Number Of Credit Hours Research Articles

Learning in higher education: towards knowledge, skills and competency acquisition

PurposeConsidering the importance of human capital in innovation, entrepreneurship and thus economic development, this study attempts to examine formal learning as a mechanism of human capital development in institutions of higher learning. Ironically, students in such institutions are automatically assumed to learn and accumulate pertinent capacity, which would then enable them to compete in the business world or pursue further studies in future. Consequently, lack of this cognizance culminates in little being known about how students learn to accumulate knowledge, skills and requisite competencies. Notwithstanding this, the challenges posed in the twenty-first century require well-rounded students those especially who can address the global transformations witnessed in the business arena. The purpose of this paper is an attempt to fill this gap using data from the University of Dubai (UD) to examine how formal learning takes place in an institution and what determines it.Design/methodology/approachLearning is conceptualized in terms of knowledge, skills and competencies accumulated as proxied by cumulative general point aggregate. All the data used came from the UD. In addition to in-depth descriptive analysis, the study uses limited dependent techniques to identify the most significant determinants of institutional learning.FindingsThe empirical results generated indicate that demographic characteristics such as age, nationality and gender had a positive effect on learning. Moreover, a student’s initial condition influenced his/her learning positively. Whereas the mode of study under personal preferences did not seem to affect learning, the number of course sections taken had a positive influence on learning. As anticipated, student transfer had a negative influence on learning. The number of credit hours accumulated affected learning positively.Research limitations/implicationsThe main limitation of this study is that results are only applicable within a limited geographical scope, and thus they cannot be generalized for global consumption. Nonetheless, the discussion and results obtained make insights to any future-related studies.Originality/valueAs pointed out in the previous sections, learning will be conceptualized in the form of knowledge, skills and competency acquisition. In a school setting, knowledge, skills and competencies are better captured by the grade attained in each subject. The general student learning can, therefore, be equally captured by the cumulative grade point aggregate. The authors purport that learning can be visualized, or in other words conceptualized, as a complex process that is determined by five main factors that include demographic characteristics; student initial condition; personal preferences and choices; and time factor curriculum and anticipated future career.

Bachelor of Pharmacy Programs in United Arab Emirates

The United Arab Emirates (UAE) pharmacy education has undergone significant reform in recent years to introduce more clinical and social pharmacy courses to replace many traditional pharmaceutical sciences courses that were typically dominate pharmacy curricula. The aim of this work was to carry out a comprehensive comparative analysis on all Bachelor of Pharmacy (BPharm) programs in the UAE and to describe the developments of BPharm curricula offered by UAE colleges of pharmacy after increasing the number of credit hours allocated for clinical and social pharmacy courses. BPharm curricula offered by all pharmacy colleges in the UAE were retrieved from their official websites. A comparative study on different curricula was carried out to investigate the structure of BPharm curricula after incorporating more patient-centered courses. Clinical and social pharmacy courses represent between 22% and 51% of the total BPharm credit hours. Non-clinical/social courses are no longer representing the majority of BPharm courses. PharmD degree program is offered by only one university. The course credit hour distribution of different BPharm programs is varied from one program to another. More clinical and social pharmacy courses are increasingly replacing the traditional pharmaceutical sciences subjects such as pharmaceutics, chemistry, biomedical, and basic sciences.

Study Abroad Participation: An Unintended Consequence of State Merit-Aid Programs?

This study employs difference-in-differences estimation to explore the relationship between the implementation of state merit-aid programs and students’ participation in study abroad. The relationship between implementation of these financial aid programs and study abroad participation has not been tested explicitly in prior policy or education abroad literatures. While state merit-aid programs provide students with additional economic capital that might allow them to participate in educational opportunities such as study abroad, other aspects of merit-aid programs could discourage such engagement. Indeed, analyses of a panel dataset consisting of information from all 50 states suggested either no relationship between the implementation of merit-aid programs and study abroad or a situation wherein merit-aid implementation tempers students’ desires or abilities to study abroad. These findings may be the result of certain characteristics of merit-aid policies, such as a cap on the number of credit hours for which scholarship funds can be awarded or satisfactory academic progress requirements, and have important implications for state policy-makers and institutional actors. This study highlights several directions for future research on the relationship between state-level merit-aid programs and undergraduate participation in education abroad.

