Semester Of College Research Articles

Examining the knowledge and attitude of nursing and midwifery students of medical sciences universities of Mazandaran province in the field of pain management and related factors in 2023

Considering the importance of pain management and the complications of non-management by nurses, the present study was carried out with the aim of determining the knowledge and attitude of nursing and midwifery students of medical sciences universities of Mazandaran province in the field of pain management and related factors in 2022. The current research is a cross-sectional study (descriptive and analytical) that was conducted at Universities of Medical Sciences of Mazandaran Province. The sample size was calculated to be 207 people who were selected from nursing and midwifery students of the 5th to 8th semesters who were eligible to enter the study by systematic random sampling. The data collection tools were: a demographic profile questionnaire, a Nurses’ Attitude Survey (NAS), a Nurses’ Knowledge Assessment Questionnaire in the field of pain management, Pain Management Principles Assessment Test (PMPAT). Experiment and data analysis were conducted with SPSS software version 26. The average age of the students was 21.61. The gender of most people (207 people) was female. The average score of knowledge about pain management was 41.53 ± 10.30 and the average score of attitude toward pain management was 65.24 ± 5.26 (on average). The results of the Mann–Whitney test indicated that there was a statistically significant difference between the average knowledge and attitude toward pain management according to gender (female), educational background, university semester, having a student work experience (P < 0.05). Also, Spearman’s test showed that there is a positive and significant correlation between students’ knowledge and attitude (R = 0.324), which was statistically significant (P < 0.05). The results of this study indicate that the amount of knowledge and attitude toward pain management in the studied nursing and midwifery students is average. In examining the factors related to pain management of patients, things like gender, education history, university semester, having a student work history are related to the level of knowledge and attitude. In this way, it seems necessary to carry out educational interventions in order to increase the knowledge and improve the attitude of students toward pain management.

Diving into research without wading through content: A skills-based cell biology course emphasizing the unknown.

In a typical undergraduate biology curriculum, students do not dive into research until they first wade through large amounts of content. Biology courses in the first few years of the college curriculum tend to be lecture-based and exam-based courses. As a result, science students are mainly exposed to content knowledge-not the skills scientists practice daily. While students may practice manual techniques in lab sections of lecture courses, the higher-level analytical research skills are reserved for the final semesters of college. To address this issue, we created an undergraduate cell biology course centered around practicing research skills, and fully accessible to students with no prerequisite content knowledge. In our course, students read primary literature (no textbooks) and were assessed by writing 12 analytical response papers and a full research proposal (no exams). Each student chose a topic for their semester-long project, conducted a literature review, and proposed future experiments-all in a stepwise fashion with plentiful feedback. The students' thorough comprehension of the primary literature, along with successful completion of the research proposals, shows that the course achieved its goals of building these skills-even in the nonbiology majors taking this pilot course. Pre- and post-survey results demonstrate that students gained feelings of confidence and preparedness for future research experiences. We envision a future model in which such a skills-based course replaces a more traditional cell biology course, giving students the opportunity to practice high-level analytical research skills from very early on in the undergraduate biology curriculum.

Relationship between learning agility and innovative work behavior among undergraduate student of University of Indonesia

Background: Previous research has shown that university graduates in Indonesia face significant skill gap and behind from any country, spesifically among ASEAN countries, in term of innovation ability. Innovative ability can be developed for university students with the right variables. Thus, it might help student to focus on their self-development. Method: Quantitative and correlational research conducted to know how learning agility might related to innovative work behavior. Innovative Work Behavioral Scale developed by Janssen (2000) and Learning Agility Assessment Scale, developed and published by Gravett and Caldwell (2016), were used in study. Both scales were adapted and translated so they would fit with the undergraduates’ context. Result: In result, 539 of minimum Second year/3rd semester University Indonesia students were chosen. The statistics analysis technique used for hypothesis testing was Pearson’s Correlation. The result showed that learning agility is positively correlated with the innovative work behavior, r(537) = 0,61, p < 0,001. Conclusion: After this study, the result might be used as one of the references for university to develop program where student could develop their learning agility and become more innovative. Novelty/Originality of this study: This study reveals a significant relationship between learning agility and innovative work behaviour among Indonesian students, providing new insights into developing innovation capabilities at the higher education level. The findings offer an empirical basis for universities to design programs that enhance graduate competitiveness in the ASEAN context.

