Icelandic Students Research Articles

Attitudes of Newly Recruited Icelandic Police Students Towards Diversity

Scholars have described prejudice towards various minority groups as one of the negative characteristics of police culture. Visible prejudice within the police has serious consequences for trust and legitimacy, thus reducing the willingness of the public to cooperate with them. However, little is known about the attitudes of police students towards police work in a diverse society in the Nordic context. This paper focuses on newly recruited police students in the Icelandic police university program. Police students’ attitudes towards diversity are analyzed in the context of various possible work-related scenarios. The study is based on a survey of all newly recruited police students in Iceland, conducted yearly from 2018 until 2023. The findings indicate that police students are generally positive towards at least certain types of diversity measures in policing, although support for diversity has declined slightly in the most recent year.

Student voices: a longitudinal study of students’ perceptions of their schooling and special education lessons in Iceland

ABSTRACT This qualitative study explored the school perceptions of Icelandic students with learning difficulties, factors affecting their academic progress and well-being, and how their views developed over time. The purpose of this study was to gain knowledge to assess the school experience of children with learning difficulties in Iceland. Semi-structured individual interviews were conducted with five students repeatedly over a period of three school years. A qualitative, reflexive thematic analysis was used to develop themes from students’ answers over time. The interviews revealed that participants’ general well-being in school appeared to be connected to peer acceptance and friendships. While participants generally held positive attitudes towards school, they developed a negative attitude towards homework as they grew older. The students’ perceptions of their schooling underscored the importance of listening to students’ preferences regarding their studies and identifying what can support their well-being.

Prevalence and correlates of nonmedical use of prescription stimulants among upper secondary school students in Iceland

The current study examined the prevalence and correlates of nonmedical use of prescription stimulants (NMUPS) among upper secondary school students in Iceland, given a paucity of research conducted beyond the US and among younger student populations. National, cross-sectional data from N = 10,199 upper secondary school students ages 16–20 (49.9% female), collected as part of the larger survey Youth in Iceland 2018, were analyzed. Results revealed a lifetime NMUPS prevalence of 5.6%. Participants with a history of NMUPS were more likely to be male, report lower grades, inattention problems at school, depressive and anxiety symptoms, lower parental monitoring and support, and a lifetime history of other substance use, compared to participants without NMUPS history. Regression analyses demonstrated that when accounting for covariates, inattention problems at school significantly associated with NMUPS. Consistent with prior studies, these findings suggest inattention problems contribute to NMUPS. Despite limitations, these findings may help inform drug use prevention and intervention policy. Longitudinal research is needed to examine directional relationships.

E-learning in Norway and Iceland. Development Trends

The article describes the practice of implementing e-learning in Norway and Iceland using Oslo Metropolitan University, Reykjavik University and the University of Iceland as examples. The interest in this problem came from the fact that the Nordic countries are leaders in online learning and I had the opportunity to teach at the universities analyzed. Having close contact with the way of teaching in Norway and Iceland, I asked whether some elements of teaching from the analyzed Nordic countries could be implemented in Poland. Thus, the aim of the article is to introduce the basics of the specifics of teaching at the selected universities and to consider whether the proven methods can be implemented in Poland. The basis of the article was therefore participatory observation, and the results of work with Norwegian and Icelandic students prove that Nordic methods of work can be – at least to some extend – transferred to the Polish educational market (not only in higher education, but also, for example, in corporate e-learning).

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

BackgroundA supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries.MethodsA cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models.ResultsA total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country.ConclusionsThis study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

The Choice of Track Matters: Academic Self-Concept and Sense of Purpose in Vocational and Academic Tracks

ABSTRACT Students’ school success and general well-being can improve when they believe in their academic abilities and are aware of the purpose of their studies. This paper explores the development of Icelandic students’ academic self-concept and sense of purpose in their learning. The focus is directed at the period from the end of compulsory school through the upper secondary level, with an emphasis on students’ track and school-type. Using survey and registered data spanning four years, models of mixed ANCOVA indicate that change in both constructs was the result of the interaction between time and school-type and track. Academic self-concept and sense of purpose decreased among academic students in all-academic schools but increased among vocational students. This suggests that students comparing themselves to their fellow students has a stronger effect on how their attitudes toward themselves and their education develop than the different status of tracks and school-types.

