Orientation Course Research Articles

A multimedia orientation course on the CEFR Companion Volume, going back to 2001, moving forward to 2020 and beyond

In this contribution, we illustrate how we have designed our orientation course on the CEFR Companion volume: with what objectives (Part I) and what structure (Part II). The course is designed and realised in microlearning mode. Graphics, animation and approach to the subject matter make it enjoyable also for those who are approaching LS/L2 teaching or for self-learners who want to discover this document. Each of the 11 course units consists of a 5-10’ video, equally usable from a mobile device, focusing on a particular aspect (all videos are visible on the website http://promoplurilinguismo. unimi.it and on youtube). All our references to the adoption and knowledge of the CEFR CV mainly concern our experience in Italy, although we have noticed many similarities with other countries both at school (at all levels) and outside school. ‘Our’ Italian society, just like ‘our’ European society, has in fact seen and continues to see the importance assumed by linguistic and cultural diversity growth of which it is necessary to become increasingly aware. The course is intended to be a tool for understanding the whole didactic idea of the CEFR CV, which envisages language levels from Pre-A1 to C2 but at the same time promotes education in plurilingualism, interculturalism, mediation and inclusiveness.

Morbidity pattern at the National Youth Service Corp camps in Nigeria

Background: The National Youth Service Corps (NYSC) was designed to foster shared bonds among Nigerian youths and promote national unity. The orientation course is one of the program’s key initiatives. Even though camping promotes socialization and self-confidence, campers may be exposed to a variety of diseases and injuries. This study aimed to evaluate the pattern of diseases seen in the NYSC orientation camps.Methods: This was a descriptive cross-sectional study conducted in NYSC orientation camps in Delta, Abia, and Katsina States. The demographic information and diagnoses were extracted from the camp clinics' registers. The data was analysed with SPSS, and the level of significance was set at p<0.05.Results: A total of 2231 cases were seen. There were 299 cases (13.4%) seen in Delta state camp, 1076 (48.2%) from Abia, and 856 (38.4%) from Katsina state. There were more males (51.7%) than females (48.3%). The mean age was 25.10±2.67 years. The most common diagnoses were upper respiratory tract infection (23.4%), malaria (22.5%), acid-peptic disorders (12.1%), gastroenteritis (6.9%), musculoskeletal disorders (4.7%), and allergic diseases (4.7%). Fatigue/myalgia, headache disorders, and malingering accounted for 4.3%, 3.8%, and 1% of cases, respectively. Bronchial asthma and sexually transmitted infections were significantly more common in females than males (p<0.001).Conclusions: This study indicated that orientation camps are home to a variety of diseases, with upper respiratory tract infections and malaria being the most prevalent. This information is essential for resource allocation, planning, and policy formulation.

Remaining neutral while conveying ‘the right picture’ of Sweden: governing agents navigating a neoliberally influenced social contract

ABSTRACT This article studies how governing agents at a civic orientation course site, through collaborative boundary work, manage tensions that arise from simultaneously representing the governing state and the governed subjects taking part in the courses. The findings illustrate how individual agency—in policy and practice—is expected of immigrants enrolled in civic orientation courses, but not necessarily facilitated by the governing system providing the context for this agency. Through three types of collaborative boundary work, the governing agents produce and enact an understanding of professionalism as continuous shifting between different positions related to their two reference points—the governing state and the governed subjects. By engaging in collaborative boundary work, the governing agents manage perceived ambiguities and tensions between rhetoric and ‘reality’ and between policies they are set to represent and practices related to these policies that they do not personally believe in and/or challenge.

