Healthcare Students Research Articles

The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.

Academic stress is a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic "digitally regulated emotional intelligence" strategy to reduce academic stress effectively. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students' digital literacy and self-regulation. A cross-sectional study was conducted to examine correlations and describe quantitative data. Data on two hundred forty students were collected from Fatima College of Health Sciences in the 2023-24 academic year. Pearson's correlation coefficient was applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Emotional intelligence, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t = 3.830, p < 0.001). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the relationship above. The study noted significant connections between studyattributes, mainly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

New pedagogical tools for vaccine education: preparing future healthcare workers for the next pandemic.

Vaccine hesitancy (VH) is an issue for healthcare students, influenced by safety concerns and misinformation. The need for better communication training and understanding sociocultural factors in VH was highlighted in a European University Alliance seminar. Practical exercises like simulation role-playing, interprofessional collaboration, and digital literacy may improve vaccine education.

Discourses of (Dis)trust and Hegemonic Masculinity: Service Providers’ Perspectives on the Disclosure Process of Men Who Have Experienced Sexual Violence in Childhood

ABSTRACT In this article, we explore the discourses of service providers that influence the disclosure process for men who have experienced childhood sexual violence (CHSV). Previous research has shown that it is typical for men to take over a decade to disclose their experiences of CHSV. Disclosing to a service provider can lead to receiving necessary help, yet men who have experienced CHSV often face gendered challenges within the Finnish healthcare system. Several support organizations for sexual violence were contacted using a non-probability sampling technique to recruit participants. The data for this qualitative study were collected through semi-structured interviews with eight service providers who work with male clients. The data were analyzed using critical discourse analysis. Our findings reveal that men typically do not seek help specifically for CHSV; rather, the issue often emerges while discussing other problems. We identified two distinct discourses that affect help-seeking and disclosure of CHSV by male survivors: a) the discourse of (dis)trust, which is closely connected to whether men discuss their traumatic experiences, and b) the discourse of hegemonic masculinities, in which normative masculinities inhibit men from disclosing. We recommend increasing general awareness of CHSV through various campaigns and incorporating sexual violence education into the curricula for healthcare students.

Assessment of the Psychometric Properties of the Mask Usability Scale: A Measure of the Perceived Usability of N95 Respirators Among Healthcare Students and Staff.

To test the reliability and construct validity of the Mask Usability Scale in healthcare students and staff. A methodological study involving repeated measures. The study included two batches of participants: (1) 283 university nursing students and (2) 1753 participants composed of students (61%) and clinical staff (39%). All participants underwent N95 respirator fit tests and user seal checks. They also responded to the Mask Usability Scale, which comprises 11 items evaluated using Likert scales. The internal consistency was assessed using Cronbach's alpha and item-total correlation test. Test-retest reliability was evaluated by the intraclass correlation coefficient (ICC). The factor structure was initially identified through exploratory factor analysis (EFA), laying the groundwork for the model. This approach was followed by confirmatory factor analysis (CFA) to ensure the model fits with the standardised solution. Excluding items 9, 10 and 11, the study showed satisfactory internal consistency, evidenced by a Cronbach's alpha of 0.842 for the eight-item scale from the combined samples. Factors, such as 'Heat', 'Breathability', 'Tightness' and 'Ease in talking' showed moderate to strong correlations. The test-retest reliability in the batch one sample was acceptable with ICCs ranging between 0.69 and 0.71 for different models. The EFA and fit indices supported a two-factor structure. The first factor 'Comfort and Usage' included 'Heat', 'Breathability', 'Tightness', 'Ease in talking' and 'Prolonged use', which were keys for the usability of N95 respirators. The second factor 'Suitability' encompassed 'Itchy', 'Easily displaced' and 'Ear soreness'. The variance explained by the first and second factors was 49% and 12%, respectively, with a strong inter-factor correlation. The CFA results were satisfactory with fit metrics (NFI = 0.967, IFI = 0.969, TLI = 0.952, CFI = 0.969, RMSEA = 0.078 with 90% CI [0.069, 0.086] and p < 0.001) and a chi-squared to df ratio of 13.58. The eight-item mask usability scale exhibited satisfactory internal consistency and construct validity in both healthcare student and staff samples. The primary concern in the purchase policy of N95 respirators for clinical use is to strike the right balance between usability and fit rate (passing % of fit testing). Our study solidified the concept of quantifying the usability of respirators. With that mask usabilityscale measurement, a provision of benchmark and reference for the design and selection of respirators would be possible. This validated scale has significant implications for senior management in clinical settings and respirator manufacturers regarding the N95 respirator purchase policy and design. The results indicatedthe psychometric propertiesof mask usability scale in measuring the usability of N95 respirators. This scale is particularly valuable for assessing the perceptions of healthcare students and staff of factors, namely, 'Heat', 'Breathability', 'Tightness', 'Ease in talking', 'Prolonged use', 'Itchy', 'Easily displaced' and 'Ear soreness' concerning the use of N95 respirators. We adhered to EQUATOR guidelines following the STROBE statement. No patient or public contribution. ISRCTN registry: ISRCTN40115047.