Segregated and yet inclusive? the application process for upper secondary school in Iceland for students labelled as disabled through the lens of social justice

ABSTRACT Inclusive education is affirmed in Icelandic laws and regulations although, at upper secondary school level, schools can apply to establish special programmes for students who have been labelled as disabled. The application process for these programs differs from the one in the mainstream regarding arrangement and time. In this article, special attention will be paid to the application process for Icelandic students with intellectual disabilities at upper secondary level. We use Alecia Jackson’s and Lisa Mazzei’s methodology of thinking with theory by ‘plugging’ Iris Marion Young’s philosophical concepts of oppression regarding social justice into the text, and vice versa. This approach reveals a discriminatory application process where cultural imperialism has the upper hand causing a denial of group differences. Students are being marginalised based on their support needs which can, among other things, result in systemic violence.

Development of an intervention framework for school improvement that is adaptive to cultural context

The challenge of educational improvement, due mainly to the complexity of educational systems, is well-known. The aim of this study is to provide knowledge regarding the process of change within schools to better understand how it might depend on cultural context and the characteristics of individual schools. Based on interventions in four compulsory schools (6–15 years old students) in Iceland, the study uses both qualitative and quantitative data. The process of change was guided by a framework grounded in professional learning community principles and designed to be adaptive for cultural contexts as well as the interdependence of different factors of educational systems. Theories of drivers of change and indicators of schools as professional learning communities were used to understand cultural conditions within them. The main findings indicate that the change process in team-driven schools with relatively high levels of teacher collaboration and engagement works well in the framework. By contrast, the change process seemed restrained in the profession-driven and problem-driven schools characterised by either a high level of teacher autonomy and lack of collaboration or engagement in solving several generic problems. The study provided valuable insights regarding the complexity of facilitating change, particularly, the importance of identifying main drivers of change affecting an intervention process at the initiation stage.

Final clinical practicum shapes the transition experience and occupational commitment of newly graduated nurses in Europe-A longitudinal study.

AimsThe aim of the study was to examine the association between the characteristics of a nursing student’s final clinical practicum and the success of transition of newly graduated nurses (NGNs) in six European countries.DesignA longitudinal design with two data collections points (pre‐ and post‐graduate).MethodsThe data were collected with an online survey between May 2018 and April 2020 from graduating nursing students (n = 1796) in Finland, Germany, Iceland, Ireland, Lithuania and Spain. Altogether, 642 NGNs responded to the second questionnaire 1 year after graduation. Logistic and linear regression analyses were used to examine the associations between five clinical practicum characteristics and three indicators for the success of transition (ease of transition, turnover intentions and occupational commitment). Models were adjusted for demographic and background/workplace factors and professional competence.ResultsSeveral associations were observed between the different clinical practicum characteristics and the indicators for a successful transition. Good pedagogical atmosphere and good supervisory relationship were associated with higher likelihood of an easy transition. Good leadership style of the ward manager, good premises of nursing care on the ward and a good supervisory relationship were associated with higher occupational commitment. No consistent association with turnover intention was found.ConclusionHaving a good final clinical practicum before graduation can contribute to an easier transition experience for newly NGNs and strengthen their commitment to the nursing profession.ImpactThis study adds to the limited existing knowledge about the importance of final clinical practicums in shaping the transition process and occupational commitment of NGNs. Investing in creating a good final practicum experience could help healthcare organizations engage new nursing professionals and thus alleviate the existing shortage of nurses.

Predictors of university nursing students burnout at the time of the COVID-19 pandemic: A cross-sectional study

BackgroundLittle is known about the stress and burnout experienced by undergraduate and graduate nursing students during the COVID-19 pandemic. Academic burnout among nursing students can have an impact on students' learning ability, health, and wellbeing and on the quality of care and intention to leave the profession post-graduation. ObjectivesEvaluate the predictors of nursing students' personal, academic, and collaboration-related burnout during the COVID-19 pandemic. DesignCross-sectional two-site study. SettingsIcelandic universities offering nursing education. ParticipantsGraduate and undergraduate nursing students in Iceland (N = 1044) were asked to participate in the study, with a response rate of 32.7%. MethodsAn online survey was used to evaluate the students' stress and burnout in spring 2020. ResultsThe main findings show that 51% of the variability in the students' personal burnout was explained by their perceived stress, mental health, and perceived support. Furthermore, the students' perceived stress, support, and educational levels predicted 42% of the variability in their academic burnout. Burnout related to collaborating with fellow-students was explained by the nursing students' physical health and by their educational level, explaining 6% of the variability in fellow-students burnout. ConclusionUniversity administrators might consider adding academic support facilities into their undergraduate nursing programs and teaching their students healthy coping skills.