التعرُّف على مستوى الوعي المعلوماتي لدى طلبة علوم المكتبات والمعلومات في كليّة التربية الأساسية في دولة الكويت

ملخص هدف الدراسة: التعرُّف على مستوى الوعي المعلوماتي لدى طلبة علوم المكتبات والمعلومات في كليّة التربية الأساسية في دولة الكويت، والكشف عن الصعوبات التي تواجه الطلبة أثناء عملية البحث عن المعلومات والحصول عليها، وأبرز المقترحات للتغلب على هذه الصعوبات. المنهج: اعتمدت الدراسة على المنهج الوصفي المسحي، حيث طُوّرت استبانة تكوَّنت من (29) فقرة، وسؤال واحد مفتوح الإجابة، وتكَوَّن مجتمع الدراسة من جميع طلبة علوم المكتبات والمعلومات في كليّة التربية الأساسية في الكويت، والبالغ عددهم 1204 طالبة و587 طالباً. اعتمدت الدراسة طريقة العَيِّنات لجمع البيانات، حيث تمّ توزيع الاستبانة عن طريق البريد الإلكتروني الخاصّ بالهيئة العامة للتعليم التطبيقي والتدريب، وبعد أسبوعين من توزيع الاستبانة استجاب 350 طالباً وطالبة، وقد اعْتُبِرُوا عَيِّنَة للدراسة. النتائج: بيَّنَت النتائج أنّ الدرجة الكليّة لمستوى الوعي المعلوماتي لدى طلبة علوم المكتبات والمعلومات كانت مرتفعة، إذ حاز مجال مهارات الوعي المعلوماتي على درجة تقدير مرتفعة، وحاز مجال طرق البحث عن المعلومات على درجة تقدير متوسطة، وأنّ مستوى تقدير الطلبة نحو الصعوبات التي تواجهُهم أثناء عملية البحث عن المعلومات والحصول عليها جاءت بدرجة تقدير متوسطة. وبيَّنَت النتائج كذلك أنّ أبرز مقترحات الطلبة للتغلُّب على الصعوبات التي تواجههم عند الحصول على المعلومات هي: تزويد العاملين في المكتبة بمهارات تواصل أفضل، والعمل على إضافة أجهزة حواسيب متعددة في المكتبة، وتنظيم دورات إرشادية للمساعدة على استخدام المكتبة ومصادرها. وبناءً على نتائج الدراسة تمّ تقديم مجموعة من التوصيات والمقترحات.

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

In this qualitative study (N=6), we explored insights of first-year students’ instructors and advisors into an early identification system aimed at detecting non-thriving students in the context of an all-campus first-year orientation course for undergraduates. Following the development of that prediction model in a bottom-up manner, using a plethora of available data, we focus on how its end-users could help us understand the underlying mechanisms that drive the identification of non-thriving students. As findings suggest, participants were appreciative overall of the prediction and its timing and came up with various behaviours that could explain non-thriving, mostly motivation and engagement. They suggested additional data that could predict non-thriving, including background information, academic engagement, and learning habits.

Engagement with Activity Monitoring During a Behavioral Activation Intervention: A Randomized Test of Monitoring Format and Qualitative Evaluation of Participant Experiences.

Behavioural activation (BA) is an efficacious treatment approach. Activity monitoring is a key component of brief BA treatments; however, no studies have examined the most efficacious format for monitoring. The present pilot study tested brief versus intensive activity monitoring approaches during a BA intervention administered in a college orientation course. Outcomes characterised (1) engagement with the treatment protocol via activity monitoring and (2) participant qualitative experiences with monitoring and the intervention as reported during focus group interviews. Four course sections were randomly assigned to receive monitoring forms that were brief (assessed activities three times daily) or intensive (assessed activities hourly). Forms were provided electronically to students via a web-based platform which tracked completion. There were no significant differences in monitoring frequency (38.0 vs. 23.0 days; p = .154) or the duration of monitoring engagement (62.0 vs. 36.0 days; p = .054) between the brief and intensive conditions. Qualitative findings suggested that participants in both conditions found utility in activity monitoring, particularly during the first month as they transitioned to college. Overall, findings indicated that participants may find utility in monitoring during the first month of a BA intervention using either brief or intensive monitoring forms.

Are you ready to rotate? A one-week intensive Advanced Pharmacy Practice Experiences (APPE) orientation course

Objective: To describe an innovative, one-week, required course designed to prepare students for advanced pharmacy practice experiences (APPEs) and provide professional development resources. Methods: Course activities focused on orienting students to APPE expectations and mimicked APPE activities. Students completed a pre- and post-self-assessment of comfort level with APPE activities and expectations. A voluntary survey was provided nine months into APPEs to determine the impact of course content. Results: Self-assessment scores statistically improved on all domains assessed. Evaluating a formal patient presentation, preparing an in-service assignment, and conducting a literature search had the greatest improvement in comfort level. In the follow-up survey, the introductory email to preceptor, literature search, and drug information resources and triaging patient care questions were most effective in improving their APPE preparedness. Conclusion: A comprehensive APPE orientation and professional development course improved student confidence for APPEs. A follow-up survey completed during APPEs suggests continuing value of course activities.

