Student Client Research Articles

An internship program that empowers international students to grow professionally and find their voice in the nutrition field

During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

Security Threat Early Warning of Distance Education System Based on Blockchain

<p>To ensure the safe and stable operation of distance education systems, a security threat early warning technology based on blockchain is proposed for distance education system, which builds a security threat warning model. It uses the data interface in the interface layer to connect the teacher and student client. Then, the network behavior data of the distance education system is collected and transmitted to the data layer, where data blocks exchange the behavior data of the distance education system, and then the chain structured behavior data is generated and transmitted to the consensus layer. After the behavior data is transmitted to the incentive layer through the consensus layer, the distribution mechanism and basis are used to process and transfer the behavior data to the contract layer. The contract layer uses the threat early warning model to calculate the behavior data, and then conducts threat rating and early warning response on the data. It transmits the threat rating and early warning results to the application layer and presents them to users, thus realizing the security threat early warning of the distance education system. The experimental results show that the transcoding rate of this technology for the network behavior data of the distance education system is higher than 0.97, the early warning accuracy for the 10 types of network data of the distance education system can reach 100%, and the credibility of the early warning security threat of the types of DDOS IP, DDOS IP, phishing website URL address, and mobile malicious server IP address is higher than 0.96. Therefore, the technology has a strong capacity of behavior data storage in distance education systems, and can effectively warn different types of security threat in distance education systems. It has a more excellent application effect.</p> <p> </p>

FEATURES OF THE FORMATION OF THE REPUTATION OF BANKING ORGANIZATIONS AMONG WORKING RUSSIAN AND FOREIGN STUDENTS

The purpose of the study. To describe the features of the process of formation of the reputation of Russian banks among Russian and foreign students. Conclusions. As a result of the study, a list of some features of the formation of the reputation of banks among foreign students was identified, models for the formation of the reputation of banking organizations were described, depending on what aspects and at what levels the bank’s activities are of great importance for the student client, the reputation of the most popular banks of the Russian Federation (Sberbank of Russia, VTB, Alfabank, Tinkoff, Rosbank, Otkritie, Gazprombank, Moscow Industrial Bank, Raiffeisenbank), and also the definition of the concept of “reputation” has been clarified.

외국인 유학생 내담자의 자살을 겪은 유학생 상담자의 경험에 대한 질적연구

Objectives This study was conducted to examine the difficulties of international student counselors who suffered suicide of a foreign student client and their experiences in the process of overcoming them. Methods An in-depth interview was conducted with a total of 9 counselors at the university counseling centers, and analyzed according to the consensual qualitative research method(CQR). Study participants were selected through significant sampling and snowball sampling. Results A total of 7 areas, 14 categories, and 57 subcategories were derived. Seven of these areas were “characteristics of the client's suicide-related experience,” “factors affecting the client's suicide experience,” “emotions experienced in counseling,” “difficulties experienced in counseling,” “experience after counseling,” and “expectations for multicultural crisis counseling.” Conclusions This study has the implication of expanding the scope of research related to domestic international student counselors, which is still in its early stages by confirming the characteristics of suicide crisis intervention in international student counseling, and is worth being used to lay the foundation for the development and protection system of international student counselors.

Psychosocial factors, but not professional practice skills, linked to self-perceived effectiveness of telepractice in school-based speech and language therapists during COVID-19 pandemic.

Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents. To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19. Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs. Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students' attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students' engagement and SLTs' attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs' years of experience in school settings) contributed to SLTs' self-perceived effectiveness of telepractice. Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice. What is already known on the subject Previous surveys reported that although SLTs were interested in using telepractice before the COVID-19 pandemic, they showed concern about its effectiveness, resulting in a low adoption rate. One critical question naturally arises: What factors may affect the perceived effectiveness of telepractice by SLTs? What this paper adds to existing knowledge This study demonstrates for the first time that despite the high adoption rate of telepractice during the COVID-19 pandemic, school-based SLTs exhibited great difficulties, and the SLTs' self-perceived effectiveness of telepractice was related to psychosocial factors instead of professional practice skill factors. What are the potential or actual clinical implications of this work Professional support is needed to alter the attitudes of SLTs towards telepractice for enhancing their self-perceived effectiveness and positive clinical practice experience.