Prevalence estimates of depression and anxiety disorders among Icelandic University students when taking functional impairment into account

The aim of this study was to test whether adding assessment of functional impairment to symptoms of specific mental disorders would have any effect on estimated prevalence of mental disorders in a non-clinical sample of university students in Iceland. A self-report measure was designed to assess the subjective functional impairment of anxiety, depression and stress in students’ everyday life. Measures were administered on paper to 671 participants. We hypothesized that taking functional impairment into account would yield lower prevalence rates than using only specific symptoms measures. The results suggests that the addition of functional impairment measure lends a context to the results of the symptom-specific measures and can provide a more accurate estimation of mental health problems of university students than symptoms self-report measures alone.

The competence of nurse educators and graduating nurse students

BackgroundA nurse educator has an important role in promoting students' learning and professional development as well as in offering high quality nursing education. ObjectivesTo describe the competence of nurse educators and explore its connection with the self-evaluated competence of graduating nurse students. DesignA cross-sectional survey design was used. ParticipantsA total of 1796 graduating nurse students in Finland, Germany, Iceland, Ireland, Lithuania and Spain participated in this study. MethodsThe data were collected with structured electronic or paper-and-pencil questionnaires. Graduating nurse students evaluated the nurse educators' competence using six items derived from the Tool for Evaluation of Requirements of Nurse Teacher (ERNT) and in addition, the students evaluated their own generic professional competence using the Nursing Competence Scale (NCS). The data were analysed statistically. ResultsOn average, graduating nurse students evaluated the competence of nurse educators to be rather high. Icelandic and Irish students evaluated nurse educators' competence the highest. German and Finnish students were the most critical. The students also evaluated the level of their own professional competence as good. The higher graduating nurse students evaluated their own competence, the higher they also evaluated their nurse educators' competence. ConclusionsStudents' evaluations of their educators' competence and their own competence seem to be aligned. However, educators' competence and its connection with students' competence warrants further studies.

Enska sem kennslumál við Háskóla Íslands og kennsla í akademískri ensku

At the same time as English as a medium of instruction (EMI) programs proliferate at Nordic universities, studies are beginning to appear that call attention to the challenges faced by teachers and students who teach and learn in their second language in such programs. A recent survey by the British Council found that this is a world-wide trend. Studies in Iceland show that more and more courses are taught in English and the number of final thesis and dissertations written in English at the University of Iceland have increased. This article describes the response by the Department of English to the changing linguistic environment of the University where over 90% of textbooks are written in English, posing challenges to Icelandic students at their national university. Many students from other departments were signing up for courses in English literature and linguistics hoping to improve their general academic English proficiency. This led to over enrollment in courses and difficulty in meeting diverse student groups’ needs. Instructor turnover was frequent and a general dissatisfaction among students and instructors. In an effort to meet students’ needs better, a new program in academic English was established and the writing program for BA students was reformed with a writing-to-read approach that targets students in EMI programs specifically. The new approach is presented in the textbook The Art and Architecture of Academic Writing. This article describes the new approach and ongoing research to evaluate whether, and if so, how, the new approach enhances students’ writing skills. In previous studies students reported that their writing had improved and that they understood the structure of thesis-driven academic texts as a result of the book and course. Finally, a new study is presented that measured improvements in students’ writing samples before and after. The new study demonstrates that not only has the course led to students’ perceptions of improvement, but that their perceptions are supported by actual improvements in students’ writing. Keywords: English as a medium of instruction in higher education, academic writing instruction, genre-based writing instruction

Ethnicity and adolescent well-being in the context of families, friends, and neighborhoods

ABSTRACTAdolescent mental well-being may be affected in various ways by the experience of migration. Socioeconomic resources and social support affect adolescent well-being, but little is known about the importance of such resources among ethnic groups in immediate versus more distant environments. The aim of this study is to explore ethnic differences in well-being by family affluence, social support and ethnic diversity at both individual and neighborhood levels. This study is a population-based cross-sectional survey and is a part of the international research network Health Behavior in School-Aged Children (HBSC). Participants were 11-, 13- and 15-year-old Icelandic students present in their school at the day of administration (N = 9565, 50% males) in 156 compulsory schools. The results show that while family and friend support is associated with greater adolescent well-being, foreign-origin adolescents benefit more from supportive parents than native-origin adolescents. The study shows that belonging to an affluent family benefits well-being, as well as belonging to an affluent neighborhood. Closer inspection shows that this neighborhood effect benefits adolescents of foreign-origin less. More attention should be paid to useful and approachable resources in the environment of native and foreign-origin adolescents and ways to better mobilize the resources within families and neighborhoods.

Bullying and Pain in School-Aged Children and Adolescents: A Cross-Sectional Study.

