Programs For Students Research Articles

Potenciando el aprendizaje de programación en estudiantes de educación básica: explorando aplicaciones innovadoras

This documentary research aims to analyze and discuss the literature published from 2018 to 2022 and commercial applications found in the Android and iOS virtual stores, released from 2013 to 2021, aimed at developing learning programming for basic education students. A qualitative approach, exploratory level, and documentary method were used. The main result is a classification of the selected applications, with the application's name, developer, and purpose. In addition to a table with application development reports, publication titles, country, and year. After analyzing the selected publications and applications, it is concluded that programming learning in basic education is stimulated by interactive tools that solve problems oriented to programming logic.

Student-Centric Training and Placement Application

Abstract: In the fast-paced and competitive landscape of today's job market the significance of comprehensive training and placement programs for students cannot be overstated. As a bridge between academic preparation and professional success.this training and placement platform plays and pivotal role in equipping students with the the necessary skills, knowledge, and confidence to thrive in their chosen career path with particular emphasis on training components and their impact on students' development and employability. Nowadays a recruiters seek candidates possessing not only academic qualifications but also practical skills and industry-specific competencies

Examining the Risks of Multiple Types of Interpersonal Victimization for Transgender and Gender Non-Conforming College Students.

Recent research has shown that transgender and gender non-conforming (TGNC) individuals are at risk of experiencing interpersonal violence, yet there may be differences within this group and across victimization types. The current study examined rates of seven types of interpersonal victimization based on six gender identities (cisgender women, cisgender men, trans women, trans men, nonbinary, and another identity) among a national study of college students. Data from the Spring 2021 American College Health Association's National College Health Assessment III (ACHA-NCHA III), a national-level study of U.S. college students, were used. We examined the association between gender identity and seven types of interpersonal violence victimization (violent victimization, sexual victimization, intimate partner violence victimization, stalking, bullying, microaggression, and discrimination) that occurred within the past 12 months. Logistic regression analyses were performed to examine if, when controlling for competing factors, gender identity was associated with an increase in the expected odds of victimization for each victimization type. Analyses revealed that TGNC college students reported experiencing a greater amount of all seven types of victimization compared to cisgender college students. These findings corroborate previous research indicating that rates of interpersonal violence are higher among TGNC college students compared to those who identify as cisgender, even after controlling for sexual orientation, related demographic factors, and substance use. Findings from the current study suggest that there are differences within individuals who identify as TGNC in terms of their risk for interpersonal victimization and that rates differ across victimization types. More work is needed to provide tailored prevention programming for TGNC college students.

Exploring and Practicing the Effectiveness of Imitative Innovative Thinking of College Students in Innovation and Entrepreneurship under the Background of New Engineering Disciplines

This paper focuses on the in-depth exploration and practice of innovation programs for college students in the context of new engineering disciplines, combined with the current development trend of generative AI technology. Through nearly 2 years of practical exploration of college students' imitative innovative thinking, especially in the new undergraduate colleges and universities, college students' innovative thinking cultivation effectiveness has achieved better results. This paper focuses on analyzing the impact of AI technology on the innovation and entrepreneurship projects of college students in new undergraduate colleges under the background of new engineering and the importance of cross-border integration and innovation under the concept of new engineering education, and summarizes and puts forward an inter-disciplinary fusion of imitative innovation of college students' innovation and entrepreneurship teaching ideas in new undergraduate colleges, which focuses on innovation inspiration, project practice, competition-driven, and inter-disciplinary fusion, and aims to improve the students' comprehensive innovation ability and ability to cope with complex problems. ability and the ability to deal with complex problems. It has been proved that this borrowed innovative thinking has significant effect on the cultivation of innovative thinking of college students in new undergraduate colleges and meets the cultivation requirements of local talents in the era of new engineering science.