Estimation of the value of the client capital of a higher educational institution (on the example of the Novosibirsk State University of Economics and Management)

The article examines the views of researchers on the client capital of a higher educational institution. The author formulated the following theses: client capital is one of the elements of the structure of intellectual capital, the share of which depends on the field of activity under consideration; client capital is a special type of intangible asset of an organization that affects its value; client capital itself is heterogeneous, structural elements can be distinguished in it; for a certain kind of organizations, an anchor element can be distinguished, which characterizes client capital; for higher education institutions, the anchor is student client capital. Six factors influencing the financial indicator of the university's client capital are identified: personnel; infrastructure, educational processes; the price of educational services; non-enrolled applicants; availability of budget places (students of the budget form of education); loyalty of existing students. The author's structure of the university's client capital is substantiated: the main student client capital, loyalty capital, applicant's capital. The article presents the author's methodology for assessing the value of the client capital of a higher educational institution. The cost of the client capital of the Novosibirsk State University of Economics and Management "NINH" was estimated in the context of the structure of client capital and training levels. Based on the financial indicator, the structure of educational program portfolios is presented: strategic, investment, conservative.

The Transition to Telepsychology during the COVID-19 Pandemic: College Student and Counselor Acceptability Perceptions and Attitudes

ABSTRACT The COVID-19 pandemic forced univaersity and college counseling and psychological service centers to swiftly switch to telepsychology service delivery to meet the continuing needs of student clients. This study was conducted at the onset and peak periods of the COVID-19 outbreak. We explored student client and counselor acceptability, attitudes, perceptions, experiences, barriers, and facilitators to remote telepsychology services using Qualtrics survey methodologies. Student clients and counselors were sent, via e-mail, two separate, but parallel anonymous questionnaires developed for purposes of this study. Results revealed that most student clients agreed that mental health service delivery via telepsychology was an adequate alternative to face-to-face therapy, there were few challenges with telepsychology with ease of access a key benefit. Student clients also felt that the therapeutic alliance was commensurate with face-to-face therapy while identifying lack of privacy in the home as the most problematic aspect of telepsychology. Counselors and student clients both identified convenience as the most important characteristic of telepsychology. Limitations are discussed as well as directions for future research.

Multiphasic process model of interventions: Revisiting school-based mental health provider responses to student’s mental health in the wake of COVID-19.

The COVID-19 pandemic has brought new stressors, which have led to adjustment difficulties or exacerbation of existing mental health concerns for many students and their families. Yet, school closings and social distancing measures pose barriers to obtaining mental health care through school-based mental health providers. The present manuscript aims to address many of these barriers through a model entitled, “Multiphasic Process Model of Interventions.” This model illustrates stressors and interventions corresponding to distinct COVID-19 and school closures phases (i.e., early, acute, reentry, and postphases) and describes ways school-based mental health providers can respond to students’ mental health needs within each phase. The manuscript is organized in three sections by phase: Section A: Stressors youth and their families faced during each phase, Section B: Theory-driven interventions to address corresponding stressors, and Section C: Application of the proposed model using a real student client as an example. These model components are described in ways that would allow for generalizability across diverse educational settings and large-scale social issues requiring intervention. (PsycInfo Database Record (c) 2021 APA, all rights reserved) © 2021 American Psychological Association

A postgraduate capstone project: Impact on student learning and organizational change

