Stressful Learning Environment Research Articles

Applying English Songs To Children In Second Language Acquisition

This research explores the use of English songs as an aid in second language acquisition (SLA) among children. Utilizing a qualitative method with a case study approach, this study observes the responses and language progress in a group of young children learning English through songs as a whole, to provide a comprehensive understanding. The results show that English songs significantly improve children's listening skills, vocabulary, and pronunciation. Through a fun and interactive approach, songs help children overcome emotional barriers in learning a new language, creating a supportive and less stressful learning environment. Additionally, the rhythm and repetition in songs facilitate the memorization and understanding of new words and phrases. The study also found that children are more motivated and show greater interest in learning English when using songs. Therefore, the application of English songs is recommended as an effective strategy for teachers and language instructors to support second language development in children. This study underscores the importance of innovation in language teaching methods and supports the use of musical media as an educational tool that positively impacts children's linguistic development.

The perceived constraints of life among undergraduate nursing students

Background: There are different situations in life causing stress. Accordingly nursing students experience many changes in their roles and professional communications. Objectives: The purpose of this study was to explore the experiences and perceptions of undergraduate nursing students in different stressful situations of life Method: This is a conventional content analysis approach. Semi-structured interviews conducted with 18 undergraduate nursing students in a purposeful sampling method from Azad and State universities in khoy and tabriz (Iran). Results: Data analysis led to the formation of three categories "hard conditions imposed", "stressful learning environment" and "perceived family concerns". Finally, "living constraints" was emerged as the main theme. Conclusion: The findings of this study can be a useful guide for the educational system, students and families to manage and prevent stressful situations by providing a deeper understanding of the disrupted situations in daily and academic life.

Nursing Students' Perceptions of Using Virtual Patients to Prepare for Clinical Practice.

Educators are called on to provide opportunities for students to practice and integrate skills and knowledge to ensure preparation for the complexities of today's health care environment. This study explored nursing students' perceptions of using virtual patients to prepare for clinical practice. This study used an exploratory qualitative design. Four focus group interviews were conducted with 25 third-year nursing students. Data were collected and analyzed using thematic content analysis. Four main themes and eight subthemes emerged. Main themes included personal engagement, learning environment, organizational factors, and improvement needed. Subthemes included being a computer game player, becoming confident in clinical practice, convenient to practice, an authentic stressful learning environment, organization, better to be combined with mannequin-based simulation, technology difficulties, and aural factors. Although some perceived disadvantages were identified, the use of virtual patients could be an effective strategy to improve nursing students' preparation for clinical preparation. [J Nurs Educ. 2022;61(7):398-402.].

Online learning challenges: students’ vision

The article analyzes circumstances under which most educational institutions in Ukraine have found themselves with the spread of Covid-19 where teachers and students had to quickly adjust to not quite conventional, sometimes stressful learning environment. The results of the analysis of the survey conducted among 150 1st and 2nd year students majoring in sciences at Ivan Franko National University of Lviv have been presented. Having considered the findings of the survey, the advantages and disadvantages of online learning, as well as recommendations both for the teachers and students with the view to make it more effective have been elucidated. There have been outlined the following advantages of online learning: it is less time consuming; it allows flexible time and place management; it improves students’ technical skills; it makes students more self-disciplined; it is less pricy than traditional education; it is more friendly for the students’ health. Although it has been proven that online learning has its disadvantages, among which: lack of vital social contacts and face-to-face communication with peers; preventing students from academic dishonesty; concentrating attention on the subject of studying and ignoring distractions; procrastination; teachers being sometimes unfamiliar with advanced internet technologies; lack of motivating methods and activities. In this respect authentic activities targeted at immersion occured to demonstrate many benefits within online learning environment as they motivate students through real life situations and solving problems. On the basis of literature review of recent research, key characteristics of authentic activities have been defined. The recommendations for both the students as active participants of the learning process and the teachers as organizers and moderators of this process have been outlined. The conclusion was made that teachers in the first place have a chance to change the priorities and make the studying process more exciting, motivating and productive.

