Specific Groups Of Students Research Articles

School soft drink availability and consumption among U.S. secondary students.

Consumption of sugar-sweetened beverages (SSBs) such as soft drinks has been associated with significantly increased energy intake and body weight. One strategy used to reduce soft drink consumption among adolescents has been reducing availability in schools; however, research is limited on associations between availability of soft drinks in school and student consumption. This study examines associations between regular and diet soft drink availability in schools and student consumption using data from 329 secondary schools and 9284 students. Data were obtained from two sources: (1) nationally representative cross-sectional samples of students in Grades 8, 10, and 12 from U.S. public and private schools in 2010 and 2011 in the Monitoring the Future study and (2) administrators of the same schools in the Youth, Education, and Society study. Multilevel modeling conducted in 2012 examined associations between school availability and student consumption controlling for student sociodemographics and school characteristics. In the total sample of more than 9000 students, regular and diet soft drink availability in school was not related to student consumption of these beverages in multivariate models. Yet, among African-American high school students, school regular and diet soft drink availability was significantly related to higher daily consumption (both before and after controlling for student and school factors). Although removal of soft drinks from schools may not result in significantly lower overall student consumption, such actions may result in significant decreases in soft drink consumption for specific student groups.

Towards a Bernsteinian language of description for mathematics classroom discourse

This article aims at developing an external language of description to investigate the problem of why particular groups of students are systematically not provided access to school mathematical knowledge. Based on Basil Bernstein’s conceptualisation of power in classification, we develop a three-dimensional model that operationalises the contextual boundaries, the linguistic features and the structure of knowledge, and their respective relations to power on a not too high level of abstraction. The contribution of this article consists of a systematic connection of classification with the latter two dimensions that abides the generative principles of Bernstein’s internal language of description. Finally, we illustrate the analytical potential of the three-dimensional model through a brief discussion of one classroom episode.

A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning

This article explores the experiences of social work students who viewed themselves to be multiply marginalised in universities in England. It draws on data from a Department of Health-funded study into Diversity and Progression that investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students. In-depth interviews (forty-one) and focus groups (nine) were conducted with students and a wide range of social work education providers in eight universities in England to identify how individual and institutional factors interact to affect learning experiences on social work programmes. The results show that subtle manifestations of marginalisation are at play in the learning environment for these groups of students. Overall, the findings highlight the ways in which various forms of discrimination coalesce to disempower particular groups of students. The article concludes by considering the implications and challenges for social work educators in minimising such discriminatory processes.

Academic library use and student retention: A quantitative analysis

A key component of Vincent Tinto's model of retention is the importance of student integration in the academic institution. Library use can be regarded as a form of integration within such institutions. A quantitative approach was applied to demonstrate how institutional data can be combined to examine library use and retention at a single institution. Undergraduate student and library use data were analyzed to identify results that suggested associations between library use and student retention. Library use was measured by log-ins to electronic resources, as well as borrowing from the library. The undergraduate students enrolled for the first time in 2010 comprised the population, Sub-group student characteristics, age and socioeconomic status, underwent further analysis. The findings show retained students log-in to authenticated resources and borrow from the library at higher rates than withdrawn students. Mature age students withdraw from the university at higher rates than younger students. Log-ins to authenticated resources increase as students progress over time through their university programs. No notable associations were found among socioeconomic background, library use, and retention. For the institution, these findings can inform the development of library services to target specific student groups on the basis that higher library use may lead to improved integration and retention. In addition, the study describes a research design that is replicable in other institutions and contributes to library use and retention literature.