The capstone course serves to integrate accumulated knowledge with a culminating experience or project and is a common component in undergraduate and graduate programs. The research on capstones courses shows that many capstone experiences or projects involve students working with outside clients, such as local businesses and organizations, to solve problems or develop new projects or campaigns. Such capstone experiences or projects seek to offer students real-world, career-building experience, while the clients seek to benefit from the learned academic knowledge of the students. Where the literature is scarce on client-based capstone projects is when the client is the student’s employer or career-related organization. A graduate program in administration at a public Midwestern university in the USA offers a different approach to the student–client model by requiring a degree-culminating capstone project that challenges adult students to apply their learned knowledge to solve administrative problems not for an outside client but at their place of employment or career-related organization. The researchers surveyed 66 alumni and interviewed 6 on how the capstone project had benefited their work-related learning and its impact on their employer or career-related organization. Students perceived an improvement in their ability to define and analyze administrative problems in their workplace, while the employers or organizations which implemented the project recommendations experienced positive organizational change. This case study contributes to the literature on capstone courses by examining the relevance of a work- or career-related capstone project to students and their workplace.

ВЫСШИЕ УЧЕБНЫЕ ЗАВЕДЕНИЯ КАК ОБЪЕКТ СТОИМОСТНОЙ ОЦЕНКИ КЛИЕНТСКОГО КАПИТАЛА

The article considers the peculiarities of higher education institutions in terms of valuation of client capital. The author's typology, which identifies four clusters of universities from the position of anchor client capital, is proposed. The article considers the issue of cost formation for educational service and describes four approaches used by universities in its formation. It is substantiated that the calculation of cost estimation of student client capital for entrepreneurial universities and branches is an important indicator, which can speak about the real state of affairs in the market of educational services.

Discourse, disciplinary power and ethical subjectivity: Responses to session limits in student counselling

Session limits are widespread in student counselling. The rationale is the need to allocate scarce resources in response to demand. A research study in an Irish university explored how the setting of standardised session limits was discursively constructed by a group of students and counsellors. It sought to privilege the voices of student clients and counsellors in order to explore the effects and consequences of this practice. Foucauldian discourse analysis was used to explore the discourses of both groups of participants and how these might link to their responses to session limits, in this case, six. Discourses endure over time and draw on social and cultural understandings which should be recognisable and can be identified by close examination of language. This study highlighted the discourses of stigma, recovery and personal responsibility, patient or consumer and expert knowledge, which were reflected in the various ways participants positioned themselves. The study draws on Foucault’s concept of disciplinary power and the production of ethical subjectivity to illustrate the dilemmas participants faced in their struggle to respond to session limits. In keeping with a Foucauldian approach, which suggests that the discourses upon which a phenomenon is constructed become more visible at its margins, the student client group had all received more than the standard six sessions. Although counsellors have the formal power to allocate the scarce resource of counselling sessions, the operation of this in practice is nuanced and full of ethical complexity. Disciplinary power is a particular type of power which subjects exercise over their own person, such as the application of rules of conduct and appropriate behaviour. The operation of disciplinary power, ethical subjectivity and discourses are inter-related, impinge on each other in various ways and are often in a state of flux and change.

Clinical Nurse Educators' Experiences on Instructing Student Nurses With Disabilities (SWD's) in the Clinical Arena

Students with disabilities (SWD’s) entering undergraduate nursing programs has increased over time. In this article, the authors describe the experiences of clinical nurse educators on instructing student nurses with disabilities (SWD) in the clinical arena. Fourteen clinical nurse educators participated in this qualitative study. All participants were involved in the direct instruction of student nurses in the clinical arena. Data collection consisted of one on one interviews with clinical nurse educators and the participants completed an interactive journal. The results that emerged from the data include the following: 1. Instructional strategies used by the participants in the clinical arena; 2. Curricula issues; 3. Balancing opposing needs of student learning and client safety; and 4. Challenges encountered by participants. In conclusion, the instructional strategies used by clinical nurse educators are informed by their values about teaching and learning, teaching experiences and nursing education.