Critical stress factors influencing architecture students in Turkey: a structural equation modelling approach

Purpose Presently, there are two main classification of architectural courses in the curriculum: lecture courses and design studios. Owing to the duality between design studios and lecture courses, architectural education includes a highly stressful learning environment. In addition to this dualism, architecture students also cope with their lives in universities and different types of stressors similar to all university students. Therefore, this study aims to determine the critical stress factors that affect architecture students studying in Turkey. Design/methodology/approach The reasons for a stressful architecture learning environment were examined using a questionnaire distributed among architecture students, and face-to-face surveys were conducted. The obtained data were analysed statistically using SPSS 22 and LISREL 8.7 software. Correlation analysis, exploratory and confirmatory analysis and structural equation modelling of the relationships between the stressors and stress factors and the impacts (perceived stress) were performed, and a structural model was developed. Findings A total of 11 critical factors affecting architecture students’ stress levels were determined; academic inadequacy, unusual assessments and evaluation techniques of courses and intensive academic schedule were the most critical stressors. Based on these factors, necessary solutions and recommendations were offered, which are expected to decrease architecture students’ stress levels and encourage other similar studies. Originality/value There is limited research that provides insights into the factors that cause stress to architecture students; only literature reviews and surveys are currently available. Unlike these, this study presents a structural equation model for critical stress factors via a confirmatory factor analysis.

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Dental education is regarded as a stressful learning environment due to the clinical and laboratory requirements as well as in-depth theoretical knowledge. Therefore the objective of this study was to identify sources of stress among dental students in University of Port Harcourt, Rivers State. The study was a descriptive cross-sectional study among undergraduate dental students at the University of Port Harcourt, Rivers State. The students were surveyed using a modified version of the Dental Environment Stress (DES) survey. Age, sex, year of study, marital status and monthly allowance were also recorded. All descriptive, as well as inferential statistical analysis, was carried out using SPSS ver. 20.0 and the value of p 0.05). The most common causes of moderate to severe stress were lack of time for relaxation, workload, the responsibility of getting suitable patients and fulfilling clinical requirements. There was no significant difference in the perceived stress levels across gender and level of study. The commonest stressors were workload and lack of relaxation time. There is a need to re-examine the dental curricula to identify ways to reduce workload. Also, there is a need to implement strategies to manage stress among dental students.

Influence of student non-mother-tongue language learning on the achievement of intended learning outcomes: Would code-switching help?

Background: A stressful learning environment can hinder student achievement. Building on sociolinguistic theory, student learning is enhanced wherever the mother-tongue language is the same as the teaching instruction medium language. The present study aimed to evaluate the influence of students' non-mother-tongue language learning in the achievement of learning outcomes. Materials and Methods: The present study is a perception study with interventional, quantitative, and educational research component comparing the learning of 1st-year medical students in pure English with their learning using code-switching. The data were collected during the 2018/2019 academic year through a quiz and a questionnaire. Eighty-six 1st-year students' perceptions were compared to those of 72 4th-year students using the same questionnaire. Both t-tests and Chi-squared tests were used for the data analysis with SPSS for Windows, Version 21; P < 0.05 was considered statistically significant. Results: Code-switching students scored higher in the postsession quiz. One-third of the 1st-year students felt that learning in English was stressful, and they cited language issues as reasons for their low scores on examinations. They realized, however, that learning in English had positive consequences on their future careers and suggested that a bilingual approach be used, especially in the early stages and for complex topics. Fourth-year students were less apprehensive about learning in English. Conclusions: Ensuring appropriate English language proficiency during the admission process to medical schools and the use of simple, clear language during teaching with code-switching when needed are likely to decrease student stress during learning. This is likely to enhance students' achievement of the intended learning outcomes and maximize their performance after graduation.

Learning in a High-Stress Clinical Environment: Stressors Associated with Medical Students’ Clerkship Training on Labor and Delivery