Bullying is defined as repeated and unwanted aggressive behavior involving a power imbalance and hurt children and adolescents’ socioemotional functioning. The aim is to investigate associations between pain (headache, stomach pain, backache, and neck/shoulder pain) and bullying among school-aged children and adolescents. This cross-sectional school-based survey comes from the Icelandic data set in the international research network Health Behaviour in School-Aged Children. The study population included all Icelandic students in Grades 6, 8, and 10 (ages 11, 13, and 15 years, respectively; participation rate, 84%; n = 10,626). An anonymous standardized questionnaire was distributed and completed by students in their classrooms. About every 8 in 10 bullied students reported weekly pain (79%), compared with little over half of nonbullied students (57%). The prevalence of pain was significantly higher among bullied students compared with their nonbullied peers. Being a bullying victim was associated with an increased frequency of experiencing headaches, stomachaches, and back pain, in addition to neck or shoulder pain. It is important for mental health nurses and health professionals to ask about pain when meeting with children and adolescents as well as to inquire about their peer relationships.

Tengsl lestraráhugahvatar og lesskilnings nemenda á miðstigi grunnskóla

Rannsóknir sýna að lestraráhugahvöt hefur áhrif á ýmsar hliðar lestrarfærni, svo sem umskráningu, lesskilning og orðaforða. Börn með litla lestraráhugahvöt lesa minna en jafnaldrar með meiri lestraráhuga og sterk tengsl eru á milli slakrar lestraráhugahvatar, lítils lestrar og lestrarerfiðleika. Markmið rannsóknarinnar var að kanna hvernig lestraráhugahvöt birtist í 5. og 6. bekk meðal íslenskra nemenda, hvernig hún breytist milli ára og mögulegan kynjamun þar á. Einnig að kanna hvort um tengsl milli lestraráhugahvatar og lesskilnings sé að ræða. Þetta er fyrsta íslenska rannsóknin þar sem hlutverk lestraráhugahvatar í lesskilningi meðal nemenda á miðstigi grunnskóla er rannsakað. Þátttakendur í rannsókninni voru valdir með klasaúrtaki, 400 nemendur úr 24 bekkjum í átta skólum á höfuðborgarsvæðinu og Reykjanesi sem svöruðu spurningalista um lestraráhugahvöt í 5. og 6. bekk. Svör þeirra voru svo tengd við gengi þeirra í lesskilningsverkefnum í 6. bekk. Niðurstöður sýndu að lestraráhugi nemendanna var nokkuð stöðugur milli ára og stúlkurnar höfðu að meðaltali meiri lestraráhuga og forðuðust lestur síður en drengir. Þá spáði lestraráhugahvöt í 5. bekk fyrir um framfarir í lesskilningi í 6. bekk. Með auknum skilningi á mikilvægi lestraráhugahvatar í læsisþróun er hægt að þróa leiðir til að auka áhuga með það að markmiði að auka lesskilning.

Healthy Lifestyle: Relationship between Mediterranean Diet, Body Composition and Physical Fitness in 13 to 16-Years Old Icelandic Students.

Childhood and adolescent obesity are currently among the greatest challenges for public health. Physical activity, physical fitness, and adherence to the Mediterranean diet (MD), representing powerful indicators of healthy lifestyles, are shown as determinant factors in the prevention and treatment of obesity. The aim of the present study has been to analyse the relationship between health-related physical fitness components, body composition, and adherence to MD in 387 Icelandic adolescents of 13–16-years old (54% boys). The ALPHA Fitness Test was used to measure physical fitness and body composition. The KIDMED questionnaire was used to assess the adherence to MD among participants. Associations between variables were tested according to gender and age using linear regression models and analysis of variance. Participants with high/medium adherence to MD showed significantly higher endurance scores in both the boys and the girls. Gender differences were found. The boys in high/medium MD categories had significantly lower fat percentages and ran a 4 × 10 m sprint faster than the girls. The girls scored higher than the boys in endurance and speed-agility tests. It can be concluded that a high and medium adherence to MD is associated with high and very high endurance in both the girls and the boys.