THE EFFECT OF FLIPPED CLASSROOM ON THE ABILITY OF WRITING DESCRIPTIVE TEXTS OF SEMESTER III STUDENTS

The purpose of this research is to find out how the effect of flipped classroom on colleges’ writing ability of descriptive text for third semester at university of HKBP Nommensen Pematangsiantar. The experimental class achieved the best post-test score of 96 compared to the control class’ score 82.5. Using flipped classroom as a teaching model for writing descriptive text better than teaching writing without flipped classroom. The outcome of the t-test is 4.868. The value of 1.670 was derided by the researcher after referring to the t-table with significance level of 0.05. The t-test result shows that flipped classroom is affective in teaching descriptive text as indicated by the t-value surpassing the t-table value 1.671 at a significance level of 0.05. Ha has been admitted as meaningful, whereas Ho has been rejected. From the analysis, it can be conclude that the academic performance in writing of seventh grade students at University of HKBP Nommesen Pematangsiantar is substantially distinct between individuals who received instruction on writing using the flipped classroom compared to those who didn’t use flipped classroom. Based on the explanation above, it can be inferred that used the flipped classroom as learning model increase the descriptive text writing skills for third semester University of HKBP Nommesen Pematangsiantar.

PEAK Mood, Mind, and Marks: a pilot study of an intervention to support university students' mental and cognitive health through physical exercise.

Regular exercise has the potential to enhance university students' mental and cognitive health. The PEAK Mood, Mind and Marks program (i.e., PEAK) is a neuroscience-informed intervention developed using the Behaviour Change Wheel to support students to exercise three or more times per week to benefit their mental and cognitive health. This pilot study assessed the impact of PEAK on exercise, mental and cognitive health, and implementation outcomes. PEAK was delivered to 115 undergraduate university students throughout a 12-week university semester. The primary outcome was weekly exercise frequency. Secondary outcomes were: time spent engaged in moderate-vigorous exercise, sedentary behaviour and perceived mental health and cognitive health. All were measured via online self-report questionnaires. Qualitative interviews with 15 students investigated influences on engagement, the acceptability and appropriateness of PEAK, and its mechanisms of behaviour change. Paired t-tests, Wilcoxon Signed-Rank tests and template analysis were used to analyse quantitative and qualitative data, respectively. On average, 48.4% of students engaged in the recommended frequency of three or more exercise sessions per week. This proportion decreased towards the end of PEAK. Sedentary behaviour significantly decreased from baseline to end-point, and moderate-vigorous exercise significantly increased among students' who were non-exercisers. Mental wellbeing, stress, loneliness, and sense of belonging to the university significantly improved. There were no significant changes in psychological distress. Concentration, memory, and productivity significantly improved. Sixty-eight percent of students remained engaged in one or more components of PEAK at end-point. Qualitative data indicated students found PEAK to be acceptable and appropriate, and that it improved aspects of their capability, opportunity, and motivation to exercise. Students are receptive to an exercise-based program to support their mental and cognitive health. Students exercise frequency decreased; however, these figures are likely a conservative estimate of students exercise engagement. Students valued the neuroscience-informed approach to motivational and educational content and that the program's goals aligned with their academic goals. Students identified numerous areas PEAK's content and implementation can be optimised, including use of a single digital delivery platform, more opportunities to connect with peers and to expand the content's cultural inclusivity.

Identificication of Implementation Difficulties on Online Learning During The Covid-19 Pandemic To Pre-Service Chemistry Teacher

This study aims to describe the difficulties of implementation online learning during the covid-19 pandemic to students of Chemistry Education Program at Mataram of University. This type of research is descriptive research with a qualitative approach. The population of this study is 229 students of the Chemistry Education Program at Mataram of University in semester II, IV and VI. The samples were questionnaires and interviews. The result showed that; 1) Learning difficulties in subject considered difficult by students of the Chemistry Education Program at the University of Mataram in the implementation of online learning during the covid-19 pandemic were organic chemistry courses with a percentage of 45%; 2) The highest difficulties faced by students in the implementation of online learning during the covid-19 pandemic were caused by aspect of the student’s socioeconomic conditions with a percentage of 84% in the very high category; 3) The lowest the covid-19 pandemic were organic chemistry courses with a percentage of 45%; 2) The highest difficulties faced by students in the implementation of online learning during the covid-19 pandemic were caused by aspect of the student’s social economic interaction with a percentage of 64% in the high category.