Experiences of Non-ICU Physicians Redeployment in ICU during COVID-19

Background: During the COVID-19 pandemic, enormous pressure on health care services resulted in a significant shift of work force from different departments of the hospital to the intensive care unit. Objective: To study the impact of redeployment on doctors and to focus on the factors affecting their satisfaction levels. Study Design: Cross-sectional study Place and Duration of Study: Riyadh First Health from 1st April 2021 to 30th September 2021. Methods: Sixty-six respondents were included. Results: Most physicians (59.1%) had no choice before being redeployed to the ICU. The proportion of happy and very happy doctors was 45.5%. A total of seven participants felt very unhappy when they were deployed to the ICU, six of them had no choice and only one had the option to redeploy. Prior to redeploy to the ICU, 37 (56.1%) doctors received orientation, among them 54.05% found it useful. Thirteen participants indicated that they were unclear about their role and 8 (61.5%) of them did not attend the orientation course. 68.2% of doctors worked more than 36 hours a week and 63.6% complained that the number of hours was greater than that of the previous department. 69.7% of doctors found their deployment useful for patient care, while 22.7% were neutral. 62.1 % doctors felt the deployment was beneficial for them and 59.1% felt satisfaction in fulfilling their role and 27.3% were neutral. Forty two (50%) were satisfied with their ICU redeployment and 33.3 % was neutral. Conclusion: By opting few measures, satisfaction levels of redeployed doctors can be boosted. This includes adequate administrative support, a well-organized orientation that clarifies the role of physicians and helps to elevate their morale. Before redeployment physicians should be given a choice so that they can freely join the ICU.

Awareness of Cervical Cancer among Staff Nurses in a Tertiary Level Cancer Centre in Bangladesh

Background: Cervical cancer is the second leading malignancy and cause of death in Bangladeshi women. Health professional’s misconceptions about the disease and lack of knowledge may worsen the situation. Nurses form a large proportion of the health care provider workforce. Among them who had opportunity to work in cancer hospital should know better about cervical cancer than other hospitals in the country. This survey was undertaken with an intention to address this important health issue by determining the awareness of cervical cancer among nurses at a tertiary cancer centre of Bangladesh.
 Objective: To provide the baseline information about the knowledge of cervical cancer and explore attitude and practice of cervical cancer screening among staff nurses.
 Methods: A pretested structured self-administered questionnaire based cross sectional survey was done on 154 staff nurses working in National Institute of Cancer Research and Hospital (NICRH), Dhaka, containing mostly recognition and some recall type questions about knowledge of cervical cancer, its risk factors, screening techniques, attitude towards cervical cancer screening and its practices.
 Results: 100% respondents heard the name of cervical cancer but 35.7% did not know about any of its risk factors and only 3.2% aware about more than 3 risk factors. Twenty seven percent not aware about any symptom, only 51.9% identified the foul smelling excessive vaginal discharge and irregular abnormal vaginal bleeding as the symptom and 16.8% know that post coital bleeding may be the symptom. Only 42.2% know VIA as a screening test, 39.6% know actual screening interval, 23.37% know who should be screened, 42.2% aware about HPV vaccine, 35.7% can do VIA, 42.2% said that they referred patient for screening but only 16.2% of themselves have ever been screened.
 Conclusion: The majority of nursing staff in NICRH had inadequate knowledge about cervical cancer screening and their attitude and practice towards cervical cancer screening could not be termed positive. There is an urgent need for orientation course for working nurses and integration of cervical cancer prevention issues in the existing curriculum of nurses in Bangladesh.
 Bangladesh J Obstet Gynaecol, 2020; Vol. 35(2): 102-106

Teaching of the patient workup process improves students' perceptions of preparation for advanced pharmacy practice experiences