Phenomenon: Obstetrics and gynecology can be a high-stress clinical environment for medical students due to the specialty’s fast-paced and unpredictable nature. Little is known about learning stressors for medical students on the obstetrics and gynecology clerkship to inform stress-reducing interventions and improve learning experience. This study investigated (a) which aspects of the learning environment are most stressful for obstetrics and gynecology clerkship students, (b) how perceived learning stressors in this environment differ for medical students and teachers (residents, fellows, and faculty), and (c) what interventions students propose to address these stressors. Approach: From May 2015 to April 2016, we conducted semistructured individual interviews with 3rd-year medical students from obstetrics and gynecology clerkship cohorts (n = 52) as well as clerkship teachers (n = 10) at an academic medical center. Two investigators used a qualitative Framework Method approach to analyze the interview data and agree upon final themes. Findings: We identified labor and delivery as the most stressful learning environment and four labor and delivery–related themes of students’ learning stressors: context (pace, logistics, nature of childbirth, and nonroutine schedule), learning tasks (student role and assignments and the amount of new knowledge and skills), communication (terminology used in conversation and interacting with the labor and delivery team), and clinical scenario (crisis, emergency, and patient refusal of student involvement). Whereas students identified context as causing most of the stress, teachers concentrated on stressors related to learning tasks. Insights: Learning stressors associated with students’ educational experience in the clinical context of labor and delivery are challenging for medical students. In addition to the specific content of these challenges, the recognition that teachers’ assumptions about sources of stressors are different from those of students is an important finding and has implications for changing the learning environment. Clerkship programs are encouraged to provide practical guidelines and embed an introduction of the clinical learning environment into the Obstetrics and Gynecology clerkship orientation curriculum.

Evaluation of academic performance of undergraduate dental students in a government medical university in Kerala, India.

Dentistry is considered to be a high-stress profession. The educational period in dental schools is viewed as a highly demanding and stressful learning environment. The aim of the study was to evaluate the academic performance of undergraduate dental students of 2010, 2011, and 2012 batches admitted at Kerala University of Health Sciences. The present retrospective study evaluated the performance of dental students of 2010, 2011, and 2012 batches from their first Bachelor of Dental Surgery (BDS) to the completion of final BDS Part 2 examination. The study was carried out from August 2010 to March 2017. The data were analyzed using SPSS version 19 software. Chi-square test was used for analyzing the significance of difference between proportions. The level of significance was set at P < 0.05. The results of first BDS students of 2010, 2011, and 2012 batches were 35.8%, 49.9%, and 55.5%, respectively. Whereas, the results of the final BDS Part 2 students of 2010, 2011, and 2012 batches were 92.6%, 88.4%, and 92.5%, respectively. The present study shows a decline in performance of dental students at the time of inception of the university, and as time progressed, the results of the students showed significant improvement.

Assessment of quality of life of postgraduate students in a private medical college of Karnataka using World Health Organization quality of life-BREF questionnaire

Background: Quality of life (QoL) is gaining importance as an important tool to assess the health situations. Medical field is one such stressful environment which can decrease the QoL of medical students. Among the medical students, postgraduate students undergo more stressful learning environment. Objective: To assess the QoL of postgraduate students in a private medical college using the World Health Organization (WHO) QoL-BREF questionnaire. Materials and Methods: This was a questionnaire-based, cross-sectional study conducted for 2 months from February to March 2016 on all postgraduate students of a private medical college in Karnataka. WHOQoL-BREF questionnaire is used as a study tool. Results: With respect to their health perception, exact half of students felt that they were satisfied with their health. Around 40% of them felt their QoL was good. Conclusion: Among the various domains of QoL, the students had higher mean score in physical domain, followed by psychological, environmental and social domain.

Perceived Stress on Labor and Delivery (L&amp;D) During OB/GYN Clerkship From Students, Residents, and Faculty's Perspectives

BACKGROUND: Appropriate stress levels can stimulate medical trainees to think and react quickly. However, little is known about the effects of stress on medical students' learning on L&amp;D which is characterized by a complex, dynamic and unpredictable teamwork environment. Likewise the specific factors contributing to students' stress on L&amp;D have not been reported. METHODS: Individual interviews were conducted with 3 consecutive cohorts of students at the end of their OB/GYN clerkships and a group of OB/GYN residents and faculty through convenience sampling in 2015. Participants were asked to identify the most stressful clinical setting during the clerkship and factors contributing to the stress in this environment. Thematic analysis and manual coding were applied to code and synthesize the data to identify the perceived stressful factors among students, residents, and faculty. RESULTS: L&amp;D was the most stressful learning environment during the OB/GYN clerkship as reported by 14/19 students (73.7%). A total of 11 stressful factors from 4 categories were identified: 2 (terminology, interacting with residents) classified as Interpersonal Communication; 4 (pace, logistics, intrinsic sensitive nature of L&amp;D, non-routine schedule) considered as Context; 3 (crisis, emergency, patient refusal of student involvement) fell into Clinical Scenario; 2 (student role and assignment, the amount of new knowledge and skills required) identified as Learning Tasks. Most residents and faculty (75%) reported that factors from Context would contribute to students' stress on L&amp;D, and all students (100%) agreed. The majority of residents and faculty believed factors from Learning Tasks were stressful for students; but only 26.3% of students shared the same perception. DISCUSSION: Context factors contributing to stress were perceived by students, residents and faculty alike as contributing to stress and considered non-controllable, whereas OB/GYN residents and faculty differed in the perception of the effects of Learning Tasks on stress from students' perception. Clerkship programs are encouraged to integrate preparation of Context into curriculum through educational interventions to optimize students' stress level without increasing residents' and faculty's teaching pressure.