A Census of Baccalaureate Agriculture Teacher Education Program Requirements

The purpose of this study was to examine the nation’s baccalaureate agriculture teacher education programs of study to synthesize current coursework requirements. Sixty-five baccalaureate programs of study were analyzed. The mean number of semester credit hours was 125.2, and the mean number of credit hours in the areas of professional knowledge, technical knowledge, and general knowledge were 37.8, 42.0, and 36.6, respectively. Great variability was found within these descriptive measures when observing the standard deviation, minimum and maximum values, and configuration of courses within each category. We recommend the profession engage in intense and deliberate conversations on how to best design programs of study at the national level. These conversations would provide the opportunity for the collective wisdom of the profession garnered through investigation of the literature and sharing of knowledge gained through personal experiences, which can be used to inform the decision making process at individual institutions.

The Number of Credit Hours Required for Bachelor’s Degrees at Christian Colleges and Universities

Trends in the minimum number of credit hours required to complete a bachelor’s degree have been studied at four-year public institutions and appear to have been moving steadily towards a 120-hour standard for the majority of programs. The existence of such trends at Christian institutions have not previously been investigated nor has credit hour data been collected and made publicly available. If Christian institutions are not moving towards 120 hours, as state schools are, it could signal an emerging dichotomy in higher education requirements. This paper presents both the data and the trends in the minimum number of credit hours required to complete a bachelor’s degree at institutions who are members of the Council for Christian Colleges & Universities (CCCU). An analysis shows that Christian institutions are likewise reducing their degree requirements but at a slower pace than public four-year institutions.

Effectiveness of a Summer Bridge Program at McLennan Community College

In this quantitative research study, student performance data were collected from 2014–2016 summer bridge program participants to examine the relationship between participation in the MCC summer bridge program and selected student outcomes by comparison to a matched group of students who did not participate in the program. The research questions addressed in this study were as follows: To what extent did participation in a summer bridge program improve participants’ TSI scores? To what extent was participation in a summer bridge program related to DE placement results? To what extent did the average number of credit hours accumulated differ between students who participated in a summer bridge program and those in a comparison group that did not? The results from the three research questions revealed that students who participated in the MCC summer bridge program experienced some success in select outcomes, although other outcomes still need to be improved to increase student achievement in all objectives.

Effects of Exam Group Time on Academic Performance

IntroductionTo accommodate large class sizes, students are often divided into smaller groups for laboratory exams. What students do with the additional time they have when placed in a later exam group and how this additional time may impact their exam performance is largely unknown. At the Medical College of Georgia, Year 1 medical students are assigned to sequential time slots for their gross anatomy laboratory exams. The assigned time rotates, so students are not assigned the same time slot for each exam.Purpose & HypothesisThe purpose of this study was to assess whether gross anatomy laboratory exam performance was impacted by having a later exam time. We also examined factors contributing to exam time preferences and how students utilize their time immediately before these exams. We hypothesized that student cohorts would have similar scores on gross anatomy laboratory exams regardless of when they took the exam.MethodsScores from four gross anatomy laboratory exams (Gastrointestinal, Genitourinary, Head & Neck, and Neuroanatomy) taken by first year medical students (n=189) during the 2016–2017 academic year were analyzed. Students' overall weighted academic average for the year was also calculated based on end of module grades and number of credit hours for each module. Anatomy lab exam averages and overall Year 1 weighted averages for each exam time cohort were compared using a one‐way ANOVA and Tukey's post‐hoc analysis. At the end of the year, students (n=104) completed a short online survey targeting exam time preferences and how they utilized their time immediately before exams. Data from free response survey questions were themed and quantified for analysis.ResultsSignificant differences in cohort performance between lab groups were only found on the Head & Neck anatomy lab exam. On this exam, students in the first lab group performed significantly better (93% ± 6.3%) than the second (89.9% ± 5.6%) and third (88.9% ± 8.2%) lab group cohorts (p<0.05). However, comparison of the overall Year 1 weighted averages for these exam time cohorts revealed that students in the earlier lab group also had a significantly higher overall Year 1 average (87.5% ± 3.8%) compared to the other cohorts (Cohort 2: 86% ± 3.4%; Cohort 3: 85.2% ± 3.6%) (p<0.05). When surveyed on exam time preference, 75% of respondents preferred to take the exam in the first or second group. Respondents reported that this preference was driven by a desire to finish the exam earlier (46.8%) if they preferred an earlier time slot or for more study time (36.7%) if a later time was preferred. The desire to reduce stress/anxiety minimally affected their preference (13%). If respondents did switch times, scheduling conflicts (42.6%) were cited by the majority who switched to an earlier time slot, while the desire for more study time (65. 5%) was the primary reason cited for switching to a later time slot. However, most students (82.4%) reported never or rarely swapping exam times.ConclusionsThe results suggest that exam group time does not affect lab exam performance. Cohorts who performed better on the Head & Neck anatomy lab exam were overall academically stronger as determined by their overall weighted Year 1 average. Survey results show that while students may have an exam time preference, their preference does not frequently motivate them to switch groups. Test anxiety does not appear to be a significant motivating factor to switch lab exam times and does not appear to play a role in lab exam performance.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment

Objective: This study examined the extent to which college students with ADHD continued to benefit from a cognitive-behavioral therapy (CBT) program beyond the active phase of treatment. Method: In successive cohorts over a 4-year period, a total of 88 college students with well-defined ADHD received CBT in an open clinical trial format that included active treatment and maintenance phases delivered across two consecutive semesters. Results: Immediately following active treatment, participants displayed statistically significant reductions in ADHD symptoms, improvements in executive functioning, and declines in anxiety and depression symptoms. Although grade point average did not improve significantly, there were statistically significant increases in the number of credit hours that participants attempted and earned across active treatment. Improvements in symptom severity, executive functioning, and educational functioning remained stable 5 to 7 months after active treatment concluded. Conclusion: Findings from this study support the use of CBT interventions for college students with ADHD.

Not All Doctoral Programs Are Created Equally

The 2017 Earle F. Zeigler Lecture Award presented in Denver, CO, addressed doctoral training in Sport Management programs. A review of the doctoral-granting degree programs listed on the website of the North American Society for Sport Management was completed. The review addressed the following three points: (a) number of hours required to earn a doctoral degree; (b) number of credit hours required for research tools, methods, and/or inquiry courses; and (c) whether program requirements included philosophy of science and/or philosophy of inquiry courses. The range of required hours for degree completion was 45–80. The number of required hours for research tools, methods, and/or inquiry ranged from 9 to 26. Four programs included specific content on the philosophy of science and/or inquiry. Concerns regarding the breadth, and to some degree the depth, of training were presented. Suggestions for action at the local level were shared as part of the conclusion.

<p>Evolving Characteristics of Today’s Applied Engineering College-Level Educator: 2013 to 2017</p>

This manuscript was created to document faculty, and academic support, issues from 2013 to 2017. The 2013 manuscript was published by the Journal of Technology Studies. This four-years-later study provided greater insight for academics that asked the research question: “What is the latest in our teaching career field?” Issues of concern to faculty included positional status (adjunct, contract, tenure-track, tenure), faculty rank, length of time in current rank, length of time in nonacademic professional work (before or after academic work), primary academic program, total number of students taught per semester, average academic salary, contract length, administrative duties and salary benefits. Other issues included academic professional accreditation, degree levels offered, market pay (competitive) presence, academic freedom, benefits cost of coverage (health insurance, life insurance, etc.), the use of faculty talent, the management of teaching assignments, and the number of credit hours taught per semester. Finally, questions about the percentage of teaching load (face-to-face, hybrid, and online), the ease of resource and support acquisition, expectations for research (scholarship), unique ways that an academic institution compensates beyond the base salary, expectations for promotion and tenure, and additional comments pertinent to an academic’s role in academia. In the 2013 study, 244 people (from 39 states) participated (only 212 responses were valid). This number dropped to 103 people from 27 states in 2017 (only 90 responses were valid). Although the survey population was smaller for 2017, the number of respondents was determined to be sufficient for reporting to other academics in a publication. Significant results in the study from 2013 to 2017 included an increase from 63.86 to 74.45 students taught per semester and a faculty salary mean change from $73,567 to $77,306 per year. Other survey indicators presented minimal change from 2013 to 2017.