Background and purposeOne of the most common daily tasks on Advanced Pharmacy Practice Experiences (APPEs) is “working up” patients for inpatient rounds or outpatient visits. The purpose of this study was to assess a change in student pharmacist comfort level in performing a patient workup before and after the Pre-APPE Workshop by specifically teaching this process. Educational activity and settingThe patient workup process was included in the Pre-APPE Workshop, a one-week APPE orientation course at the end of the third professional year. Students completed a 34 question self-assessment prior to instruction and after completion of the course to assess their comfort level with working up patients and readiness for APPEs. Student perceptions were compared pre- and post-assessment. Additionally, performance on assignments and results from a voluntary course evaluation were assessed. FindingsOne hundred and fifty-two (100%) students enrolled in the Pre-APPE Workshop completed the pre- and post- self-assessments. Differences in student comfort level were found between the pre- and post-course self-assessments (median, [interquartile range]) related to performing an inpatient workup (3 [2–3] versus 3 [3–3], median change 0 [range − 2, 3]), and the outpatient workup (3 [2–3] versus 3 [3–4], median change 1 [range − 2, 3]), Overall, students felt more prepared to start APPEs after the Pre-APPE Workshop (3 [2–3] versus 3 [3–4]). SummaryIncorporating teaching of the patient workup process into the pre-APPE curriculum improved student pharmacist's comfort level with completing patient workups, and perceptions of preparation for APPE rotations.

Exploring How Undergraduate Psychology Majors Seek Information and Experiences for Career Preparation

Background American Psychological Association Guidelines for Undergraduate Education (2013) encourage workforce preparation among undergraduate students, and the field of psychology has implemented this recommendation in various ways. Objective The present study investigated what sources undergraduate psychology students use to find information about and experiences they seek in preparation for their future careers, and what characteristics are associated with this process. Method Undergraduate participants ( N = 354) described the number and type of sources from which they sought information and experiences on careers, and also provided demographic information (e.g., academic achievement). Results Participants primarily used the Internet, advice from friends/family, and a career orientation course to find information, with higher academic achievement predicting the use of more sources. They sought a variety of experiences to enhance career opportunities (e.g., volunteering), with academic achievement and class standing as positive predictors of seeking more of such experiences. Conclusion To maximize students’ success, psychology departments should show students everything that the department and university have to offer by way of career information and preparation. Implications Departments should encourage students to use resources within the psychology department, include career information in orientation courses, in addition to regularly encouraging familiarity with on campus career centers.

Factors Affecting Social Entrepreneurial Intention: An Application of Social Cognitive Career Theory

Abstract This paper aims to apply Social Cognitive Career Theory (SCCT) to investigate social entrepreneurial intention factors. In particular, the impacts of social entrepreneurship education and prior experience with social organizations on social entrepreneurial intention through the mediating roles of social entrepreneurial self-efficacy and social entrepreneurial outcome expectations are scrutinized. Based on a dataset of 503 individuals who have completed social-entrepreneurship orientation courses, the analysis results reveal that the other direct hypotheses are supported except for the insignificant direct effect of social entrepreneurship education on social entrepreneurial outcome expectations. Thus, the applicability of SCCT in the context of social entrepreneurship is confirmed. In addition, the sequential mediating roles of social entrepreneurial self-efficacy and social entrepreneurial outcome expectations are also supported by this study. These two mediators fully and complementarity play a factor in the respective effects of social entrepreneurship education and prior experience on social entrepreneurial intention. Policymakers and educators can rely on the findings of this study to design curricula that aim to enhance the social education and experience of learners to stimulate social entrepreneurial intention.

Trauma Care Training in Vietnam: Narrative Scoping Review.