Limiting Opportunities to Learn in Upper‐Secondary Schooling: Differentiation and Performance Assessment in the Context of Standards‐Based Curriculum Reform

This study presents an analysis of the consequences for students when performance assessment and differentiation practices are combined, as part of attempts to increase minimum standards within upper‐secondary schooling. Recent standards‐based curriculum reform in Australia demonstrates how a focus on minimum levels of achievement can limit the benefits of performance assessment and result in differentiation practices that define the learning contexts for specific groups of students and restrict their opportunities to learn and achieve. The conclusions presented are based on analyses of the revised curriculum design, as well as investigations into the implementation of the new curriculum within three schools. Teachers’ planning documentation for learning and assessment, along with semi‐structured interviews with school leaders, teachers and students, provided insight into school‐based practices resulting from the revised curriculum. Analyses of both the curriculum and its early implementation reveal that standards‐based reforms to curriculum can lead to differentiation practices that restrict outcomes for students who traditionally do not succeed in schooling. This study also demonstrates that the nature of the differentiation practices adopted by schools during the implementation of minimum standards depends on the prevailing perceptions and practices within local school contexts.

Identifying teaching methods that engage entrepreneurship students

PurposeEntrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.Design/methodology/approachThe Australasian Survey of Student Engagement (AUSSE) instrument was used to provide 47 well established engagement criteria. The results from 393 students (33 per cent response rate), and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method.FindingsThis method described in this paper identified, for undergraduate entrepreneurship students, the most engaging teaching methods as well as the least engaging. This approach found that from amongst the particular range of teaching methods in the courses in this case study, poster reports was the most engaging, followed by a team‐based learning method. This approach also identified one teaching method that was not engaging, suggesting it could be discontinued.Practical implicationsThese results give entrepreneurship educators with access to engagement data collected by the National Study of Student Engagement (NSSE), or the equivalent AUSSE study, a practical method for assessing and identifying teaching methods for student engagement for their particular profile of students, and in their particular teaching situation.Originality/valueThe application of established measures of engagement is novel and provides insights into specific teaching methods for enhancing the engagement of particular groups of students at the course level. It is a method that could be applied in fields other than entrepreneurship education where NSSE or AUSSE data is available.

To what extent do science ESP learning materials fit the purpose for which they have been devised? An evaluation in terms of Cronje’s (1993) criteria

English for Specific Purposes (ESP)learningmaterials are devised to meetidentified language needs of a specific group of students. They also reflect a view ofthe nature of language and learning, and foster collaboration among lecturers in aspecific programme. These materials are situation-specific and form the backbone ofa course. Since materials can be judged for a particular purpose, they warrant to beevaluated on a regular basis. As part of an ESP course evaluation, English and StudySkills (ESS) materials were evaluated in terms of Cronje’s (1993) adapted criteria. The findings thereof can be used to improve the teaching of the ESP course and enhancethe performance of the target students.

Engaging Secondary School Students in Food-Related Citizenship: Achievements and Challenges of A Multi-Component Programme

Global food security and sustainability, animal welfare, dietary health, and socially just relations of food production have become prominent societal issues. They are of particular concern for young people as their lives progress towards becoming independent consumers and citizens with the capacity to shape food systems of the future. This paper examined the role of the Food for Life Partnership programme in promoting young people’s engagement with food-related citizenship education in secondary schools. The research consisted of a two stage study of 24 English schools. We surveyed experiences and attitudes of students and staff, and recorded programme activities. The results presented a mixed picture. Staff reports and monitoring evidence showed much successful implementation of programme activities across the whole school. However, there was less evidence of positive student behavioral change. Amongst a range of possibilities to account for the findings, one explanation is the organizational challenges of delivering a complex and ambitious programme in the secondary school setting. This suggests the need to develop food citizenship programmes that combine long term institutional reforms alongside focused interventions with specific groups of students. It also highlights the case for ensuring a place for food related citizenship on the educational policy agenda.

Oral versus written assessments: a test of student performance and attitudes

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both ‘scientific’ and ‘personal development’ topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or ‘professionalism’ of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity’.