Mapping of the biomedical literature evaluation competencies based on pharmacy students' feedback.

BackgroundThis study aims to map the learned curriculum based on students’ feedback regarding the biomedical literature evaluation competencies in a pharmacy curriculum, to evaluate teaching methods and to report students’ longitudinal self-assessment of their achievement of related learning outcomes as they progress from didactic to experiential courses.MethodsThe biomedical literature evaluation competencies were mapped in three courses delivered during different pharmacy professional years (PPY): Drug Information and Literature Evaluation (PHA421) offered in the second PPY, Pharmacoeconomics (PHA557) and Professional Pharmacy Practice Experience-Hospital/Drug Information Services (PHA570) offered in the third PPY. A unified survey was developed to collect information from students at the beginning and completion of these courses. Survey results were then compared to school assessment data of identified courses for triangulation of findings.ResultsListed student learning outcomes are consistently achieved through all three courses with more assertion from the students at the completion of the applied experiential course PHA 570 (>90 % agree or strongly agree). In terms of delivery methods, 84 % of students perceived the benefits of active learning methods in reinforcing acquired skills and increasing confidence in knowledge and critical thinking in a less stressful learning environment. Results shown at the end of each course indicate a favorable student response from one course to the next where almost all students replied with ‘agree to strongly agree’ to survey questions assessing their readiness to critically evaluating trials (72 %, 96 % and 92 %) in PHA421, PHA557 and PHA570, respectively. Study findings are in congruence with school assessment database of the selected courses.ConclusionFormative assessment results demonstrated acquisition of required analytical skills, and completion of course learning outcomes as students progressed from introductory to advanced courses covering the biomedical literature component.

A systematic review of the prevalence and risk factors of irritable bowel syndrome among medical students.

Irritable bowel syndrome (IBS) represents a great challenge to public health, particularly among medical students. The aim of the study was to determine the global prevalence and risk factors of IBS among medical students. Data were obtained through searches in PubMed, Ovid, the Cochrane database, Embase, Google scholar, Institute for Scientific Information (ISI) "Web of Science," and Medline from 1990 to June 2015. The search terms included "Irritable Bowel Syndrome" and "Medical students" and "prevalence, risk factors". More than 100 articles were reviewed, scrutinized, and critically appraised for the eligibility criteria, and the relevant articles were selected. Sixteen studies were identified, and the prevalence of IBS among medical students ranged from 9.3% to 35.5%. The relatively high prevalence among medical students may be attributed to their special stressful learning environment. Some studies found that female gender, family history of IBS, psychiatric stress, anxiety, depression, infections, dietary factors, and sleep disorders were associated with IBS. A relatively high prevalence of IBS was prevalent among medical students. Annual screening of IBS and introduction of stress management courses are recommended.

Structured Learning and Self-Reflection:Strategies to Decrease Anxiety in the Psychiatric Mental Health Clinical Nursing Experience

The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

Structured Learning and Self-Reflection: Strategies to Decrease Anxiety in the Psychiatric Mental Health Clinical Nursing Experience

Aim. The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Background. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Method. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Results. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate anxiety. Conclusion. Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.