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

ACADEMIC MОBILITY IN KOSTANAI REGION: 21st CENTURY CHALLENGES

N.P. Kim1, n-kim@yandex.kz, E.A. Abil2, yerkinabil@gmail.cоm, N.A. Matveeva2, Nadezhda.A.Matveyeva@gmail.cоm 1A. Baitursynоv Kоstanai State University, Kоstanai, Kazakhstan, 2Kоstanai State Pedagоgical Institute, Kоstanai, Kazakhstan. Ким Нaтaлья Пaвловнa, доктор педaгогических нaук, профессор, профессор кaфедры педaгогики и психологии, Костaнaйский госудaрственный университет им. A. Бaйтурсыновa, г. Костaнaй, Кaзaхстaн, n-kim@yandex.kz. Абиль Еркин Аманжолович, доктор исторических нaук, профессор, ректор Костaнaйского госудaрственного педaгогического институтa, г. Костaнaй, Кaзaхстaн, yerkinabil@gmail.cоm. Мaтвеевa Нaдеждa Aлексaндровнa, кaндидaт педaгогических нaук, стaрший преподaвaтель кaфедры инострaнных языков, Костaнaйский госудaрственный педaгогический институт, г. Костaнaй, Кaзaхстaн, Nadezhda.A.Matveyeva@gmail.cоm.

Jordanian Nurses’ Knowledge of Preventing Surgical Site Infections in Acute Care Settings

Background: Surgical Site Infection (SSI) is one of the most common healthcare-associated infections, its account for up to 16% of all healthcare-associated infections worldwide. The SSIs can contribute to post-operative morbidity, prolonged recovery, delayed discharge and increasing cost. Nurses’ knowledge of the evidence-based recommendations is necessary to provide high-quality nursing care. Aims: To assess the level of Jordanian nurses’ knowledge regarding evidence based guidelines for the prevention of SSIs, to describe the relationship between nurses’ knowledge and selected sociodemographics, to examine the differences in nurses’ knowledge with respect to selected dichotomized variables, and to identify the most significant predictors of Jordanian nurses’ knowledge regarding evidence based guidelines for the prevention of SSIs. Design: Cross-sectional design. Sample: Two hundred registered nurses at four targeted hospitals were recruited conveniently. Results: The mean of the total knowledge scores of the sample was 3.28 out of nine (SD = 1.72, range = 0 - 7), the median was 3 out of nine. There were a statistically significant correlation between all tested continuous sociodemographics variables and the total knowledge score (p > 0.05). There is a significant difference in nurses’ knowledge between those who are attending to special surgical related training course and who are not. The most significant predictors of Jordanian nurses’ knowledge were: the number of credit hours attended by nurses for surgical-related training courses and the total years of work experience in nursing. These variables explained 16.7% of variance. Conclusion: The results of this study shed light on the obstacles that hampers the Jordanian nurses’ knowledge regarding evidence based guidelines for the prevention of SSIs in acute care settings. However, the successful implementation of infection control measures, particularly SSIs prevention measures, and well-structured continuing education programs are considered as a substantial element that would improve nurses’ knowledge.

Initial Academic Momentum and Student Success: Comparing 4- and 2-Year Students

ABSTRACTToday, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed.

Video Editing: A Service-learning Assignment in Adapted Physical Education

For most physical education teacher education (PETE) programs, the constraints surrounding the undergraduate curriculum (e.g., number of credit hours, dual content certificates such as health and physical education, content knowledge) limit PETE programs to offering only one course in adapted physical education (APE) with the expectation that this training is sufficient to prepare highly qualified teachers to teach students with disabilities in general and adapted physical education. The inclusion of service learning (SL) methods in the APE curriculum is one approach to facilitating the successful preparation of preservice teachers to teach students with disabilities by increasing their opportunity to connect information learned in their program to the “real world.” Assessment strategies used in the APE course must tap into this naturalistic setting of the SL experience and ensure preservice students are prepared to assume the duties of a future professional. This article discusses how an APE course used a video-editing SL project to document student learning and performance in the Adapted Physical Education National Standards and prepare future general PETE students to teach students with disabilities.