What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics

Despite the increase of women earning degrees in STEM fields, there continues to remain a dearth in the number of women pursuing terminal degrees in mathematics. Additionally, Black women are nearly invisible in the field. This qualitative study examined the undergraduate and graduate experiences of twelve Black women mathematicians. A Black feminist framework embedded with a grounded theory approach was implemented. Variations were discovered for the women who attended an HBCU versus those who attended a non-HBCU for their undergraduate degree. Mentorship, a supportive program, and study groups were prime indicators that the women attributed to their success. Future implications suggest finding ways to minimize feelings of isolation from doctoral programs in mathematics and allowing further opportunities for mentorship.Keywords: Black women, mathematics, undergraduate and graduate institutions, STEM fieldsINTRODUCTIONFor much of its history, mathematics was considered to be an elite field, primarily for White men. The welcome for women participating in the field has been less than inviting. Nevertheless, since the 19th century American women have adapted and entered the mathematical arena in small groups (Murray, 2000). Recent reform efforts at the secondary and postsecondary levels have focused on practices, policies, and interventions designed to increase the number of women in science, technology, engineering, and mathematics (STEM) fields. There has been some progress and there is an increase in the number of women pursuing STEM careers. However, despite these advances, the presence of Black women mathematicians has been nearly invisible. Furthermore, with the exception of Kenschaft (1981, 2005), Black women's presence in the literature describing the professional and formative experiences of mathematicians (Albers & Alexanderson, 2008) and women scientists (Case & Leggett, 2005; Murray, 2000; Warren, 1999) has been fairly minimal and largely limited to descriptions of their individual experiences. In this article, the authors report findings from a study of twelve Black women mathematicians. The goal of this article is to describe those experiences from undergraduate and graduate programs that the women have recorded as being significant in the completion of their doctorate degree in mathematics, with the goal of informing a model of success for underrepresented students in advanced mathematics.Educators conjecture that several reasons impede the progress of women and other underrepresented groups in mathematics beyond the baccalaureate degree. For example, a lack of self-efficacy in mathematical abilities can deter particular groups of students from pursuing the field. Powell (1990) claimed that minority students have internalized a self-perception of incompetence in mathematics and science (p. 292), and this can be true of girls and women as well (Leedy, LaLonde, & Runk, 2003; Tartre & Fennema, 1995). In addition, teacher and faculty perceptions and practices (Burrelli, 2008; Fennema, Peterson, Carpenter, & Lubinski, 1990; Ferguson, 2003), institutional and departmental structures (Herzig, 2004), and a lack of role models (Nichols & Tanksley, 2004) have all been suggested to have an impact on underrepresented groups' persistence in mathematics. Describing the barriers that block women and minority students from continuing in the field of mathematics is another goal that this article seeks to address.Data sources from a larger study of African American mathematicians are used (Walker, 2009a, 2009b, 2009c), and builds on interviews and analyses conducted by Borum (2010). By examining the undergraduate and graduate experiences of Black women who have obtained their doctorate degree in mathematics, these authors seek to contribute to a broader discussion about the role of race and gender in the experiences of students pursuing advanced degrees in STEM fields. The motivating questions for study are the following:* How do Black women who have earned their PhDs in mathematics describe their undergraduate experiences in mathematics? …

Examining Shades of Grey with Students: Social Justice Education in Action

The researcher undertook a critical examination of an innovative social justice education course being piloted at an urban high school in the prairie region of western Canada. The research involved observations, conversations, document analysis, and in-depth interviews with a small number of students and teachers, in order to analyze the daily experiences, challenges, and successes of a group of students and teachers who have undertaken to address issues of discrimination, social justice, and human rights in their school. This research links ongoing academic and school work by focusing attention on the experiences of a specific group of students and their teachers in a unique and promising social justice education program. Findings point to a number of strengths of the course, including the comprehensive nature of the information surveyed, the strong theme of student involvement, the passion and commitment of the teachers, their honoring the complexity of understanding current social justice issues, the appropriateness of the course to student interests and strengths, the inquiry approach taken by the teachers, and the daily use of technology and the Internet in their learning.

Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate assessment for accountability purposes. Working within these two systems, educators need technically sound measures to inform decision making. This study presents scaling results from a Curriculum Based Measurement tool designed within an RTI framework and specifically for persistently low-performing students. We use the phrase “persistently low-performing students” to refer to a specific group of students who have been identified with a nonsevere learning disability and who perform well below grade-level expectations. Key findings indicate that items appear to function well in the lower tail of the distribution of students' estimated ability level. Further, the distribution of items is positively skewed, resulting in many accessible items that are most informative for low-performing students. Results provide initial validity evidence for the measurements as one source of data for progress monitoring within an RTI framework and the identification of persistent low-performing students who may be eligible for a large-scale assessment option other than the general grade-level assessment.

Pharmacology podcasts: a qualitative study of non-medical prescribing students' use, perceptions and impact on learning

BackgroundThere is growing research on student use of podcasts in academic settings. However, there is little in-depth research focusing on student experience of podcasts, in particular in terms of barriers to, and facilitators of, podcast use and students' perceptions of the usefulness of podcasts as learning tools. This study aimed to explore the experiences of non-medical prescribing students who had access to podcasts of key pharmacology lectures as supplementary learning tools to their existing course materials.MethodsSemi-structured interviews were carried out with seven non-medical prescribing students (average age = 43 years), all of whom were nurses, who had access to seven podcasts of key pharmacology lectures. These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT. Low, medium and high users of the podcasts took part in the interviews in order to access a variety of student experiences. Interview data was analysed using thematic template analysis to identify key themes surrounding student experience of podcast availability, particularly in relation to barriers to and facilitators of podcast use, and students' experiences of podcasts as a learning tool.ResultsStudents used podcasts for a variety of reasons such as revisiting lectures, preparing for exams, to clarify or revise specific topics and, to a lesser extent, to catch up on a missed lecture. Barriers to podcast use centred mainly around technological issues. Lack of experience of the technology required to access podcasts proved a barrier for some students. A lack of access to suitable technology was also a reported barrier. Family assistance and I.T. assistance from the university helped facilitate students' use of the podcasts. Students found that using podcasts allowed them to have greater control over their learning and to gauge their learning needs, as well as helping them build their understanding of a complex topic.ConclusionsStudents used podcasts for a variety of reasons. Barriers to podcasts use were generally related to technological issues. Students often found that once assistance had been gained regarding these technological issues, they accessed the podcasts more easily. Students felt that access to podcasts added value to their learning materials by allowing them to better manage their learning and build their understanding. Podcasts represent a valuable additional learning tool for this specific group of older students.

Acquiring academic literacy: a case of first-year extended degree programme students

The way in which academic literacy is acquired is described in the work of many researchers, some of whom speak of students in higher education serving an apprenticeship during which they become acculturated into the discourse of the discipline. But often weaker first-year students will miss the discipline-specific codes that characterise the discourse, making the process of acquisition more difficult. In this article we report on the findings of an in-depth study that explored the experiences of a specific group of under-prepared first-year students on an extended degree programme in order to determine how they sought to acquire academic literacy - this particularly in view of their having been exposed to a dedicated academic literacy module as part of the programme offering. What emerged was an understanding of students, particularly less prepared students, having to negotiate a series of boundaries in order to assume membership of the larger academic community, on the one hand, as well as the different disciplines, each with its own conventions and discourse, on the other. In this context, the potential of an aligned and integrated academic literacy module to enable such negotiation would appear to have relevance.

Secondary Data Analyses of Conclusions Drawn by the Program Implementers of a Positive Youth Development Program in Hong Kong

The Tier 2 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) is designed for adolescents with significant psychosocial needs, and its various programs are designed and implemented by social workers (program implementers) for specific student groups in different schools. Using subjective outcome evaluation data collected from the program participants (Form C) at 207 schools, the program implementers were asked to aggregate data and write down five conclusions (n = 1,035) in their evaluation reports. The conclusions stated in the evaluation reports were further analyzed via secondary data analyses in this study. Results showed that the participants regarded the Tier 2 Program as a success, and was effective in enhancing self-understanding, interpersonal skills, and self-management. They liked the experiential learning approach and activities that are novel, interesting, diversified, adventure-based, and outdoor in nature. They also liked instructors who were friendly, supportive, well-prepared, and able to bring challenges and give positive recognition. Most of the difficulties encountered in running the programs were related to time constraints, clashes with other activities, and motivation of participants. Consistent with the previous evaluation findings, the present study suggests that the Tier 2 Program was well received by the participants and that it was beneficial to the development of the program participants.