Learning Orientation Program Social Mobility Communication for Blind Students at SLBN Tasikmalaya

This research aims to describe the design and implementation of a special communication social mobility orientation program for blind students in SLBN Tasikmalaya Regency. This research is descriptive research with a qualitative approach. The research subject was one blind student. Data collection techniques were carried out by interviews and observation. Data analysis was carried out using reduction, data display, and conclusion drawing/verification. The research results show that the preparation stage was carried out by carrying out identification, assessment, analyzing the curriculum and compiling teaching modules. The teaching module includes three activities, namely introductory activities, core activities and closing activities. Preliminary activities contain activities to motivate, focus attention and find out the abilities that students have mastered. In core activities, the teacher uses lecture and demonstration methods. The teacher uses clothing brought by the students. In the closing activity, an assessment is carried out. At the evaluation stage, the teacher carries out formative evaluations during the learning process and after learning. Evaluation is carried out by observation and practical tests. Recommendations for further research are to carry out intervention efforts to improve the quality of learning, such as making innovations in media, teaching materials and assessments.

Summer undergraduate biomedical research program for underrepresented minority students in a rural, low-income state

IntroductionDiversity can enhance the agenda and quality of biomedical research, but a dearth of underrepresented minorities and women serve as biomedical researchers. The study purpose was to examine the impact of the a summer undergraduate research program on self-efficacy in research, scientific communication, and leadership as well as scientific identity, valuing objectives of the scientific community, and intent to pursue a biomedical research career.MethodsUnderrepresented minority and female undergraduate students participated in a mentored research experience in a rural, low-income state.ResultsStudents' self-efficacy in research, scientific communication, and leadership as well as scientific identity, valuing objectives of the scientific community, and intent to pursue a biomedical research career increased post-program compared to pre-program.ConclusionThis study supports implementation of a biomedical summer undergraduate research program for URM and women in a poor, rural, settings.

The Effectiveness of Circuit Training on Agility and Body Mass Index Among Secondary School Students in Putrajaya

The aim of this study was to determine whether a modified circuit training program for less fit secondary school students based on body mass index could improve their fitness levels. The study was designed as a pre and post quasi-experimental, with 20 students randomly selected, participating in eight weeks of circuit training program. The results showed that there was no significant difference in respondents' body mass index before and after (p=0.39) circuit training. However, there is a slight positive correlation on students' agility (r>0.9). This suggests that respondents' fitness levels has a tendency to increse with a frequent implementation of circuit training program. In conclusion, this study suggests that modified circuit training can improve the agility of less fit students if implemented continuously.

Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model.

Dental schools need hands-on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior-knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use. A correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience-sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis. A total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B=0.359, β=0.386, L=0.305, U=0.457, p=0.002) and prior-knowledge readiness (B=-0.056, β=0.306, L=0.305, U=0.457, p=0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior-knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B=0.201, β=0.204, L=0.140, U=0.267, p=0.002). Negative attitude had a negative impact (B=-0.056, β=-0.054, L=0.091, U=0.182, p=0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior-knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior-knowledge readiness, positive attitude toward AR, and expectancy from AR (B=0.041, β=0.046, L=0.026, U=0.086, p=0.054). Infrastructure and prior-knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior-knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands-on experience and program performance by providing training options anywhere and anytime.

Knowledge and Testing of Hepatitis B Virus Infection and Vaccination Awareness among University Students in Kumasi, Ghana: A Cross-Sectional Study.