Watch Out! It Is Not Delirium—It Is Wernicke's Aphasia!

Purpose: This case report aims to raise awareness among health care professionals and students that acute onset Wernicke's aphasia could be misinterpreted as delirium. In such a context, a patient's psychological/emotional reactions (e.g., agitation, anger) to aphasia associated communication breakdowns can be mismanaged as primary psychiatric concerns. Conclusion: Preliminary suggestions for relevant clinical practice are offered.

Abstract Su1105: Healthcare Students' Attitudes on Adult Basic Life Support Training via Virtual Reality: An Exploratory Study

Introduction: Adult Basic Life Support (BLS) is a crucial skill for healthcare professionals. In recent years, the use of immersive technology, such as virtual reality (VR), has increased in educational research projects. However, published data have yet to show significant advantages over traditional methods for BLS education. Research Question: Does providing adult BLS content through VR fit the new generation of healthcare students? Goal: To assess student perspectives after a novel BLS educational program involving an interactive 360° VR environment. Methods: In June 2024, the Faculty of Health Sciences at the University of Maribor (Maribor, Slovenia) hosted 24 healthcare students from the University of Pittsburgh (Pittsburgh, USA) for an interactive 360° video-based VR adult BLS training session. The training employed Meta Quest 3 headsets (California, USA), featuring an adult BLS scenario developed by the Faculty of Health Sciences at the University of Maribor called InTECHiE360. After the VR training, the students completed a 21-question Likert scale questionnaire to evaluate their experiences, with a rating of 1 indicating "totally agree", and a rating of 7 indicating "totally disagree". Prior to the study, participants provided written consent, and data were collected anonymously to ensure confidentiality. Results: A total of 21 participants, with a mean age of 20 years (SD±0.7), took part in our study. The majority were female (17/21; 81%) and medical students (12/21; 57%). Most participants (16/21; 76%) had previously used VR, primarily for recreational gaming, rather than for educational purposes. The participants strongly agreed that the VR experience made them feel physically present in the adult BLS training session (mean score 1.9; SD±0.8), was realistic (mean score 2.0; SD±0.9) and provided a better learning experience compared to traditional lectures (mean score 1.5; SD±1.0). They also felt that they learned something new about adult BLS through the VR training (mean score 1.6; SD±1.1) and that adult BLS content was well presented in VR (mean score 1.4; SD±0.6). None of the participants experienced cybersickness, such as nausea or dizziness, and all of them would recommend this VR experience. Conclusion: We developed an interactive, immersive, evidence-based educational tool with a low risk of cybersickness, designed to appeal to the current generation of healthcare students and enhance their cognitive, behavioral, and affective learning outcomes.

Migration and infectious disease risk: knowledge and perception among university students in two European countries.

In the past years, migration has increasingly affected the European continent. The concerns of the local population about infection spread by migrants may increase as an unjustified stigma. Our study aimed to assess the knowledge and risk perception of infectious disease associated with migration among university students. Between January and February 2020, we conducted an online survey in Italian and Spanish University students. We collected data on demographics, perception, and knowledge of infectious diseases associated with migration. We performed descriptive and risk factors analysis to assess the association among selected variables. We collected 1,397 answers, 73.16% from Italian students and 26.84% from Spanish students, 34.54% and 38.67% enrolled in healthcare degrees, respectively. We found a statistically significant correlation between the knowledge of infectious diseases and the perception of the infectious risk associated with migration, not confirmed for the area of study. Healthcare students had the best levels of knowledge and perception of the migratory phenomenon, but the higher perception of infectious risk. Exposure to the media coverage about migration was associated with the worst perception of the migratory phenomenon and infectious risk. Our study showed that, despite healthcare students had the best levels of knowledge, they had the highest risk perception of infectious diseases associated with migration. The inclusion of courses on migration medicine in current healthcare curricula and the increase of practical training could help to avoid the development of biased approaches towards migrants among healthcare professionals.