Out‐of‐school learning: variations in provision and participation in secondary schools

There is overwhelming evidence of the benefits of out‐of‐school learning. It is likely to be particularly important for disadvantaged students who have fewer material and cultural resources in the home to supplement their classroom work. However, despite the research evidence and political moves to promote out‐of‐school learning, it would appear that the provision of such activities is increasingly threatened by resource constraints, regulation and risk aversion. The research reported here set out to investigate how schools experience these and other difficulties and how they differentially affect the provision of and participation in out‐of‐school learning activities. Data, collected through a UK‐wide questionnaire survey and case studies in 12 schools, indicate that there is wide variation in the amount and quality of out‐of‐school learning opportunities that schools provide. The inequalities created by these varying levels and types of provision of out‐of‐school learning activities are compounded by uneven participation. Those schools reporting lower levels of participation were most likely to be those with the highest levels of free school meal eligibility. Particular groups of students that were seen to be ‘missing out’ on learning activities included those from poor homes and from minority ethnic communities (especially Muslim girls). In addition to self‐exclusion from out‐of‐school visits, it would appear that school ‘bans’ on pupil participation are commonplace. These variable patterns of provision and participation reveal significant inequalities in students’ experience of out‐of‐classroom learning.

Governmental Reform and Education for the Gifted in Japan: A Current Analysis

Though targeted for governmental reform since 2002, services envisioned for gifted and talented students have not materialized in Japan. From the perspective of his personal experience as a Japan Fulbright Memorial Fund participant in 2005 and an extensive review of available literature and contacts with the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), the author examines reasons for this lack of progress. Resistance may be attributable to cultural factors and other pragmatic issues, such as competition to gain entrance in the most prestigious Universities. However, losses of confidence in Japanese public schools and limited progress with reform efforts in general have also contributed to the current situation. The author suggests adoption of the Schoolwide Enrichment Model (SEM) might counter many objections to providing services to a specific group of students, as well as improving the quality of Japanese education in general.

Using student generated audio to enhance learning

This paper explores the issues surrounding the use of audio in learning and offers an alternative to podcasting. It considers the practicalities of enabling students to generate their own audio recordings and the potential to enhance and personalise learning in a self directed way that suits their individual learning styles. There is some discussion of hardware and its accessibility, cost and ease of use as well as protocols on what audio can/cannot be recorded or shared amongst students. The paper explores different types of scenario where recording can be used beneficially and uses real student case studies to demonstrate its efficacy, as perceived by the students. There is also particular emphasis on the benefits to specific student groups, including those with English as an additional language or students with learning difficulties. In summary the paper gives evidence of how student generated audio can be embedded into the curriculum and the benefits it can bring.

保育士養成課程の学生に対する英語学習に関する調査 －English for Specific Purposes（ESP）の視点から― English for Specific Purposes (ESP) for Students of Early-Childhood Education: Focus on Needs Analysis