Hepatitis B is a potentially life-threatening liver infection caused by the hepatitis B virus (HBV) and major global health problem, affecting millions of people globally. Whilst college or university students could serve as a positive vehicle that may aid in the propagation of education in the communities, there is currently paucity of data on knowledge of HBV and vaccination awareness among university students in Ghana. This study therefore assessed knowledge on hepatitis B virus infection, testing, and vaccination awareness among science and non-science students in Ghana. This cross-sectional study included 386 students from the Garden City University College, Kumasi, Ghana, from February to June 2022. A well-structured questionnaire was used to obtain data on knowledge, testing, HBV vaccination status, and sociodemographic characteristics of participants. All statistical analyses were done using SPSS Version 26.0 and GraphPad prism version 8.0. A Chi-square test statistic and logistics regression analyses were used to determine factors associated with study variables among study participants. p value of <0.05 and 95% confidence interval were considered statistically significant. About half (51.5%) of the participants had adequate knowledge on hepatitis B infection with 22.3% demonstrating poor knowledge on hepatitis B infection. A little more than average (51.6%) previously tested for hepatitis B (HBV) whilst 32.9% were highly aware of hepatitis B vaccination and 33.9% were not aware of hepatitis B vaccination. This study found that ethnicity of students (p=0.0020), family history of hepatitis B infection (p=0.0160), and academic cumulative weighted average (CWA) (p=0.0020) were significantly associated with knowledge about hepatitis B infection. Also, students reading science-related programs had more than twice the odds (aOR = 2.56, 95% CI (1.03-5.08), p=0.0210) of having tested for HBV infections before compared to students who read non-science programs. Furthermore, sex (p < 0.0001), family history of HBV vaccination (p=0.0260), CWA (p=0.0060), and the program of students (p=0.0020) were significantly associated with awareness of HBV vaccination. Knowledge of HBV infection among university students is satisfactory but awareness of HBV vaccination and testing is poor. There is a need to enhance educational interventions to improve the general knowledge of HBV infection, testing, and vaccination in Ghana especially among non-science students.

Student interactions with ethical issues in the lab: results from a qualitative study

Student researchers encounter ethical issues daily, but little is known about their unique perspectives. This article presents the results of 30 qualitative semi-structured interviews exploring students’ views and experiences around ethical issues in research groups. During the interviews, students were asked to describe challenges and successes they have encountered in their lab, their conception of what counts as an “ethical issue in research,” and how they handle these issues when they arise. Against this background, the article discusses students’ conceptions of ethical issues in research environments, the types of issues students reported facing, how these issues were ultimately resolved, and finally, the factors, internal qualities, and lessons learned that help students thrive in research environments, as well as some of the challenges students face – especially international students. Many of the ethical challenges interviewees discussed focused on interpersonal issues, highlighting the intense collaboration most graduate students have with their colleagues and supervisors. Findings from this study point to the need for targeted training programs for students and faculty supervisors focusing on building mentoring relationships and finding space in the lab where open communication can occur around ethical research practices.

Consider creating transition program for new students with disabilities

For some students with disabilities, the transition to ­college represents a significant challenge. Some students move from a small high school where the staff knew them and their peer group was limited to a large university where they are anonymous and their class contains thousands of other students. Many students haven’t yet ­developed self‐advocacy skills. They may lack academic skills, too. Some have never stayed away from home overnight.

An assessment of barriers and facilitators of near-peer coaching on surgical clerkships: a mixed-methods study from resident’s perspective

PurposeWe implemented a near-peer (resident–student) coaching intervention in 2021–2022 to improve clerkship students’ health system science (HSS) learning and application. This study thus sought to identify implementation barriers and potential facilitators of an effective HSS near-peer coaching program for clerkship students from the resident coach’s perspective at a single tertiary-care institution.MethodsA mixed-methods study design was employed. Thirty surgical residents volunteered to serve as HSS coaches for rotating third-year medical students during the 2021–2022 academic year. Coaches were asked to complete an exit survey, and a subset was purposefully sampled to complete semi-structured interviews. Transcripts were coded and analyzed with a framework method to identify emergent themes indicative of the barriers and facilitators of effective implementation of this near-peer HSS coaching program.ResultsA total of 20/30 (67%) resident coaches completed the survey and 50% of these residents (n = 10/20) completed an interview. Coaches facilitated multiple meetings (ranging from 1 to more than 5 times) with their assigned students over the course of the 3-month surgical rotations. Most coaches who deemed themselves successful in coaching reported early prioritization of setting individualized clerkship goals. Rapport building and strong communication were also important factors identified in facilitating effective near-peer cognitive coaching relationships.ConclusionsOur study suggests that, from residents’ perspective, effective near-peer coaching by residents on surgical clerkships requires special emphasis on early goal setting, as well as training and development of coaches in skills, such as feedback delivery, and rapport building to encourage strong resident–student coaching relationships that cater to the individualized needs of the learner.