An innovative gamification tool to enhance intercultural competence and self-efficacy among healthcare professionals caring for vulnerable migrants and refugees.

The growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies. This pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs. A pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention. Significant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable. This pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability.

Optimising Healthcare Education with Design-Based Theory

Introduction In complex, and socially dynamic educational systems, traditional research methodologies often fail to connect with everyday practice, creating a need for “usable knowledge” when solving individual and collective education problems (Design-Based Research Collective, 2003). Traditional methods are effective, but do not necessarily uncover the nature of changes to student thinking during an education experience. With this, Design-Based Research (DBR) is a proposed solution that emerges as a pivotal methodology in educational research, as it aims to integrate theories of learning with practical experiences. Seen as a systematic yet adaptable approach, DBR integrates iterative cycles of analysis, design, and evaluation in collaboration with researchers and practitioners within authentic educational settings, (Harrington, 2012; Wang &amp; Hannafin, 2005). This (poster) presentation will describe how DBR was utilised to create a learning environment to improve learning experiences within healthcare education. An analysis of the problem highlighted that healthcare students experienced high levels of anxiety during high-fidelity simulation when asked to perform and treat simulation manikins (Aiello et al., 2023). In part, the main issues relate to a lack of environmental authenticity, resulting in under-stimulation and performance anxiety resulting in over-stimulation. This relates to the Yerkes Dodson stress performance curve and suggests that too little or too much arousal results in poor performance (Yerkes, 1908). The hypothesis therefore was to design a solution for peak performance by increasing environmental authenticity and managing anxiety. Method The hypothesis is conceptualised as a ‘design solution’ rather than an intervention. To provide an authentic learning experience virtual reality environments were developed, and to aid performance anxiety, the centering technique was used. Centering is a visualisation technique that teaches participants to focus on the here and now, reduce negative thoughts, and lower anxiety. Virtual reality scenarios were provided prior to each simulation and included a ward-based environment (nurse students) and a rescue helicopter (paramedic students). The study involved 35 Master of Nursing Science, Entry to Practice student nurses at the University of Melbourne and 33 Bachelor of Health Science, Paramedicine students at Auckland University of Technology and industry experts within nurse and paramedic education. All data was collected for each cohort iteratively in 2023 and 2024 to evaluate and develop the design. Data collection included using the State-Trait Anxiety Inventory as a pre-test baseline to measure general and long-standing anxiety for each participant. Within-test heart rates was recorded on a Polar H10 chest strap to measure an objective physiological response to stress. Post-test participants completed the Competitive State Anxiety Inventory–2R after each simulation to understand subjective anxiety and several focus groups were completed to gain further insight into experiences and perspectives. Discussion and Conclusion This presentation outlines the design characteristics used to support student learning within healthcare education settings. Design-Based Research offers a robust framework to develop and refine educational practices through iterative design and implementation cycles. Early results suggest that both virtual reality and the centering technique impact healthcare learning and the implementation of this approach could lead to long-term resilience and build confidence that maximises potential.

Health promoting resources and lifestyle factors among higher education students in healthcare and social work programmes: a survey with a longitudinal multicentre design