First semester college experiences: Associations with substance use and mental health

IntroductionSubstance use (SU) and mental health (MH) concerns often occur as students transition from high school to college and may be associated with first semester experiences. MethodsIncoming first-year college students at a U.S., predominantly white, midwestern university were recruited for an intervention study. Participants reported on substance use, mental health, and college experiences at the end of their first semester of college (n = 781; 62.9 % female, mean age = 18.06 [SD = 0.24]; 77.2 % non-Hispanic white; 84.6 % heterosexual). Data for these current analyses were cross-sectional. ResultsIdentifying as Black, Indigenous, or another Person of Color, as a sexual minority, or as female was associated with more challenging first semester experiences. Social experiences that represent more social engagement were associated with greater substance use. College experiences reflecting an easier transition were associated with fewer mental health concerns. Alcohol use moderated the relation between academic challenges and mental health with stronger associations found at greater levels of alcohol use. ConclusionsFirst semester experiences were related to student mental health and substance use, suggesting the importance of early, targeted support for students to adjust to campus life.

Better emotion regulation mediates gratitude and increased stress in undergraduate students across a university semester.

It is well established that university students are vulnerable to poor mental health. Although increased gratitude has been shown to reduce stress among students, a clearer understanding of key mechanisms underpinning this relationship are needed to better inform theoretical models and potential interventions targeted at improving well-being in university students. The present study provides the first direct test of whether capacity for emotion regulation mediates the relationship of gratitude with stress at the beginning and middle of the academic semester. This study is also the first to assess this relationship in a cross-lagged panel mediation model. We used a repeated measures design and a total of 343 undergraduate students completed two online surveys with validated measures of gratitude, stress, and emotion regulation-one at the beginning and the second in the middle of the academic semester. Results showed that emotion regulation mediated the relationship between gratitude and stress at the beginning of semester, and again 6weeks later. A Clogg's z-score test suggested that the strength of the indirect effect significantly increased across the two time points. A post-hoc cross-lagged panel model found that high gratitude at the beginning of the semester predicted low stress in the middle of the semester via emotion regulation. These data provide novel evidence that emotion regulation may serve as a key protective factor against undergraduate stress. The results provide evidence to support leading theories on how gratitude can reduce stress and promote well-being in university students. They also highlight the practical importance of strengthening emotion regulation abilities in university students and can be used to inform future targeted interventions to improve well-being in university students.

Pemanfaatan Media Online INSTAGRAM Untuk Meningkatkan Kualitas Literasi Mahasiswa KPI A UINSU Semester 6

Literacy quality is an important aspect in developing students' abilities, especially in the current digital era. This research aims to explore the use of the online media Instagram in improving the literacy quality of students of the Islamic Communication and Broadcasting Study Program (KPI) A, North Sumatra State Islamic University (UINSU) in semester 6. The research method used is qualitative with a case study approach. Data was collected through in-depth interviews and observations of participants who actively use Instagram in their academic activities. Research findings show that creative and targeted use of Instagram can improve the literacy quality of KPI A UINSU students. Through the available visual and text features, students can expand their knowledge about current issues in the field of Islamic communication and broadcasting, as well as improve their reading, writing and critical thinking skills. Apart from that, collaboration between students and lecturers via Instagram also opens up space for in-depth discussion and reflection, increasing understanding and appreciation of lecture material. The implication of this research is the importance of integrating social media in learning strategies to facilitate the holistic development of student literacy in higher education.

Use and Perception of Peer Recommendations to Improve Study Skills in Undergraduate Anatomy and Physiology Courses

Student success data from students enrolled in an undergraduate anatomy and Physiology (A&P) course at the University of Wisconsin-La Crosse indicated that student performance closely correlated with the number of prior completed university semesters. Based on this data we hypothesized that some students may have gained (or use) study skills that may have contributed to their success. Students at the end of the term were asked to provide recommendations to future A &P students on how to be successful in the course. A total of 408 recommendations from 68 students were received and underwent inductive and then deductive coding. More than 50% of respondents encouraged group studying and frequent engagement with material. The ranked and coded list of recommendations was then provided to the entering student at the start of the new term. Entering students were subsequently polled to gauge perceptions/reactions to this information. 91% of entering A&P students (n = 73) responded that they valued receiving study recommendations at the start of the term 59% of which said they preferred having that information come from former students rather than the faculty. Following the 1st lecture examination these students completed an Ink Shedding activity in which they shared exam studying strategies with their peers. Of the 62 participants 80% both found the activity helpful and recommended it be incorporated into future semesters. Collectively this data supports the perceived value of offering study skill resources to upper division A&P students and a positive reaction to peer guidance. Student performance improved on embedded course assessments. This information has been used to further develop peer mentoring programs and resource collaboration within the A&P lecture and laboratory curriculum. This research was supported by a UWL FY2023 Course Improvement Grant and a University of Wisconsin System IDEAS Alliance Curriculum Reform Grant. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The Relationship Between Employment Status and Prior Education to Academic and Clinical Success for Diagnostic Medical Sonography or Radiography Students

