Orientation Course Research Articles

Can health communication improve newly settled refugees’ health literacy? A quasi-experimental study

Abstract Structural and contextual factors such as limited work opportunities, inadequate housing options and discrimination negatively affect the health and well-being of newly settled refugee migrants in European countries. In Sweden, health promotion initiatives aiming at strengthening health, resilience and integration have been tried out within the Introduction Program for refugee migrants. The main component of these interventions has been educational activities in the form of health communication. Generally evaluated from the perspectives of participants and course leaders, longitudinal evaluations remain rare. The current study aimed to compare the effectiveness of a regular and an extended civic orientation course with added health communication and examine whether the latter would improve self-rated health and psychological well-being, health literacy and social capital among newly settled refugee migrants in Sweden. Pre- and post-assessment questionnaires were collected from the intervention group receiving the extended course (n = 143) and a control group receiving the regular course (n = 173). Linear mixed models and chi-square analyses showed a significant increase with a small effect size (0.21) in health literacy in the intervention group. However, there were no significant changes in general self-rated health, psychological well-being or emotional and practical support. The findings indicate that added health communication embedded in the civic orientation course can increase health literacy. However, further longitudinal studies are needed to confirm the sustainability of the observed change in health literacy and its translation into long-term advances in health and integration. Key messages • Added health communication provided within the Introduction Program for refugee migrants can increase health literacy. • Increased health literacy may be beneficial for newly settled refugees as it is linked to improved health-seeking behavior, better health outcomes and empowerment.

Latent tubercolosis infection in the migrant population: an Italian surveillance experience

Abstract Background The Special Reception Center (“Centro Accoglienza Straordinario” or CAS in Italian) concept was born in Italy in 2014 to receive the large number of migrants arriving in Italy. There are around 3100 centres are in Italy, of which 200+ in Tuscany. Each Center’s objective is to support migrants’ social integration through Italian language and job orientation courses. On arrival at a facility, migrants undergo diagnostic and lab tests to highlight potentially infectious diseases; among these, tuberculosis is one of the most frequently encountered. Therefore, the objective of the study is to estimate the prevalence of Latent Tuberculosis Infections (LTBIs) among migrants hosted in CAS centers. Methods From May-December 2023, Amiata Senese, Val d’Orcia and Valdichiana Senese Public Health Unit staff, according to national and departmental guidelines, implemented a number of health surveillance protocols, with close attention to latent tuberculosis infection. This protocol includes the Mantoux TB skin test at the CAS: in case of positivity, subjects are directed to further exams (chest X-ray, TB-IGRA blood test, infectious disease specialist consultation) in order to implement a therapy. Results From May-December 2023, 259 migrants (241 males and 18 females) received the TB skin tests. Average subject age was 26. Pakistan was the most represented nation of origin with 130 migrants (50%), followed by Bangladesh (9.7%) and Ivory Coast (7.3%). 77 migrants showed a positive TB skin test result (29.7%): of these 56 (i.e. 21.6% of the migrants screened) were also positive to the TB-IGRA blood test and treated for LTBI. Conclusions The high prevalence of LTBIs found in the referenced CAS indicates the need to continue/extend these surveillance protocols. Implementing successfully this procedure requires the involvement of a range of professionals from the socio-health sector within a process necessarily coordinated by the Disease Prevention Department. Key messages • Screening and surveillance of infectious diseases among migrant population represent a major public health issue for European health systems. • Detection and treatment of Latent Tubercolosis Infections require a multiprofessional and integrated approach, coordinated by the Disease Prevention Department.

Evaluation of education initiatives to increase delivery of age-friendly care in retail clinics.

The Age-Friendly Health Systems model, encompassing four key elements (4Ms)-What Matters, Medication, Mentation, Mobility-is integral to delivering high-quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits. Educational modules were provided to nurse practitioners and physician associates to complete in a self-directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M-Score) using descriptive statistics and a generalized linear mixed-effects model. Over 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36-1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose-response relationship with rate ratios between 1.77 (1.74-1.80, p < 0.001) for 1-2 modules beyond orientation, up to 2.94 (2.90-2.99, p < 0.001) for eight or more modules. The self-directed learning environment (e.g., providers self-select the number and type of courses) reflects real-world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives.

The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state

The research researched the impact of problem-based learning and hands-on activity on the students' academic performance in biology. The study implemented a quasi-experimental design, specifically a non-equivalent control group design with a pre-and post-test design. The study's population consisted of 2691 students from 32 public secondary schools in the Nsukka. We used a multi-stage sampling procedure to sample 85 SS II students from two intact classes. The researchers developed the "Biology Achievement Test (BAT)" as an instrument for data collection. We used the mean and standard deviation to answer the research question and used the ANCOVA to test the null hypotheses. The study's findings revealed that there is a significant difference in the mean achievement scores of secondary school students taught biology using the hand-on activity method and problem-based learning. According to the study, biology teachers should always use hands-on activities when teaching biology to students. Based on the findings, we recommend training biology teachers through workshops, orientation courses, and seminars on adopting hands-on activities in teaching to enhance students' academic achievement in biology. The study concluded that using hands-on activities in teaching biology is more effective in enhancing students' biology achievement.