BackgroundIt has been suggested that the university environment, to improve students’ health status and educational outcomes, should be based on a health promoting approach. More knowledge is needed about health promoting resources and lifestyle factors that may be of value for students in higher education and their future work-life balance. The aim of this study was to explore health-promoting resources, general health and wellbeing, and health promoting lifestyle factors among fourth and final semester students in higher education in healthcare and social work.MethodsThis longitudinal study is based on self-reported data collected through a web-based questionnaire that included questions about general health, wellbeing, and healthy lifestyle factors and made use of instruments: the Sense of Coherence (SOC) scale, the Salutogenic Health Indicator Scale (SHIS), and five questions from the General Nordic Questionnaire (QPS Nordic). The questionnaire was distributed among students enrolled in seven different healthcare and social work programmes at six universities in Sweden. Data was collected when students were in their fourth (2019/2020) and final (2020/2021) semesters analysed with multiple linear and logistic regressions.ResultsThe survey included responses from students during the fourth (n = 498) and the final (n = 343) semester of higher education programmes in health and social work. Total SOC scores decreased between the fourth semester and the final semester. The prevalence of the health promoting lifestyle factor of physical exercise decreased between the fourth and final semesters. Students in their final semester reported valuing group work more highly than did students in their fourth semester. Despite this, students in both the fourth and the final semester reported high SOC, low levels of good general health and perceived wellbeing, and sleeping problems.ConclusionsStudents’ report of good general health were associated with wellbeing, high-intensity physical training, and no sleeping problems A high SOC level was associated with good general health, perceived wellbeing, and no sleeping problems. A higher SHIS level was also associated with wellbeing and no sleeping problems. Therefore, we suggest further research focusing on how to prepare students in healthcare and social work during higher education for a future work-life in balance targeting effects on sleep quality.

Knowledge, attitudes and practices of the healthcare staff and students about disposal of unwanted medications: a systematic review

Abstract Introduction Improper disposal of medications poses a significant environmental risk on the ecosystems and human beings1. When medicines are discarded by flushing them down the toilet or throwing them in the household trash, their active components may leak into the water supply2. Aim This systematic review seeks to compile studies that examine healthcare professionals' and students' knowledge, attitudes, and practices (KAP) regarding medication disposal. It also aims to explore recommendations and barriers related to appropriate medication disposal. Methods A systematic review was conducted by adhering to guidelines outlined in Preferred Reporting Items for Systematic reviews and Meta-Analyses 2020 and the Joanna Briggs Institute. The primary outcome is to measure the levels of the healthcare staff and students' knowledge, as well as their attitudes, and practices about disposal of unwanted medications. Authors included qualitative, quantitative, and mixed-method primary research studies. Participants included pharmacists, doctors, nurses, and both undergraduate and postgraduate medical, pharmacy, and nursing students due to their significant involvement with medication and its disposal in healthcare settings. Data extraction was conducted by four of the researchers independently. The study details were categorised into three main domains i.e., knowledge, attitude, and practice using the KAP model. Other relevant information was also extracted, thematically, such as challenges and recommendations. Ethical approval was not required as this systematic review used previously published data. Results 37 studies from 18 countries (21 from Asia, 7 from the US, 5 from Africa, and 2 each from the EU and South America) met the inclusion criteria. 86.5% (n=32) investigated participants' knowledge of medication disposal. Although there is a good level of awareness about the environmental impacts, there are significant gaps in knowledge regarding correct disposal methods, available services, guidelines, and training. 30 studies explored participants' attitudes toward medication disposal. The results indicate a generally positive attitude towards the need for environmentally safe disposal practices. 35 studies evaluated participants' practices in relation to medication disposal. Although there was generally a positive attitude and some understanding of appropriate disposal methods, majority of the participants do not follow the practice guidelines, especially outside healthcare settings. This inconsistency may be due to numerous factors such as inadequate practical training, limited resources, or unclear guidelines. Discussion/ Conclusion Overall, it was found that while healthcare staff and students have fair knowledge and positive attitudes toward medicine disposal, their actual practices are lacking. One significant challenge identified is the limited awareness about proper disposal methods coupled with a lack of established services or guidelines in many regions. Even in cases where take-back programs are available, they often face issues with accessibility. To tackle these challenges, it is suggested by the studies that governmental bodies should establish and enforce clear policies on medication disposal while also expanding educational initiatives to increase understanding among healthcare professionals and students about appropriate disposal methods. Furthermore, improving access to take-back programs is crucial for ensuring safe medication disposal and minimising potential environmental and health hazards.