Co-Delivered Integrative Music and Language Therapy: Positive Outcomes Through Music Therapy and Speech-Language Pathology Collaboration

Purpose Persons with aphasia can sometimes retain the ability to sing, and several studies have shown the effectiveness of using music to improve speech and language output. The purposes of this article were to discuss the theoretical principles and observed speech-language outcomes of a co-delivered integrative music and language therapy (CIMaLT) methodology for adults with chronic aphasia in a college-based clinic, to describe the interprofessional clinical education model used at the clinic, and to present a case example of CIMaLT implementation. Conclusion CIMaLT is an effective and feasible methodology to implement interprofessional education and practice in a college-based clinic. Additionally, it results in meaningful change in speech and language for some clients with aphasia and apraxia. Additional research is needed to further explore its outcomes for students and persons with aphasia and other neurogenic communication impairments at various stages of recovery. Plain Language Summary Persons with aphasia can sometimes retain the ability to sing, which can help improve speech and language function. Music and speech-language pathology students from our college-based clinic work together to provide treatment for persons with aphasia. This results in improvements in both student learning and client speech and language. This article describes the theory approach, and client and student outcomes of this treatment.

Evaluation Study of Human Development Index (Policy Learned from Salatiga City and Semarang City)

The objective of the research is to analyze the success story of the Salatiga City and Semarang City in the best three achievements and position in Human Development Index in the Central Java Province 2013-2015, what kinds of policy learned can be taken. The research uses qualitative model with several informants as sources of primary data. The data is taken by interviewing with some informants, such as: Local Government Health Service of Salatiga City and Semarang City, Local Government Educational Service of Salatiga City and Semarang City, Regional body for planning and development (Bappeda) of Salatiga City and Semarang City. Triangulation method is the best way to eliminate the fact contruction differences in the context of a certain study when collecting the data about the events and relationships of the various views. Through this technique the researchers also compared the findings with a variety of sources. The study found, firstly, in the health sector, Salatiga City have mainly program, that is improve and practice OSOC (One Student One Client) program, the program focuses in pregnant women with highly risk, OSOC program involve the local government, the obsgins doctor and student of university (especially health academy student), after recoding the pregnant women with highly risk and then become the student client. Meanwhile Semarang City improves and practice EMAS (Emerging Maternal and Neonatal Survival) program based on cooperation with USAID. As we know that the maternal and neonatal mortality is important aspect of Human Development Index. Secondly: in education sector, Salatiga City and Semarang City improve and practice Local Student Operational Aid (BOSDA) and Poor Student Aid for basic and junior school student, that program can increase the educational partisipation rate.

Grand Rounds: A Method for Improving Student Learning and Client Care Continuity in a Student-Run Physical Therapy Pro Bono Clinic.

Background and Purpose. Grand Rounds is a teaching methodology that has existed in various forms in medical education for centuries. When a student-run pro bono clinic identified a growing challenge of providing continuity of care for clients and a lack of preparedness in students, they implemented a Grand Rounds model of case presentation within the curriculum. The purpose of this paper is to describe the implementation and assessment of Grand Rounds as it attempts to improve both the continuity of care for the clients and the learning experience for the students involved in a student-run pro bono clinic.Case Description and Evaluation. The Student Board divided the student physical therapists and the clients into three teams. Each team of students would meet every three weeks to discuss the clients on their caseload. More advanced students helped to mentor the more novice students and a faculty member would facilitate the discussions. Outcomes. After eight months of implementation, the Student Board gathered evaluative data from students, supervisors and client. The program evaluation was approved by the xxxxxxxxxxxxxxx. Analysis of the data collected revealed that the students grew more confident and effective in their ability to implement and advance the physical therapy program. Discussion and Conclusion. The program evaluation confirmed that the implementation of teams and Grand Rounds positively impacted students' confidence and ability to collaboratively treat and advance clients and their physical therapy program in the student-run pro bono clinic. The program evaluation was not effective in thoroughly assessing the impact that the model had on clients and their recovery. Further evaluation should be conducted with client outcomes measures. Recommendations for the modification and improvement of Grand Rounds emerged.