English for specific purposes (ESP) is suggested here as one possible direction in English education programmes for prospective nursery school teachers. ESP refers to the teaching of English as it relates to a particular field of study as needed by a specific group of students. In Japan, several studies on ESP (e.g., Terauchi, 2005; Hashimoto, 2000; Miyama, 2000; Yamazaki, 2000; Yoshida, 2000; Sasajima, 2000) have been conducted. This paper further contributes to the ESP literature by focusing on the specific English language needs of students studying to become nursery teachers. Because the number of foreign children at Japanese nursery schools is increasing, nursery school teachers are more likely to be placed in situations where they have to communicate with foreign children and their parents using English (Osuka, 2006). Therefore, as part of this study, a needs analysis was carried out in order to develop a curriculum introducing ESP into the study of early-childhood education. The participants in this study were 52 freshmen majoring in early-childhood education at a private college. The materials used in this study were four questionnaires on preferred English learning styles, based on Kikuchi (2005), desired English skills at college, based on Hayasaka (1995), desired English lessons at college (Carreira, in press), and desired English lessons concerning children (Carreira, in press). Also, open-ended questions were asked. This paper explored the following research questions: 1. What are the preferred English learning styles of students in early-childhood education? How many clusters can be found? 2. What are the desired English skills of students preparing for a career in early-childhood education? Among the clusters, how different are these desired English skills? 3. What kinds of English lessons do students in early-childhood education programmes want to get? Among the clusters, how different are the English lessons they want to get? 4. What kinds of English lessons concerning the teaching of children do the students in early-childhood education programmes want to get? Among the clusters, how different are these English lessons which students want? The results revealed that the participants (a) want teachers to use Japanese in English classes, (b) want teachers to correct all their mistakes immediately, (c) want to learn daily conversation in English, (d) want to understand English in movies and television and radio programs and (e) want to get lessons using English movies and English songs for children. The results can be divided into two groups using cluster analysis; one representing negative attitudes towards English learning and the other representing positive attitudes towards English learning. A t-test was conducted to compare the scores on all the items between the negative attitudes group and the positive attitudes group. The results showed there were significant differences between the two groups. Whereas the negative attitudes group tended to want to learn English using movies and TV programs, the positive attitudes group tended to want to communicate with native English speakers and practice-teach at nursery schools abroad. Therefore, considering students’ needs ESP courses can be introduced in early-childhood education. Suggestions include lessons using movies and TV programs for children and daily English conversation as required subjects, increased communication with native English speakers and practice-teaching at nursery schools abroad as elective subjects. As a future consideration, we should analyze needs for discourse communities and reveal what kinds of English they need in nursery schools after graduation. 本研究では保育士養成課程におけるESPを取り入れたカリキュラムを開発するために，特に，学習者のニーズに焦点をあて，保育士養成課程の学生が英語教育に対してどのような要望や態度を持っているのかを調査した。調査協力者は，私立大学に属する保育士養成課程52名の1年生である。その結果，本研究に参加した学生は日本語での授業を望んでおり，学生同士で英語を話すようなコミュニケーション活動をあまり好まない傾向にあった。また，誤りをすぐに直してくれることを望んでいるが，一方で，厳しい授業や課題が多い授業は望んでいないことが明らかになった。身につけたいと思っている英語の能力においては，多くの学生が海外に行ったときに困らない英語力を身につけたいと思っており，映画やテレビ番組などを使った授業や読解やリスニングのコツを教えてくれる授業を受講したいと思っているようである。さらに，子どもに関係する映画や歌などに興味があることも明らかになった。 また，「消極的」群と「積極的」群の2つのグループに分けた結果，受講したいと思う英語の授業において2つのグループ間にかなりの差がみられた。特に，英語母語話者と英語でコミュニケーションを行う授業や海外での保育園実習，また試験対策の授業などでその差が顕著であった。

Undergraduate nursing students attitude to mental health nursing: a cluster analysis approach

The use of cluster analysis to determine if specific groups of students could be identified based on their attitudes towards mental health nursing following the completion of a clinical experience in a mental health setting. Research suggests that nursing students generally have a negative image of mental health nursing. This can be improved following clinical exposure in mental health settings, however, specific aspects of clinical experience that might facilitate attitudinal change have been under-researched. Survey. A survey was administered to students (n = 703) immediately after completion of their clinical experience. Cluster analysis was used to identify natural groupings within the study cohort. Three distinct clusters were identified. Cluster 1 demonstrated more positive attitudes, greater confidence and viewed mental health more positively than students in the other two Clusters. They were more likely to be male, have spent at least 30 minutes per shift with a preceptor and have completed shifts of eight hours rather than seven hours. Attitudes to mental health nursing may be influenced by specific demographic characteristics of students and by specific aspects of their clinical experience. The nursing workforce is an essential element of quality mental health service delivery. Knowledge about factors influencing more positive attitudes is important for structuring clinical experience and designing effective recruitment strategies to attract more students into this field of practice.