A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students

A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students

CommSense: A Wearable Sensing Computational Framework for Evaluating Patient-Clinician Interactions

Quality patient-provider communication is critical to improve clinical care and patient outcomes. While progress has been made with communication skills training for clinicians, significant gaps exist in how to best monitor, measure, and evaluate the implementation of communication skills in the actual clinical setting. Advancements in ubiquitous technology and natural language processing make it possible to realize more objective, real-time assessment of clinical interactions and in turn provide more timely feedback to clinicians about their communication effectiveness. In this paper, we propose CommSense, a computational sensing framework that combines smartwatch audio and transcripts with natural language processing methods to measure selected "best-practice'' communication metrics captured by wearable devices in the context of palliative care interactions, including understanding, empathy, presence, emotion, and clarity. We conducted a pilot study involving N=40 clinician participants, to test the technical feasibility and acceptability of CommSense in a simulated clinical setting. Our findings demonstrate that CommSense effectively captures most communication metrics and is well-received by both practicing clinicians and student trainees. Our study also highlights the potential for digital technology to enhance communication skills training for healthcare providers and students, ultimately resulting in more equitable delivery of healthcare and accessible, lower cost tools for training with the potential to improve patient outcomes.

Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians.

The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.

Understanding of Health literacy among Healthcare students in Saudi Arabia: a cross-sectional study

Background and objectiveHealth literacy is the cognitive and social abilities that influence a person’s motivation and capacity to learn, comprehend, and use information to improve and maintain good health. We aimed to investigate Healthcare Students’ knowledge, attitudes, and practices regarding Health Literacy in the Riyadh Province of Saudi Arabia.MethodsThis study used prevalidated electronic questionnaires among healthcare undergraduates from colleges affiliated with Saudi University in Riyadh, Saudi Arabia, from December to April 2024. Healthcare students were asked to answer a self-designed online questionnaire sent to them through social media platforms.ResultsThe response rate was 560 out of 600 (93.3%); 293 of the 560 students (52.3%) were aged between 23 and 24 years (mean age was 21.29 SD = 1.852). The mean GPA among the students was 4.31(± 0.682). The average overall score for health literacy among healthcare students was 100.92 ± 11.80. The mean scores for knowledge were 24.17 ± 4.67, attitudes were 38.65 ± 4.20, and practice in health literacy was 38.09 ± 5.09. Among all healthcare students, 50.2% reported good knowledge, 54.1% had good attitudes, and 50.1% exhibited good practices in health literacy. However, students’ knowledge (p = 0.019) and training (p = 0.024) in health literacy were significantly associated with smoking cigarettes. Additionally, smoking shisha was significantly associated with students’ knowledge (p = 0.022), attitudes (p = 0.001), and practices (p = 0.001) in health literacy.ConclusionOur study highlights that half of the healthcare students reported limited knowledge, attitude, and practice in health literacy. Age, gender, and course of study did not show significant differences. Rather, students who did not smoke cigarettes or shisha were found to have higher knowledge, attitudes, and practice in health literacy compared to smokers. However, to improve health literacy, additional education and increased awareness are needed. Further investigation is warranted to address the factors related to poor health literacy.

Effect of interventions for health care students to develop positive attitude toward the elderly: A meta-analysis study.

The rise in the elderly population all over the world has led to an increase in the health care needs of elderly individuals. Thus, health care professionals need programs to help them develop positive attitudes toward the elderly during their education process. This study aims to explore the effect of interventions that encourage health care students to develop positive attitudes toward the elderly. In this research utilizing the meta-analysis method, searches were conducted across eight databases. Following the screening process, a total of 14 101 studies were retrieved, of which 13 were ultimately included in the meta-analysis. Following the meta-analysis, the effect size of interventions for positive attitude development toward the elderly was found to be statistically significant at 0.422 (95% confidence interval, 0.013-0.830; P = 0.043). Thirteen studies in which the effect of interventions for positive attitude development toward the elderly was examined revealed that the effect was moderately in favor of the experimental group. Although there are a large number of studies in the literature that aim to develop positive attitudes toward the elderly, well-designed studies with high methodological quality are needed to obtain high level evidence. Geriatr Gerontol Int ••; ••: ••-•• Geriatr Gerontol Int 2024; ••: ••-••.

Educator's role in preventing ageism.