BackgroundThe model of trauma in Vietnam has changed significantly over the last decade and requires reforming medical education to deal with new circumstances. Our aim is to evaluate this transition regarding the new target by analyzing trauma and the medical training system as a whole.ObjectiveThis study aimed to establish if medical training in the developing country of Vietnam has adapted to the new disease pattern of road trauma emerging in its economy.MethodsA review was performed of Vietnamese medical school, Ministry of Health, and Ministry of Education and Training literature on trauma education. The review process and final review paper were prepared following the guidelines on scoping reviews and using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flowchart.ResultsThe current trauma training at the undergraduate level is minimal and involves less than 5% of the total credit. At the postgraduate level, only the specialties of surgery and anesthesia have a significant and increasing trauma training component ranging from 8% to 22% in the content. Trauma training, which focuses on practical skills, accounts for 31% and 32% of the training time of orientation courses for young doctors in “basic surgery” and “basic anesthesia,” respectively. Other relevant short course trainings, such as continuing medical education, in trauma are available, but they vary in topics, facilitators, participants, and formats.ConclusionsMedical training in Vietnam has not adapted to the new emerging disease pattern of road trauma. In the interim, the implementation of short courses, such as basic trauma life support and primary trauma care, can be considered as an appropriate method to compensate for the insufficient competency-related trauma care among health care workers while waiting for the effectiveness of medical training reformation.

“Swedes’ relations to their government are based on trust”

Civic orientation has become one of the dominant immigrant integration policies in western Europe, with the aim of transmitting knowledge, norms, and values, thereby furthering “integration” into the new country. However, there is a not much research regarding how the educational content is communicated and negotiated in civic orientation courses in practice. This article aims to bring more empirically based knowledge in this field. The case study discussed in this article explores one specific module, entitled “nature and environment”, in civic orientation courses for newly arrived adults in Sweden. This is done through participatory observations in the courses, both in classrooms in real life and on the internet and exploring in detail the negotiations between the civic orientation communicators and the course participants. The analyses show how a real “success story” of Sweden and its citizens is constructed through an overall discourse of Swedes high awareness of the environment and nature, not least through comparisons between geographical spaces in the world. The analyses also re-veal antagonistic voices about the content, although these are not particularly strong. We suggest that there is an urgent need to critically reflect on the aim, content, and teaching practices of civic orientation courses for newly arrived migrants, as these more seem to contribute to the Swedish nation’s reproduction of “banal nationalism”.

„Wie ist das denn in deinem Heimatland?“ Kommunikative Muster invektiver Kulturvergleiche im Orientierungskurs

Abstract The German Orientation Course is considered as one of the most important measures of integration policy in Germany. It is a mandatory German language and cultural course dedicated to refugees and immigrants. It aims to provide knowledge about the German political system and certain ‘cultural’ German values. This article examines the Orientation Course as an intercultural encounter, as a place which is institutionally and politically framed and also as a hierarchically didactic arena where cultural mediation takes place. It illustrates also how invective communication happens through the establishment of certain communicative patterns which can degrade or disparage social groups. Based on participatory observation in the Orientation Course using the Genre Analysis, this article argues in which ways these communicative patterns can affect the social order and unite or shape groups.

FA’AALIYYAH ‘AMALIYYATH MUHAADHARAH AL-LUGHAH AL-‘ARABIYYAH ‘ALAA MAHARAH AL-KALAAM LIL MAJMU’AH (OCC) BI MA’HAD UMMUL QURO AL-ISLAMI BOGOR

This research defines the identification of the educational activities of the lecturer and to know how to speak Arabic in the Orientation Courses Club (occ), and this study is to determine the effectiveness of the aim of the speaker in improving Arabic speaking skills in the Orientation Courses Club (occ) at the Umm Al-Qura Islamic Institute, Bogor. It is hoped that teachers will pay more attention to the students' learning process, especially in participating in limited Arabic activities and Arabic speaking skills. They should have an awareness of each individual, to be motivated to participate in the activities of limited Arabic and speak Arabic frequently and should be used as assessment materials in which Arabic modernization activities can be used as a way to improve Arabic speaking skills

The Role of Social Adjustment in a Collegiate Behavioral Activation Program.