ESTUDO DA DISCIPLINA DE FARMACOLOGIA NOS CURSOS DE GRADUAÇÃO EM FARMÁCIA DA REGIÃO SUDESTE DO BRASIL

Among the activities of a pharmaceutical professional, the research, development, and production of new drugs that use plants, animals, and minerals as raw material are highlighted. This makes pharmacology one of the priorities for Pharmacy Programs, since it studies the substances that interact with living systems through chemical processes, specifically by binding regulatory molecules and activating or inhibiting normal body processes. Given this assumption, this study aimed to evaluate the study of Pharmacology Courses for Undergraduate Pharmacy Programs in Southeast Brazil. Through interactive search, we selected all registered Undergraduate Pharmacy Programs in all Southeast Brazilian states: Minas Gerais, Espirito Santo, Rio de Janeiro and Sao Paulo. There were evaluated points as the course nomenclature, number of credit hours, its distribution of lectures and laboratory classes, and the period in which the course is offered. The analysis of the information obtained from the research showed the need for a reassessment of the curriculum for the supply of courses related to pharmacology and their syllabus, for Undergraduate Pharmacy Programs in Southeast Brazil.

The Effects of Life Domains, Constraints, and Motivations on Academic Dishonesty: A Partial Test and Extension of Agnew's General Theory.

Recently, Robert Agnew introduced a new general theory of crime and delinquency in which he attempted to corral the vast array of theoretical "causes" of criminal conduct into a more parsimonious statement organized into one of five life domains: self, family, peers, school, and work as well as constraints against crime and motivation for it. These domains are depicted as the source of constraints and motivations and whose effects are, in part, mediated by these constraints and motivations. Based on self-report data on academic dishonesty from a sample of college students, the present study attempts to test this general theory. While several of the life domain variables had significant effects of cheating in the baseline model, all of these effects were fully mediated by constraints and motivations. In the final model, academic dishonesty was observed to be most significantly affected by the perceived severity of formal sanction threats, the number of credit hours enrolled, the frequency of skipping classes, and pressure from friends.

How language proficiency contributes to Chinese students’ academic success in Korean universities

The present study investigated the key determinants of Chinese students’ academic success in terms of GPA and the number of credit hours earned in Korean Universities. The determinants investigated included gender, age, prior academic performance, academic self-efficacy, the TOPIK score, self-perceived Korean and English proficiency, and the previous length of Korean and English study. This study specifically focused on three research questions concerning the prediction of Chinese students’ academic success in Korean universities, the additional contribution of Korean and English language proficiency, and the examination of prediction patterns for undergraduate and graduate students. A questionnaire was issued and collected from 138 undergraduate and 63 graduate Chinese students studying in 27 different Korean universities. The questionnaire consisted of four sections: demographic information, academic background, language proficiency and psychological factors. Correlation and multiple regression analyses were conducted to address the proposed research questions. The findings demonstrated that traditional factors, including gender and prior academic performance, were effective predictors of academic success. However, academic self-efficacy did not play an influential role in participants’ academic success. Language proficiency had a moderate effect on Chinese students’ academic success, which is consistent with previous studies that reported a positive statistically significant relationship between language proficiency and academic success. The different natures of undergraduate and graduate studies determined that the predictors of undergraduate and graduate students’ academic success were different. The present study addressed the research gap by integrating theoretical constructs from both psychology and language education, and also by exploring the relationships between language proficiency and academic success in a less researched test, TOPIK, and in two second languages, Korean and English, at the same time. The findings of this study contribute to the overall understanding of international students’ academic success, in particular the success of Chinese students studying in Korean universities.

Calculating the Departmental Credit-Hour Cost for Higher Learning Institutions Using Joint Costing and Activity-Based Costing Systems Simultaneously

The question of how to calculate the effective credit hour costs for different departments in Higher Learning Institutions was approached in this paper using Joint Costing and Activity-Based Costing techniques. The cost of the effective credit hour in the higher learning institutions was treated as joint cost problem. The main advantage of joint cost analysis is its ability to handle multiple faculties who are using common resources up to achieve split off so that each faculty has its own separable cost. The departments within the faculty were also treated as joint cost problem as these departments use common resources up to their split off point as well. The Activity-Based Costing system (ABC) then was used because of its ability to allocate the joint costs to the corresponding faculties and departments. Furthermore, the separable costs pertaining the different departments were added to calculate the departments’ costs. We suggest that the annual effective departmental credit-hour cost to be calculated by dividing the annual total cost of the department by the annual effective number of credit hours taught in that department. The Knapsack model was applied at each cost level to determine the optimal cost driver set for the Activity-Based costing analysis such that a tradeoff between the precision and the cost of the information obtained from the analysis was reached. The proposed model was explained using a hypothetical example of a university containing 9 faculties such that the costs incurred for the university were decomposed into four levels: Facility level and it included all the costs that were not directly related to any of the faculties or departments, Product level and it included all the costs that were related to a certain faculty and not related to a specific department within that faculty, Batch level and it included all the costs that were directly related to a specific department, and finally, the Unit level and it included the annual effective number of hours registered in a department. Originally 12 cost drivers were considered for this hypothetical problem, and then a binary programming model utilizing the Knapsack setup was used to select an optimal set of 9 cost drivers such that those who are not selected were combined with the ones that were selected. The results showed that the proposed method offered precise information about the annual departmental credit-hour cost for higher learning institutions.