This study aims to contribute to a better understanding of the educator's role in imparting knowledge to healthcare students regarding ageism in Slovenia. Educators in Slovenian secondary nursing schools and in medical and health science faculties were asked to evaluate their practical experience in working with older people, their knowledge of gerontology and working with older people, and their attitude toward working with older people using an online questionnaire. They were also asked to rate their opinion about ageism on a Likert scale, along with reasons for ageism, skills that would help reduce ageism, their opinion about trainees' attitudes toward older people, and their assessment of certain facts about planning training. The reliability of the questionnaire was tested using Cronbach's alpha. The Kruskal‒Wallis test, Mann‒Whitney U test, and independent samples t-test were used to determine differences between the groups. The participants fully agree that the knowledge imparted could contribute to reducing age discrimination among healthcare students. Those that responded that their gerontological knowledge is good had significantly higher ranked responses regarding the reasons for ageism. On average, they agreed with the statements about planning their teaching activities and facilitating the acquisition of knowledge. Ageism is a challenge for modern society that requires a comprehensive approach to prevent and combat this form of discrimination. Awareness-raising, education, and policy change can create a fairer and more respectful society for all generations. Educators are insufficiently aware of their role in preventing ageism. Practitioners recognize it when they work directly with students. There are opportunities to update curricula and teaching methods.

Brazilian Portuguese version of questionnaires assessing evidence-based practice competencies in healthcare students: Translation, cross-cultural adaptation, and measurement properties

BackgroundWhile several instruments assess evidence-based practice (EBP) competencies, few are available for the Brazilian population, particularly healthcare students. ObjectiveTo perform a cross-cultural translation of the Student Evidence-Based Practice Questionnaire (S-EBPQ) and Evidence-Based Practice Evaluation Competence Questionnaire (EBP-COQ) into Brazilian Portuguese; to adapt and validate the Brazilian Portuguese versions for use with healthcare students from diverse courses; and to assess the measurement properties of the translated and adapted versions. MethodsFour hundred forty-two healthcare students were included, and three versions were tested: S-EBPQ-BR, EBP-COQ-BR for nursing students, and EBP-COQ-BR for healthcare students. We assessed internal consistency, reliability, construct validity, responsiveness, and ceiling/floor effects. For reliability, participants completed the questionnaires twice, one week apart. For responsiveness, they completed them after participating in an educational program. ResultsNo issues were identified with understanding or applicability. For overall scores, the translated questionnaires demonstrated strong internal consistency (Cronbach's alpha=0.87-0.92), good to moderate reliability (ICC3,1=0.63-0.88), construct validity with moderate to very strong correlations to the Evidence-Based Practice Questionnaire (r=0.43-0.89), no ceiling or floor effects, and adequate responsiveness with significant pre- and post-educational program score differences. For subscales, the majority of them demonstrated satisfactory measurement properties, except for S-EBPQ-BR attitude (low internal consistency, poor reliability, and ceiling effect), EBP-COQ attitude (inadequate construct validity), and EBP-COQ skills (inadequate construct validity). ConclusionThe Brazilian Portuguese versions of S-EBPQ and EBP-COQ exhibit strong measurement properties, including high internal consistency, adequate reliability, valid construct validity, and responsiveness. However, some subscales present suboptimal internal consistency, reliability, and construct validity.

Human Papillomavirus Vaccination Awareness and Uptake among Healthcare Students in Japan

BackgroundThe vaccination rate for HPV (Human Papillomavirus) has remained significantly low in Japan because of the administrative suspension of active recommendation. This study investigates the awareness and uptake of the HPV vaccine among healthcare students in Japan following the reinstatement of active recommendation for young women in April 2022. MethodsA web-based survey was administered to 2,567 healthcare students from Okayama and Shujitsu Universities in Japan in July 2023. The survey assessed participants' backgrounds, immunization status, awareness of vaccine recommendations, and knowledge of cervical cancer across various demographics, including sex, academic year, and department (Medicine, Health Science, Pharmaceutical, and Dentistry). ResultsThe response rate was 36.3% (933 students; 181 male, 739 female, and 13 unspecified gender). The overall immunization rate among female students was 55.6%, with higher rates observed in medical (73.8%) and dental (63.0%) students. Awareness of the government's change in vaccine recommendation was notably high among female and senior male students. Over half of the female students (54.7%) reported receiving vaccinations based on their parents' advice. Among those unvaccinated but interested in future immunization, concerns about adverse reactions (47.4%) and challenges in scheduling vaccinations (29.1%) were predominant. ConclusionHealthcare students exhibited a higher HPV vaccination rate than the general population. Ongoing education to improve vaccine literacy is crucial for augmenting HPV vaccination rates in Japan.

Factors Associated with Healthcare Students’ Cognitive Levels Measured by the Classroom Test of Scientific Reasoning

Factors Associated with Healthcare Students’ Cognitive Levels Measured by the Classroom Test of Scientific Reasoning