The Role of School Principals in Improving the Quality of Learning

SMK, an educational institution focused on producing graduates capable of finding employment, pursuing further study, or starting their own business, becomes a strategically crucial educational institution to generate graduates prepared for the workforce. This study clarifies how school principals might raise the standard of instruction at SMKN 1 Ciomas. A descriptive qualitative research method was employed. At SMKN 1 Ciomas Bogor, this study was carried out. The head of the study program, students, the vice principal of curriculum and student affairs, and the principal were all interviewed. Every document about the research issue is examined through document studies. Data reduction, data presentation, data verification, and data collecting are all used in data analysis procedures. As part of his leadership responsibilities, the principal of SMKN 1 Ciomas plans and develops programs for teachers and students. He then works with businesses and industry to implement the programs and provides orientation to goods and services. Finally, he supervises and evaluates the students' learning as it occurs.

Evaluation of the Implementation of the International Credit Transfer Program of Makassar State University

In 2021, Universitas Negeri Makassar (UNM) first became one of the universities participating in the International Credit Transfer Program (ICT) and made Universiti Kebangsaan Malaysia (UKM) one of the partner universities. Thus, this study aims to evaluate the implementation of ICT held online by UNM for one semester. The evaluation model used in this study is an illuminative evaluation model that focuses on qualitative data collection using observation, interview, and document review methods. The results showed that the implementation of ICT by UNM went quite well. This is evidenced by the achievement of the goals of the ICT program for universities and students. In addition, this program motivates students to take part in other international programs participated in by UNM and organized by the government. However, there are some problems encountered by UNM and students during the program. Such as communication problems of the committee and participants, to administrative problems. In conclusion, ICT is incredibly good to be followed again by UNM, seeing the magnitude of the impact and enthusiasm of the students. However, improvements to the administrative and communication systems must be completed first before returning to participate in the following years.

Technology-based interactive communication simulation addressing challenging communication situations for nursing students

BackgroundSimulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited. PurposeThis study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction. MethodA randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants. Participants were randomly assigned to either a technology-based interactive communication simulation or an attention control group. Changes in communication knowledge, self-efficacy, skills, compassion, and program satisfaction were assessed using three self-reported measures and communication skills were measured by the raters. Statistical analyses included descriptive analyses, chi-square tests, t-tests, and a generalized estimating equation model. ResultsEighty students participated in one of the two programs, and 77 in the four-week follow-up test. The intervention group indicated significant improvements in communication knowledge, self-efficacy, skills, and compassion, as well as higher program satisfaction compared with the attention control group. Communication skills as assessed by raters also showed significant change at all assessment time points. ConclusionThe technology-based interactive communication simulation program is effective in improving communication skills among nursing students managing geriatric patients and end-of-life care.

Reaching the Top of Data Mountain: Postsecondary Students With Disabilities Use Data to Improve Fluency

Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p &lt; .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.

Assessment of the impact of COVID-19 and political instability on mental health of university students in Sudan.

The mental health of students plays a crucial role in their learning and performance. The COVID-19 pandemic, the political turmoil and a coup in Sudan has exacerbated stress and anxiety among university students in Sudan due to uncertainty about their academic activities. To assess post-traumatic stress disorder (PTSD) occurrence and coping strategies adopted by university students in Sudan. This cross-sectional survey was conducted from March to June 2022. It used the Coping Orientation to Problems Experienced (Brief-COPE) and Impact of Event Scale-Revised (IES-R) questionnaires to assess the occurrence of PTSD and coping strategies among 596 university students in Sudan. Descriptive statistics were used to determine the frequency and percentage, Student's t test was used to compare the means of 2 groups and one-way analysis of variance to compare the means of ≥ 3 groups. There was a high prevalence of PTSD among the students, with a score of 31.2 (SD 16.4). The total score of PTSD was higher among female students. Around 36% of the students had a PTSD score > 37, which is considered high enough to suppress immune function. The most widely adopted coping strategies were religion and acceptance of the situation, while substance use was the least. Students who had COVID-19 infection during the pandemic differed significantly from uninfected students in the application of coping strategies. In contrast, students whose family members or friends had COVID-19 were not significantly different from students with uninfected family members or friends in the application of the coping strategies, such as self-blame, denial, substance use, and behavioural disengagement. We recommend the initiation and implementation of psychological counselling programmes for university students in Sudan onsite or remotely. Further research should be carried out to assess the long-term effects of the pandemic and the political conflicts so as to design and implement appropriate and efficient interventions.