Staðsetning háskóla og menntabil í háskólamenntun

Umtalsverður munur er á hlutfalli háskólamenntaðs fólks á höfuðborgarsvæðinu og utan þess. Þetta menntabil skýrist að hluta til af fjölbreyttari atvinnumöguleikum háskólamenntaðs fólks á höfuðborgarsvæðinu en ýmsir aðrir efnahagslegir, félagslegir, menningarlegir og landfræðilegir þættir skipta þar einnig máli. Þannig hafa rannsóknir sýnt að staðsetning háskóla getur haft veruleg áhrif á búsetu brautskráðra háskólanema. Í þessari rannsókn eru áhrif íslenskra háskóla á menntunarstig og menntabil einstakra landsvæða metin á grundvelli manntals og spurningakannana meðal 25–64 ára íbúa landsins. Niðurstöður sýna að 28% íbúa höfuðborgarsvæðisins en 12–14% íbúa annarra landshluta hafa lokið prófi frá háskólum í Reykjavík. Mikill meirihluti háskólamenntaðra landsmanna hefur lokið prófi frá Háskóla Íslands. Hlutfallið er hæst á höfuðborgarsvæðinu en lægst á Akureyri, þar sem nánast jafn margir hafa lokið prófi frá Háskóla Íslands og Háskólanum á Akureyri. Á höfuðborgarsvæðinu og í öðrum þéttbýliskjörnum í seilingarfjarlægð á Háskólinn í Reykjavík næstmesta hlutdeild í háskólamenntuðum íbúum en á norðursvæði landsins er hlutdeild Háskólans á Akureyri næstmest. Flestir brautskráðir nemendur háskólanna í Reykjavík og Háskólans á Bifröst eru búsettir á höfuðborgarsvæðinu en búseta nemenda annarra háskóla er dreifðari um landið. Brautskráðir nemendur Háskólans á Akureyri skiptast nokkuð jafnt milli höfuðborgarsvæðisins, Akureyrar og annarra landsvæða en rúmlega helmingur brautskráðra nemenda Landbúnaðarháskóla Íslands er að vonum búsettur utan þéttbýlustu svæða landsins. Landsbyggðaháskólarnir útskrifa þannig nemendur sem eru mun líklegri til að búa utan höfuðborgarsvæðisins en áhrif þeirra á menntunarstig einstakra landsvæða eru einkum bundin við áhrif Háskólans á Akureyri á Akureyri og annars staðar á norðanverðu landinu. Eigi að hækka menntunarstig í öllum landshlutum og draga úr menntabili milli Reykjavíkur og annarra landshluta þarf að skilgreina slík markmið með skýrum hætti og ákveða hvort það skuli vera hlutverk allra háskóla eða sérstakt verkefni þeirra sem eru utan Reykjavíkur.

Cross-sectional study of randomly selected 18-year-old students showed that body mass index was only associated with sleep duration in girls.

This study investigated the associations, by sex, between sleep and adiposity, dietary habits, cardiorespiratory fitness and metabolic risk in 18-year-old students. We carried out a cross-sectional study of 199 randomly chosen, healthy 18-year-old students (53% girls) in Iceland's capital region. The data collection took place in the winter months of 2012 to 2015. The anthropometric measurements were body mass index, waist circumference and body fat percentage. Sleep duration and dietary habits were self-reported. Cardiorespiratory fitness was measured on a stationary bicycle. A subsample of 152 participants gave blood samples. A quarter of the adolescents failed to reach the minimum recommended sleep duration of seven hours per night on weekdays. In girls, the average sleep score was associated with body mass index and waist circumference, after adjusting for cardiorespiratory fitness and unhealthy eating scores. In boys, the average sleep score was not associated with anthropometric measurements, but cardiorespiratory fitness was an independent predictor (p<0.001). No associations were found between average sleep scores and metabolic profiles in either sex. Sleep duration and adiposity only appeared to be associated in girls and were independent of cardiorespiratory fitness and unhealthy eating. Sleep duration was not related to metabolic risk.

Preparing EFL Students for University EMI Programs: The Hidden Challenge

This chapter discusses the specific challenges faced by Icelandic students trained in traditional English as a Foreign Language (EFL) when they enter university programs that are partially or entirely taught in English (English as a Medium of Instruction, EMI). This includes the measures taken by the Department of English to meet English majors’ and non-English majors’ growing demand for academic English support. The lack of academic English skills of Icelandic students is a “hidden challenge” (Ingvarsdóttir and Arnbjörnsdóttir, 2014) caused by an overconfident perception of students’ English proficiency by University officials and by the students themselves. The goal of the Department of English is to bring students quickly to a level of academic English that allows them to access curriculum and instruction where ENL (English as a Native Language) norms are expected. As the identified challenges differ from those encountered in students’ previous EFL dominated environment with minimal writing experience, there is a critical need to adapt teaching and learning practices to a new linguistic context where English functions as an additional language. The article concludes with a description of a new intensive instructional approach that targets identified English academic literacy needs of students entering the University of Iceland. The foundation of the new approach is that all students can acquire skills in organizing ideas and composing clear and effective text in English across all genres. The approach accomplishes this by developing awareness of English writing conventions, knowledge about which strategies to employ and when to employ them, revision skills and the persistence to rewrite until the text authentically reflects the views of the author. The idea is that through writing, students also gain an awareness of the nature of English academic texts and thereby hone their reading skills.