Objective: It has been reported that employment during student enrollment, in rigorous health care programs, impedes college success and may be a barrier to successful graduation. Furthermore, student’s prior education is typically viewed as a positive predictor of success in college. The aim of this study was to examine whether a relationship exists between employment status and prior education, compared with academic and clinical success for Diagnostic Medical Sonography (DMS) or Radiography (RT) students, in a large community college. Materials and Methods: There were 26 imaging student participants consented to this study. This convenient sample included 10 DMS and 16 RT students, enrolled in an associate degree in applied sciences program. A survey was administered that collected demographic data on the students in both programs. Data collection began at the start of each respective program and again one year later. Student academic and clinical grades were examined over a period of three college semesters. Results: The analysis of the findings did not show a significant relationship between employment status, prior education, student academics, and clinical success among the participating DMS or RT students. Conclusion: The results of this study provide limited evidence that there was no significant relationship between employment status, prior education, and academic and clinical success among this cohort of DMS or RT students. These findings also suggest that students’ employment did not impede success for these DMS and RT students. In addition, this research shows that students’ prior education had no effect on their success in their DMS and RT programs. Further research should be conducted to investigate whether these findings are similar in other imaging programs.

Peningkatan Keterampilan Penulisan Karya Ilmiah melalui Penggunaan Sitasi Mendeley

This community service aims to enhance the academic writing skills of students, particularly those in the early semesters of college, through the utilization of article citations from national and international journals with the assistance of Mendeley. The community service method involves intensive training sessions on Mendeley for early semester students at Bhinneka PGRI University Tulungagung. This training consists of preparation, implementation, and evaluation stages. The results of the community service indicate that Mendeley training is effective in improving efficiency and accuracy in article citations as well as overall reference management skills. With this training, it is expected that students can produce quality academic papers with accurate and structured citation approaches.

Predicting stress in first-year college students using sleep data from wearable devices.

Consumer wearables have been successful at measuring sleep and may be useful in predicting changes in mental health measures such as stress. A key challenge remains in quantifying the relationship between sleep measures associated with physiologic stress and a user's experience of stress. Students from a public university enrolled in the Lived Experiences Measured Using Rings Study (LEMURS) provided continuous biometric data and answered weekly surveys during their first semester of college between October-December 2022. We analyzed weekly associations between estimated sleep measures and perceived stress for participants (N = 525). Through mixed-effects regression models, we identified consistent associations between perceived stress scores and average nightly total sleep time (TST), resting heart rate (RHR), heart rate variability (HRV), and respiratory rate (ARR). These effects persisted after controlling for gender and week of the semester. Specifically, for every additional hour of TST, the odds of experiencing moderate-to-high stress decreased by 0.617 or by 38.3% (p<0.01). For each 1 beat per minute increase in RHR, the odds of experiencing moderate-to-high stress increased by 1.036 or by 3.6% (p<0.01). For each 1 millisecond increase in HRV, the odds of experiencing moderate-to-high stress decreased by 0.988 or by 1.2% (p<0.05). For each additional breath per minute increase in ARR, the odds of experiencing moderate-to-high stress increased by 1.230 or by 23.0% (p<0.01). Consistent with previous research, participants who did not identify as male (i.e., female, nonbinary, and transgender participants) had significantly higher self-reported stress throughout the study. The week of the semester was also a significant predictor of stress. Sleep data from wearable devices may help us understand and to better predict stress, a strong signal of the ongoing mental health epidemic among college students.

The Impact of Using Animated Movies in Learning English Language Vocabulary: An Empirical Study of Lahore, Pakistan

This study examines the effectiveness of animated movies (AM) in increasing students’ vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether using animated images/movies aid students in learning new vocabulary by helping them to make connections between the words they know and real-world occurrences. The research used pre-tests and post-tests to examine the impact of AM on vocabulary acquisition. Total participants ( N = 64) were 12th-grade students in Lahore, Pakistan, separated into controlled and experimental groups to make a judgment. In the second semester of college, half the students ( N = 32) utilized AM to acquire English vocabulary, while the control group employed the conventional technique. The results were evaluated using a t-test for an independent sample to detect significant differences between the groups. The vocabulary exam was constructed and verified as a pre and post-test. The findings revealed a statistically significant difference in receptive vocabulary, productive vocabulary, and overall score in favor of the experimental group owing to the use of (AM). It added to the growing body of information by investigating how animated videos might support EFL education.