The transition to college is associated with significant changes in social support networks and concomitant increases in depressive symptoms. First-year students who are more socially engaged within their new academic settings may experience greater overall wellbeing. Behavioral activation (BA) is an evidence-based intervention which promotes individuals' engagement with valued activities and has been examined as a possible primary prevention for depressive symptoms among first-year students. Yet, the important role of social adjustment, and its impact on students' activity level, has not yet been considered. The current study is a secondary data analysis of research evaluating a BA-based intervention embedded into a first-year orientation course. The aim of the project was to evaluate the efficacy of BA on improving social adjustment and the effect of social adjustment on subsequent depressive symptoms. A diverse sample of college students (n = 71) attending a state university in the mid-Atlantic region reported on their levels of depression, behavioral activation, and social adjustment. Students then received either BA or standard programming. Results suggest that improved engagement in valued activities at mid-intervention was associated with increases in students' perceptions of their own social adjustment. This, in turn, predicted steeper decreases in rates of depressive symptoms post-intervention. Findings also indicate that greater social adjustment improved the efficacy of a BA-based intervention in reducing depressive symptoms, but had no impact on depressive symptoms for students receiving the standard orientation programming.

\u201cThis course is like a compass to us\u201d \u2013 a qualitative study on newly settled migrants\u2019 perceptions of civic and health orientation in Sweden

BackgroundMigrants face structural, socio-political barriers in their resettlement processes that negatively affect their health. Migration also adversely impacts resources such as social capital and health literacy that are of importance for health and integration into society. Hence, there is a need for health promotion in the early post-migration phase. In Sweden, newly settled refugee migrants who have received a residence permit are offered an Introduction programme including a civic orientation course. The program is intended to facilitate access to the labour market and promote integration. The aim of the study was to explore participants’ perceptions and experiences of a civic orientation course with added health communication.MethodsWe performed six focus group discussions: two in Arabic, two in Farsi and two in Somali. The discussions were facilitated by native speaking moderators. Participants were 32 men and women recruited from civic orientation classes in the county of Stockholm. We used an interview guide with semi-structured questions. The data were analysed using a method for content analysis for focus group discussions.ResultsThree main categories were identified: (1) ‘The course gives valuable information but needs adjustments’, which includes that the civic and health orientation is needed earlier, during the asylum phase, and that planning and course content need adjustments. (2) ‘The health communication inspired participants to focus on their health’, which includes that the health communication was useful and inspired uptake of healthier habits. (3) ‘Participation in the course promoted independence and self-confidence’, which includes that the course gave insights into society and values in Sweden, and promoted independence and new social contacts.ConclusionThis study adds knowledge about the users’ perspectives on the potential of civic orientation to promote the health and integration of newly settled migrants, describing ways in which civic orientation with added health communication promoted health and empowerment. However, the content and delivery of the course need adjustment to better fit the migrants’ life situations and varying pre-existing knowledge.

The Cave and Service-Learning: Developing a Sense of Belonging in Summer Bridge

This article focused on findings of case study that explored the use of Plato’s “Allegory of the Cave” to supplement a service-learning project. The project was initiated in an academic orientation course as a part of a summer bridge program in order to foster a sense of belonging. Data from written reflections and a focus group centered around (a) belonging, (b) socio-academic integration, and (c) finding one’s self. Findings suggest that helping students transition into their new environment by using their strengths to help others through a service-learning project connects the students to the university, thus, reinforcing their sense of belonging.

Effectiveness of a Novel Smartphone Health Education Intervention in Enhancing Knowledge, Attitudes, and Practices for the Prevention of Respiratory Tract Infections Among Private Hajj Pilgrims From Malaysia.

This study was aimed to develop and evaluate the efficacy of a health education program for increasing knowledge, changing attitudes, and promoting prevention practices to reduce the incidence of RTIs among Malaysian Hajj pilgrims. A quasi-experimental study was done among 130 Hajj pilgrims attending Hajj orientation course organized by a private Hajj tour companies. Hajj pilgrims assigned to intervention group (n = 65) and control group (n = 65). Data were collected baseline and after return from Hajj using a validated questionnaire. Mixed design repeated measure ANOVA was used to analyse the effect of group, time, and group-time interaction on the dependent variables. There was a significant improvement in knowledge, attitude and practice scores in the intervention group compared to the control group. Based on the findings of the interaction of time and group, there was a significant statistical difference for post intervention for knowledge (p = 0.005), attitude (p = 0.041), and practice (p = 0.002). The newly-established health education intervention smartphone application was effective in improving KAP toward RTIs prevention among pilgrims.