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study

Background: During clinical placements, supervisors repeatedly assess health and medical students for competence. Quality assessment is dependent upon the supervisors having a rich understanding of entry-level standards and an assessment approach that is sufficiently dynamic to accommodate the changing healthcare system. This study aimed to assess whether consensus could be gained by supervisors when assessing the performance of student dietitians during clinical placements and to establish a shared interpretation of entry-level clinical competence. Methods: A modified 3-round Delphi study with a focus group discussion was conducted with eight supervisors. Participants were required to assess the performance of student dietitians from audiovisual recordings of authentic student‒client consultations in aged-care and outpatient settings. Results: Consensus was achieved for 2/11 assessments after one Delphi round, 6/11 assessments after two rounds and 10/11 assessments after the third and final round. During the focus group discussion, the expert panel expressed a shared understanding of entry-level performance, however this was not transferred into a shared assessment of entry-level performance in the Delphi task. Conclusions: Dialogue amongst supervisors leads to a more reliable interpretation of the competency standards. A shared responsibility for assessment, with continuous and open negotiation of meaning, is required to ensure quality assessments of entry- level practice.

Goal Attainment Scaling in Fieldwork: Client Competencies and Student Achievement

Abstract Date Presented 4/17/2015 A program evaluation using Goal Attainment Scaling (GAS) was conducted to assess student learning and level of client goal attainment. Analyses revealed significant improvements and support the use of GAS as a useful method for measuring both student learning and client outcomes.

Student speech pathologists’ experiences of an aphasia therapy group

Background: There is evidence that group therapy for people with aphasia is effective, but the skills needed to interact with people with aphasia are complex. There is also evidence that training and guided experience can improve the skills of family members and health professionals in communicating with people with aphasia. However, there is limited research into how student speech pathologists learn to develop the communication strategies that they will teach others to use when interacting with people with aphasia.Aim: This qualitative study aimed to explore perceptions of the student learning experience in aphasia group therapy of four student speech pathologists, their clinical educator and group members with aphasia.Methods & Procedures: Four student speech pathologists, three clients with aphasia and two spouses participated in four consecutive aphasia group therapy sessions under the supervision of a speech pathology clinical educator. Semi-structured interviews with each student and the clinical educator, following the first, third and final group session, were audio recorded. Following the final session, each participant with aphasia was also interviewed. The interviews were transcribed and qualitative content analysis was used to describe the perspectives of the participants.Outcomes & Results: Analysis of the interviews revealed that student perceptions of their experience were linked to their understanding of group therapy for aphasia, their understanding of the role of communication strategies and their ideas concerning saving face and discourse equality. Findings indicated a close alignment of the perspectives of students, clinical educator and participants with aphasia in their understanding of the contribution of aphasia group therapy to student learning and client benefits.Conclusions: The findings of the present study provide preliminary information for the development of educational practices relevant to speech pathology students preparing for work with people with aphasia.

What College Counselors Need to Know About International Student Advisers: Field Notes on the Professionals, the Clients, and the Challenges

As the service functions of campus-based international student offices in American colleges and universities have changed and evolved, especially since 9/11, the roles of the professionals in those offices, the “international student advisers,” have changed as well. These unique professionals function in the central pressure point between two very different world views of international students. Higher education perceives them not only as benign members of the academic community, but as strong and necessary benefactors intellectually, culturally, and economically. However, this perspective is not shared by U.S. Immigration and Customs Enforcement, whose agents more often than not see international students as potential security threats. International student advisers are engaged in a high-stakes business where an adviser's actions can have tremendous impact on a student client's life, for good or for ill. This article will explore the professional lives of international student advisers and demonstrate the facets of their complex work which make it unique in higher education.

Study of Physics Experiment Teaching System Based on Virtual Reality Technology

With the rapid development of the Internet, a remote education assistant system (REAS) is developed to aid the VPETS to be used over the Internet. It is designed in Client/Server mode and is based on virtual reality. It is composed of three parts: the server, the teacher client and the student client. It extends the VPETS to an Internet version and realizes the management of the experiment reports over the Internet. Thus, it can be used for distributed remote teaching and management, freeing teachers and students from the restriction of space and time and stimulating their go-aheadism. It has several advantages: stability, security, and expandability.