Onboarding Students at Scale: A New Student Orientation Course that Prepares Students to Succeed in their Online Degree Programs

A new online orientation course equips students with the tools and skills to thrive in online programs. It welcomes them to the university, introduces the learning management system, fosters peer connection, and locates essential resources. Additionally, it teaches valuable strategies for time management, motivation, and success in online learning. This adaptable base course caters to the university’s diverse online programs while maintaining a core structure. Designed for efficient facilitation by Academic Directors, it also allows for a personalized touch. Surveys indicate the course effectively prepares students for their first online course. Notably, completing the orientation has become the strongest predictor of student retention and academic success. This award-winning approach serves as a valuable example for designing online student orientation programs.

Adaptive soft-skills: Orientation course as an opportunity to develop social skills

Adaptive soft-skills: Orientation course as an opportunity to develop social skills

Can extended health communication improve newly settled refugees' health literacy? A quasi-experimental study from Sweden.

Structural and contextual factors such as limited work and housing opportunities negatively affect the health and well-being of newly settled refugee migrants in receiving high-income countries. Health promotion initiatives aiming at strengthening health and integration have been tried out within the Swedish Introduction program for refugee migrants. However, longitudinal evaluations of these interventions are rare. The aim of the current study was to compare the effectiveness of a regular and an extended civic orientation course with added health communication and examine whether the latter would improve self-rated health and psychological well-being, health literacy and social capital among newly settled refugee migrants in Sweden. Pre- and post-assessment questionnaires were collected from the intervention group receiving the extended course (n = 143) and a control group receiving the regular course (n = 173). Linear mixed models and chi-square analyses showed a significant increase with a small effect size (0.21) in health literacy in the intervention group. However, there were no significant changes in emotional and practical support, general self-rated health or psychological well-being. The findings indicate that added health communication provided embedded in the civic orientation course can increase health literacy. However, further longitudinal studies are needed to confirm the sustainability of the observed effect and examine whether these short-term improvements in health literacy translate to long-term advances in health and integration.

A culturally relevant education?

This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.

Remembering pasts: historical-political adult education and remembrance in the migration society

ABSTRACT The idea of one shared past, can develop identity-building potential. Nevertheless, there are diverse memory practices in plural societies and they are an expression of shared, divided, and conflicting memories. The negotiations of (diverse) past(s) and memories and, consequently, related belonging(s) to so-called ‘remembrance communities’ take place in historical-political adult education. The article explores the relationship between existing historical knowledge about the Holocaust and National socialist past, discursive practices of representation in remembering pasts, and the negotiation of belonging in historical-political adult education. Using the example of a German orientation course, the contribution indicates that (1) remembering is subject to specific social power relations; (2) that teachers and learners navigate in discursive exchange about histories between the (re-)production of national (state) structuring and the attempt to make diversity visible in historical references; (3) that language skills are central for participating in the production of remembrance; (4) that different stakeholders face diverse challenges in teaching and providing historical-political education for adult migrants. The article addresses a relevant and urgent issue in adult education in migration societies. It, therefore, contributes to providing initial insights into teaching and learning opportunities and challenges that arise in courses about the Holocaust and National socialism in migration societies.

Constructing the “Good Citizen”: Discourses of Social Inclusion in Swedish Civic Orientation

Sweden has long been described as a beacon of multiculturalism and generous access to citizenship, with integration policies that seek to offer free and equal access to the welfare state. In this article, we use the policy of Civic Orientation for Newly Arrived Migrants as a case with which to understand how migrants’ inclusion is discursively articulated and constructed by the different constituencies involved in interpreting the policy and organising and teaching the course. We do this by employing Foucault’s closely interrelated concepts of technology of self, political technology of individuals, and governmentality. With the help of critical discourse analysis, we illustrate how migrants’ inclusion is framed around an opposition between an idealised “good citizen” and a “target population” (Schneider &amp;amp; Ingram, 1993). In our analysis, we draw on individual interviews with 14 people involved in organising civic orientation and on classroom observations of six civic orientation courses. Firstly, we show how migrants are constructed as unknowing and in need of being fostered by the state. Secondly, we illustrate how social inclusion is presented as being dependent upon labour market participation, both in terms of finding work and in terms of behaving correctly in the workplace. Lastly, we show how migrant women are constructed as being problematically chained to the home and therefore needing to subject themselves to a specific political technology of self to be included.