KNOWLEDGE AND AWARENESS OF STUDENTS ABOUT COVID-19: A CROSS-SECTIONAL STUDY

The COVID-19 outbreak has become an immediate public health threat. To contain the spread of the virus, the Kazakhstani government adopted emergency measures nationwide, including the closure of schools and universities, workplaces and subsequently lockdown. Objective. We aimed at studying knowledge and awareness about the sources, symptoms, and prevention measures of COVID-19 among students. Materials and methods. A cross-sectional study was conducted at al-Farabi KazNU, Almaty, Kazakhstan. Sample size was 5440 university students. A questionnaire was conducted on asking to assess the knowledge of students about COVID-19- related information, including questions on ways of spreading, symptoms, and vulnerable groups. In addition, preventive measures were evaluated. Results. Social media and media identified the most informative sources of information. The overall median knowledge score was 14 out of 19. Age and grade, studying at medical faculty, marital status and having children were associated with good knowledge about COVID-19. Moreover, according to students, practising a healthy lifestyle (60.1%), avoiding crowded places (59.4%), avoid touching your nose, mouth, and eyes with unwashed hands (58.5%) were effective preventive measures. Conclusion. Knowledge and awareness are essential tools in preventing disease. Students demonstrated fair good knowledge, although training programs for students about infectious diseases should be provided.

Development of "Explore Plastic Surgery": An Educational Program for Medical Students Without Home Residency Programs.

Medical students who attend institutions without plastic surgery residency programs are at a disadvantage in the plastic surgery match. We developed an educational program for medical students without home programs called Explore Plastic Surgery to provide an overview of the steps toward a career in plastic surgery. The purpose of this study was to assess the impact, utility, and success of the novel program. Pre- and postevent surveys were distributed to participants. Survey data were analyzed including participant demographics, perceptions of barriers unique to those without home programs, and the overall event utility. Two hundred seventeen students registered for the program. Ninety-five participants completed the pre-event survey (44%), and of those, 57 participants completed the post-event survey (60%). There was an increase in understanding of the steps toward a career in plastic surgery (P < 0.001), confidence in overcoming barriers (P = 0.005), and level of comfort in reaching out to faculty for opportunities (P = 0.01). There was a decrease in the perceived negative impact that attending medical schools without a home program will have on their abilities to pursue careers in plastic surgery (P = 0.006). After the event, participants demonstrated an increase in their confidence in overcoming barriers and a decrease in their perceptions that attending an institution without a home program would negatively impact their ability to pursue plastic surgery. Initiatives focused on early exposure and recruitment of medical students may be important to promote accessibility and diversity within plastic surgery.

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

IntroductionThe Clinical Skill Training Center (CSTC) is the first environment where third year medical students learn clinical skills after passing basic science. Consumer- based evaluation is one of the ways to improve this center with the consumer. This study was conducted with the aim of preparing a consumer-oriented evaluation tool for CSTC among medical students.MethodThe study was mixed method. The first phase was qualitative and for providing an evaluation tool. The second phase was for evaluating the tool. At the first phase, after literature review in the Divergent phase, a complete list of problems in the field of CSTC in medicine schools was prepared. In the convergent step, the prepared list was compared with the standards of clinical education and values of scriven. In the second phase it was evaluated by the scientific and authority committee. Validity has been measured by determining CVR and CVI: Index. The face and content validity of the tool was obtained through the approval of a group of specialists.ResultsThe findings of the research were in the form of 4 questionnaires: clinical instructors, pre-clinical medical students, and interns. All items were designed as a 5-point Likert. The main areas of evaluation included the objectives and content of training courses, implementation of operations, facilities and equipment, and the environment and indoor space. In order to examine the long-term effects, a special evaluation form was designed for intern.ConclusionThe tool for consumer evaluation was designed with good reliability and trustworthiness and suitable for use in the CSTC, and its use can improve the effectiveness of clinical education activities.