Optimizing the gross laboratory experience: dissection group rotation and peer evaluation

This presentation describes the use of criteria‐based assignment of medical students to gross dissection groups on a rotational basis and presents peer assessment and student feedback before and after institution of rotation. For the past 6 years, peer assessments have been utilized in our gross labs as a means for faculty to become cognizant of and address problems with student professional conduct and dissection group dynamics. Traditionally, 4 to 5 students were randomly assigned to a cadaver and students remained with the same group and cadaver the duration of the course. Data gathered from peer assessments highlighted specific areas of dissatisfaction regarding lab partner behaviors, cadaver condition and other issues that could propagate a stressful learning environment and low student morale. By instituting lab group rotation, students were assigned different partners and different cadavers before each of our 3 course blocks. Group rotation assignments were further refined by the use of a computerized database system that permitted assignments based on academic performance, assuring that each group had a mixture of strong and weak‐performing students. Lab group rotation equalizes the learning environment and creates more opportunity for peer interaction and teamwork allowing for a larger sample size for peer assessment and greater satisfaction with the gross laboratory experience.

In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

Many universities across the world offer full time programmes not only to younger students directly from formal basic education programmes such as secondary schooling but also to in-service or adult learners. In-service learners are serving or non-serving but experienced and mature students who are afforded an opportunity to enrol in full-time or part-time programmes. As such, higher education institutions are inevitably challenged to service both younger and adult learners under one roof. Exploring challenges faced by adult learners in higher education institutions full-time programmes can therefore no longer be ignored in many developing countries. Some institutions may have taken a more transformative move to create an adult learners’ responsive academic environment, while others may have not. Based on the continuing professional development approach, this case study investigated the full-time in-service teachers’ experiences as adult learners in Botswana higher education institutions. It further sought the views of lecturers of adult learners and education officers regarding their experience with the learners. The key findings include institutions’ neglect of adult learners’ social needs, subjecting them to the dilemma of having to either drop out or continue under stressful learning environment. In the final analysis, support systems to mitigate challenges encountered by adult learners in the academic environment are recommended.

Reactions of first-year medical students to cadaver dissection and their perception on learning methods in anatomy.

The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy. Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials. Frequency, paired t-test, and cross-sectional analyses were conducted. Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy. The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.

Learning in the panic zone: strategies for managing learner anxiety

PurposeThis study aims to highlight the value of stressful and challenging environments as a strategy to enhance learning and to provide an inventory of strategies for use in cases where participants experience anxiety‐related blockages to learning.Design/methodology/approachThis article adopted a qualitative research strategy which consisted of a literature review which was then triangulated with a survey and practitioner interviews.FindingsThis paper describes the behaviour of anxious learners when faced with a stressful learning environment. It then reviews suggestions from the literature which indicate theoretical solutions to debilitating anxiety and, finally, reports on the techniques that trainers actually use when helping delegates to overcome anxiety‐related blockages to learning. The Yerkes‐Dodson law, and not Rohnke, would appear to be the foundation for the various “comfort‐stretch‐panic” models. Moderate levels of stress would appear to encourage and stimulate learning.Research limitations/implicationsThe findings are presented as an initial investigation only, and further work would be required to indicate if the experiences of this small sample are representative of the wider population of training and development practitioners. Further work is being undertaken to categorise approaches to resolving debilitating learner anxiety and to develop a simple practitioner‐oriented model which may assist trainers who face this issue.Practical implicationsAnxiety is idiosyncratic and therefore it is difficult to design programmes which provide optimum development opportunities for all delegates. The article provides practical guidelines for trainers who wish to make use of challenging activities but who, as a result, need occasional recourse to strategies to alleviate any temporary debilitating state anxiety that delegates might experience.Originality/valueThis paper investigates the role of anxiety on learning and makes the case for the inclusion of carefully‐managed challenging learning environments in contrast to the majority of articles which advocate supportive learning environments.

Evaluating student perceptions of a learner-centered drug literature evaluation course.

To evaluate pharmacy students' perceptions of a drug literature evaluation course implementing learner-centered teaching principles. A drug literature evaluation course was redesigned to create a more learner-centered course through the inclusion of optional assignments, self-reflection opportunities, and a point-based grading system. A questionnaire was developed to assess student perceptions of the course and preferences for the learner-centered approach. One hundred two questionnaires were returned (94.4% response rate). The most highly rated items were those related to student control in determining their overall grade (4.7 +/- 0.6; mean +/- SD), less pressure to perform well on every examination or assignment (4.5 +/- 0.9), and a less stressful learning environment (4.4 +/- 1.0). Eighty-eight percent of students found that completing the optional assignments helped reinforce material presented in class. Learner-centered methods were viewed favorably by students. The effects of learner-centered teaching on pharmacy education deserve further study.