Correction to: A university‑wide orientation course timetabling model and its modification for pandemic period

Correction to: A university‑wide orientation course timetabling model and its modification for pandemic period

A university-wide orientation course timetabling model and its modification for pandemic period

A university-wide orientation course timetabling model and its modification for pandemic period

Gender equality in the name of the state: state feminism or femonationalism in civic orientation for newly arrived migrants in Sweden?

ABSTRACT This article contributes to ongoing discussions in the social sciences about how to interpret the incorporation of gender equality into integration policies – is it a form of state feminism or femonationalism? Drawing upon intersectionality, we analyse how gender equality is presented, discussed and negotiated in relation to ethnicity and nationality in Sweden. Methodologically, we employ a bifocal lens that combines (1) a quantitative investigation of representations of civic orientation programmes in Swedish policy documents and mainstream media, and (2) a qualitative analysis of ethnographic data collected in six civic orientation courses – three in English and three in Arabic – in three large municipalities. Such a two-pronged approach, which connects policy and media discourses with interactions in civic orientation classes, offers a granular picture of the complex and often ambivalent intersections of ethnicity and gender in relation to migration in Sweden. Ultimately, the co-optation of feminist values brings with it the risk of warping feminism into a trait of national/ethnic distinctiveness. Crucially, femonationalism is not the prerogative of far-right parties but is already becoming institutionalised, informing both mainstream media and educational practices in a feminist state like Sweden.

Analysis of the Needs Learning Problems During the Covid-19

The COVID-19 pandemic has brought dramatic changes in education, transforming traditional learning into e-learning around the world. The use of e-learning has been used by almost all universities in Indonesia, such as at Jakarta State University, in several faculties and study programs have used e-learning in the learning process. However, it is very unfortunate that the e-learning material used looks unspecific, unfocused, and piles all the teaching material into one teaching material. This makes students easily bored with the teaching materials used and makes students not understand the teaching material presented because the amount of material will be a burden for students. The term blended learning emerged after the development of information technology so that sources can be accessed by offline and online learners. With the development of blended learning, it can facilitate the learning process for students without having to interfere with activities. The obstacles above make researchers think that this New Orientation course in Educational Psychology has the potential toprovide appropriate solutions and interventions. The intervention that can be done is to developBlended Learning with a Case Base Learning approach in learning the New Orientation course in Educational Psychology. The benefits that researchers hope with the development of Blended Learning for the New Orientation course in Educational Psychology can make it easier for students to master the concepts in the New Orientation course in Educational Psychology and can overcome student learning difficulties during the COVID-19 pandemic

The understanding of medical undergraduates and interns towards basic life support: a cross-sectional study

BackgroundThe aim of this study is to understand the attitude and knowledge of medical undergraduates and interns for basic life support (BLS) measures. We also correlated the need for frequent orientation courses beginning at an earlier stage of the medical curriculum. This cross-sectional study was done based on the questionnaire relating to attitude and knowledge for BLS. The participants were 7th and 9th-semester medical undergraduates and the interns of a tertiary care center.ResultsA total of 213 participants completed the questionnaire. The majority of them were interns (40.37%). Maximum (94.1%) of the participants opined that the entire medical and nursing fraternity should be exposed to simulation-based training on BLS. Most (80.3%) of them were aware of recent American Heart Association guidelines 2020, and 96.7% knew the correct meaning of cardiopulmonary resuscitation, but they did not know the subsequent steps in BLS according to the guidelines.ConclusionsWe conclude that awareness of BLS lacked in students of medical school despite regular orientation programs. We recommend the need for frequent orientation courses for BLS and initiate them at the elementary level of education.

Development of e-learning in improving student understanding of education management subjects based on cooperative learning

The research objective was to determine the effectiveness of learning in improving student learning outcomes in Education Management courses by developing a learning management system (LMS). The decline in educational administration student learning outcomes in courses is because the media used so far has not been optimal. This is the initial cause of low learning outcomes. Urgency, there is a gap between theory, reality and expectations, so, it is necessary to develop E-Learning to improve the learning process for Education Management and Educational Psychology Orientation courses. Research and Development (R&amp;D) research method with the ADDIE strategy. The research subjects were the Educator Management course and the objects were 35 postgraduate educational administration students. Data collection techniques with product validation, instruments, pre-test and post-test. Engineering analysis, needs analysis, design, development, testing and evaluation. Data validation results, tests and assessment instruments are analyzed in stages until the product is declared valid, practical and effective. As a result, the score of the technology expert is 92.13, the learning model expert is 91.43, the peer assessment is 94.02, and all the assessments given are interpreted very well. In small trials, the mean post-test result was 88.40. Large group trial mean 90.83. The difference in the scores of students who use the product and those who do not use the product has a difference of 18.63. In conclusion, the developed product is capable of significantly increasing student learning outcomes in education management courses using E-Learning and is very effective.