Journal of Correctional Health Care

Journal of Correctional Health CareVol. 21, No. 2 Self-Study ProgramFull AccessJournal of Correctional Health CarePublished Online:1 Apr 2015https://doi.org/10.1177/1078345815574574AboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail Self-Study ProgramThe JCHC Self-Study Exam is administered in an online format. Log in or create your account at orders.ncchc.org. From the Overview page, click on the Events tab and choose the exam volume and issue. After making payment, return to the Overview page and click on My Evaluations/CE to take the exam.Self-Study Program InformationReading an issue of the Journal of Correctional Health Care and completing the corresponding exam is considered a single continuing education activity. The self-study exam questions are based on selected articles in this issue. Content is intended to be presented without bias of any commercial product or drug.You may answer exam questions relating to every article, or you may select questions relating to specific articles. Credit will be awarded for each article, assuming 75% of the questions are answered correctly. The number of credit hours is calculated for each article based on word count and is typically 0.6 or 0.7 hour per article. The exam is graded automatically and results are confidential.Term of approval requires that exams must be completed within 2 years of the distribution date of this publication. Credit may be claimed for this issue of JCHC until April 30, 2017.Learning ObjectivesThe Journal of Correctional Health Care is the only national, peer-reviewed scientific journal to address correctional health care topics. After participating in this self-study activity, participants should be able to:Describe trends and developments in the correctional health care field.Analyze case studies and best practices related to the correctional setting.Discuss empirical research findings, including their relevance and limitations.Critically evaluate the literature and recent books addressing correctional health or related fields.Continuing EducationParticipants should only claim credit commensurate with the extent of their participation in the activity.CCHPs: The Certified Correctional Health Professional Board of Trustees has approved this educational activity for 3.5 contact hours of Category 1 credit.Nurses: The National Commission on Correctional Health Care is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.NCCHC designates this activity for a maximum of 3.5 contact hours.Physicians: The National Commission on Correctional Health Care is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. NCCHC designates this journal-based CME activity for a maximum of 3.5 AMA PRA Category 1 Credit(s)TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.Psychologists: The National Commission on Correctional Health Care is approved by the American Psychological Association to sponsor continuing education for psychologists. NCCHC maintains responsibility for this program and its content. This educational activity has been approved for up to 3.5 hours of credit.Disclosure StatementIn accordance with the disclosure policy of the National Commission on Correctional Health Care, everyone who is in a position to control the content of JCHC’s continuing education program (including authors, editorial board members, and staff) have been asked to disclose all relevant financial interests or other relationship with any commercial interest that might be germane to the content of the articles. Such disclosure is not intended to suggest or condone bias in any article but rather is elicited to provide information that readers might deem important to their evaluation of a given article.For this issue of the Journal of Correctional Health Care, the following individuals have reported a relevant financial interest or other relationship with a commercial entity that might be germane to the content of the articles.IndividualRoleCommercial InterestFrederick L. AlticeAuthor, “Prevalence and Predictors of Mental/Emotional Distress Among HIV+ Jail Detainees at Enrollment in an Observational Study”Bristol-Myers Squibb and Merck & Co.: speaker fees; Gilead Sciences: research support and speaker feesAnne SpauldingEditorial board memberGilead Sciences: research grantPaymentFor $30 you will receive a downloadable certificate of completion indicating the number of hours earned. The online system accepts credit card payment only. There are no refunds or cancellations.FiguresReferencesRelatedDetails Volume 21Issue 2Apr 2015 Information© The Author(s) 2015To cite this article:Journal of Correctional Health Care.Journal of Correctional Health Care.Apr 2015.190-191.http://doi.org/10.1177/1078345815574574Published in Volume: 21 Issue 2: April 1, 2015PDF download