Eating disorder-related functional impairment predicts greater depressive symptoms across one semester of college

Eating disorder (ED) behaviors and depression are associated with numerous negative outcomes, including lower quality of life and functional impairment. College women are at elevated risk for both. Prior research indicates ED behaviors, including binge eating, self-induced vomiting, and fasting, predict increases in future depressive symptoms. However, symptom heterogeneity in EDs is common, and all disordered eating, or its associated distress, cannot be captured by the endorsement of behaviors. Impairment that results from ED behaviors may be a comparable, or stronger, predictor of depressive symptoms. We sought to characterize the longitudinal relationship between ED-related functional impairment, ED behaviors, and depressive symptoms. College-aged women [N = 304; 72 % white, mean (SD) age = 18.45 (0.88)] completed an online survey in August (baseline), and then three months later in November (follow-up). Baseline ED-related functional impairment, but not baseline ED behaviors, significantly predicted depressive symptoms at follow-up, controlling for baseline depressive symptoms, negative affect, and body mass index. Findings indicate ED-related functional impairment is a risk factor for increases in depressive symptoms across one semester of college, irrespective of ED behavior engagement, weight status, and dispositional negative affect. Intervening upon ED-related functional impairment may reduce or prevent future depressive symptoms among college-aged women.

Beyond the Shock: Examining Academic Success in Veteran Community College Transfers at a Rural Land Grant Institution

ABSTRACT The current study explores differences in transfer shock between veteran and non-veteran community college transfer students at a land grant institution in a rural state. Analysis includes institutional data for community college transfer students, including those who self-identified as veterans or used veteran tuition benefits from Fall 2015 to Spring 2022. Many of these students held marginalized identities in other categories such as nontraditional age. Overall, all community college transfer students in the sample experienced a decrease in mean GPA in their first university semester. Veteran and non-veteran community college transfer students did not experience significantly different levels of transfer shock. However, veteran community college transfer students showed little evidence of transfer shock overall and performed better on average than both their nontraditional and traditional nonveteran student counterparts after transferring.

Approaching Graduation: Vocational Identity Profiles of Last-Year University Students and Their Links with Volunteering and Personal Values

ABSTRACT The last year of university is a developmental milestone, as students are approaching choices which might impact their long-term career development and psychological wellbeing. Despite vocational identity’s relevance for successful career development, there is limited research on its relations with volunteering and personal values as students approach graduation. This study aimed to (1) identify vocational identity statuses in the last semester before university graduation, and (2) analyze the relations between status belonging and volunteering and personal values. The total sample consisted of 653 university students (M age = 24.15, SD age = 4.97, 76.6% females) who filled in questionnaires during the last semester of university. Latent Profile Analysis identified five vocational identity statuses, suggesting an overrepresentation of disengaged vocational identity statuses. In addition to this, education-related volunteering and other-oriented personal values were associated with belonging to adaptative statuses (i.e. achievement, foreclosure), in comparison with less adaptative ones, whereas the reverse pattern was observed for the self-oriented value of self-enhancement. These results support the potential contribution of education-related volunteering and personal values in the context of important career transitions. Implications for theory and practice are discussed.

What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices

AbstractThis article presents the results of a multi‐site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general reading comprehension practices of graduate students. The results also demonstrate how social annotation can operate as a pathway for understanding learning in process. We hope this study can act as a catalyst for discussion in the development of students' metacognitive practices.

Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students.

How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction.

Precollege Risk Markers for College Rape and Verbal Sexual Coercion: Same or Different?

Verbal sexual coercion (VSC) and rape are common experiences among college women. Although they have been theorized to involve different risk markers, few prospective studies have examined predictors of VSC and rape separately. The present prospective study was designed to identify precollege risk markers for VSC and rape in first-year college women, with the goal of considering the degree to which they overlap or differ. Women (N = 449) recruited from the community just prior to high school graduation completed measures of sexual victimization (SV) since age 14 but prior to college, sexual refusal assertiveness, high school heavy episodic drinking (HED), college drinking intentions, and sociosexuality. Follow-up surveys at the end of the first and second college semesters assessed VSC and rape. Using the Sexual Experiences Survey's severity scoring method, women were classified into one of three groups according to the most severe type of SV reported in the first year of college: neither VSC nor rape (71%), VSC (16%), and rape (13%). Most women who experienced rape (73%) also experienced VSC. Precollege SV and college drinking intentions predicted both rape and VSC. Sexual refusal assertiveness and high school HED did not independently predict either form of victimization. Sociosexuality predicted rape but not VSC. Findings suggest a substantial overlap in the predictors of VSC and rape and support the severity continuum underlying many conceptualizations of SV.