Associations between Alcohol-Free Sources of Reinforcement and the Frequency of Alcohol and Cannabis Co-Use among College Freshmen.

Co-use of alcohol and cannabis is common among young adults in the United States. A behavioral economics framework indicates that greater engagement in substance-free sources of reinforcement may be protective against co-use frequency. The current study tested the association between proportionate alcohol-free reinforcement and the frequency of co-use among college freshmen. Participants (N = 86) were freshmen who enrolled in a freshman orientation course and completed surveys at the beginning of the semester. Past month alcohol use, cannabis use, and reinforcement from alcohol-free and alcohol-involved activities were assessed. A zero-inflated Poisson regression was used to test the association between proportionate alcohol-free reinforcement and days of co-use. The results indicated that proportionate alcohol-free reinforcement was negatively associated with co-use days in the count model when controlling for alcohol use days and gender as covariates (β: -3.28, p = 0.016). Proportionate alcohol-free reinforcement did not significantly differentiate individuals who did not engage in co-use in the zero-inflated model (β: -1.68, p = 0.497). The study suggested that greater proportionate alcohol-free reinforcement may be associated with lower engagement in the co-use of alcohol and cannabis among young adults. Increasing engagement in alcohol-free sources of reinforcement may be considered a target for co-use prevention or harm reduction efforts.

Impact of a Health Education Intervention on the Incidence of Influenza-Like Illnesses (ILI) During Hajj via Smartphone Application.

This study was aimed at demonstrating the impact of a health education intervention on reducing the incidence of influenza-like illnesses symptoms among Malaysian Hajj pilgrims. This study utilizes a quasi-experimental study in the evaluation of the impact of the intervention. Participants were recruited during Hajj orientation courses organized by private Hajj companies. Participants from two companies were assigned to an intervention group and control group, respectively. The intervention group received a smartphone-based health education intervention guided by the Health Belief Model (HBM), while the control group received a regular Hajj guide intervention smartphone application before departure to Hajj. Data on the incidence of influenza-like illnesses (ILI) were collected from participants from two Hajj companies before and after returning from Hajj. Data analysis was conducted using SPSS with descriptive analysis, and analytical tests were conducted at 5% significance level. A total of 102 pilgrims completed the study in both intervention and control groups. The incidence of ILI and Non-ILI symptoms were statistically significant when the intervention and control groups (p = 0.049) were compared. In conclusion, health education has an impact on reducing the incidence of ILI and non-ILI among Hajj pilgrims.

Causes, Consequences and Strategies for Curbing Sexual Harassment in Tertiary Institutions in Kwara State

This paper examines the causes, consequences and strategies for curbing sexual harassment in tertiary institutions in Kwara State. The study consisted of a sample size of 630 female students from three selected tertiary institutions in Ilorin metropolis. The instrument used was a questionnaire titled “Causes, Consequences and Strategies for Curbing Sexual Harassment”. The data collected was analysed using One-way Analysis of Variance (ANOVA). The results of the findings revealed that there is no significant difference in the causes, consequences and strategies for curbing sexual harassment in tertiary institutions in Kwara State. Based on the findings, this study recommended, among others, that there should be an orientation course to sensitize students on their rights and obligations within which issues of sexual harassment must be featured; that tertiary institutions should provide frameworks that would allow for staff and students to dialogue on the issue of sexual harassment; and that higher institutions should have a written policy for disciplining any erring staff and students on matters bordering on sexual harassment. Schools in conjunction with a student affairs unit should, from time to time, organize workshops on the evils of sexual harassment.&#x0D;

Support Experiences for Novice Nurses in the Workplace: A Qualitative Analysis.

Since novice nurses need support at the beginning of their work, knowing workplace support resources can help them to experience fewer challenges at the beginning of their work and improve the quality of patient care. The present qualitative study aimed to explore novice nurses' experiences of supporting the workplace at the beginning of their work. This qualitative study was performed using a content analysis method. This qualitative study was conducted with 14 novice nurse participants using the conventional content analysis method, unstructured in-depth interviews were used to collect data. All data were recorded, transcribed, and analyzed based on the Graneheim and Lundman method. Two major categories and four subcategories were extracted during data analysis as follows: (1) An intimate work environment with subcategories of cooperative work atmosphere and empathetic behaviors, (2) Educational support available for improvement contains subcategories conducting orientation courses and holding retraining courses. The present study showed that such experiences as an intimate work environment, and educational support help novice nurses to have a supportive workplace and improve their performance. A welcoming and supportive atmosphere should be created for newcomers to ease their anxiety and frustration. Furthermore, they can improve their performance and provide quality care by giving themselves the motivation and spirit of improvement. This research highlights the need for new nurses to have support resources in the work environment, and healthcare managers can improve the quality of care by allocating sufficient support resources to this group of nurses.