improved, forming a multi-level, multi-channel, and multi-specification education system including secondary, specialized, undergraduate, and postgraduate.ObjectiveTo analyze the research hotspots and trends of nursing postgraduate education in China by using bibliometric methods, and to provide reference for scholars at home and abroad to understand the current status of this field.MethodsLiterature related to graduate nursing education was searched in the Chinese full-text journal database (CNKI) from January 2000 to May 2022 and analyzed using CiteSpace software.ResultsA total of 998 kinds of literature were included, with a growing trend in the number of articles issued. The research hotspots and trends of nursing graduate education in China are clinical practice, cultivation mode, and core competence.ConclusionChinese nursing graduate education is improving. Foreign experience should be drawn upon, combined with the hotspots and trends summarized in this study, to promote the development of nursing graduate education in China.

The Role of Industrial Internships in Developing Work Self-Efficacy for Automotive Engineering Students

Ideally, vocational education graduates have the readiness and desire to work after graduation through various experiences at school. Industrial internships in vocational education are expected to support graduates' readiness to know the world of work according to their field of expertise. An anomaly, where so far it is suspected that there are still many vocational education graduates who are unemployed or work because they do not have the desire to work. This study aims to understand the role of the student experience in participating in an industrial internship program on automotive students' work self-efficacy at Yogyakarta State University (YSU). This is survey research with a student population of 102 people. A questionnaire was given to sample of industrial internship participants who were taken at simple random sampling from 91 people. The data were analysed using quantitative descriptive method and Partial Least Square Structural Equation Models using Smart PLS 3 software. The results showed that the developed instrument was proven to be valid for use and had a good estimate of reliability. Most students get internship experience in the good and very good categories. Some students have work self-efficacy in the high and very high categories after industrial internships. The experience of participating in industrial internships is proven to have a positive and significant contribution to student work self-efficacy. It is important for vocational education institutions, especially in the automotive sector, to support industrial internship programs that provide an optimal student experience.