Student Confidence Research Articles

Diagnostic radiography clinical resources in a workplace-based learning setting

IntroductionWorkplace-based learning (WBL) is a method that combines theoretical knowledge with practical experience, promoting learner autonomy. Diagnostic radiography students in South Africa face challenges due to inconsistencies in clinical resources from the public and private sectors. Insufficient clinical resources can negatively impact students' competence and confidence in their skills. This study explored diagnostic radiography students’ understanding of clinical resources. MethodsA qualitative exploratory-descriptive and contextual study with 21 participants at a single Higher Education institution (HEI) in South Africa was conducted through one-on-one semi-structured interviews on Microsoft Teams. The data collection tool was an interview guide. Students’ narratives were transcribed and analysed using thematic analysis. ResultsThematic analysis revealed four themes: Theme one: Defining clinical resources in WBL; Theme two: Experiences with clinical resources in WBL; Theme three: Accessibility of clinical resources in WBL and Theme four: Defining clinical resources in WBL. ConclusionClinical resources are essential for radiography learning, promoting skills development and independent work. Balancing these resources with other activities is crucial for a comprehensive WBL experience. However, unequal access can hinder learning. Alternative solutions should be explored for specialised imaging techniques. Integrating simulation and collaborative practice between clinical practices and HEIs can enhance students' preparedness for real-world scenarios.

Student radiographers’ confidence of adapting practice for autistic patients: A qualitative survey on the role of placement experiences

IntroductionHealthcare services can be inaccessible to autistic people without adaptions to clinical practice and the care provided. Therefore, understanding how radiographer education develops students' confidence in adapting care for autistic patients is crucial. This study aimed to explore how placement experience impacts student radiographer confidence in adapting care for autistic patients. MethodsUK final-year student diagnostic and therapeutic radiographers were invited to complete a qualitative online survey. The survey asked for a description of placement experiences; of observing and/or performing the care of autistic patients and how this impacted confidence in caring for autistic patients. The data was thematically analysed. Results43 responses (of 44 received) were included, from which 5 themes emerged. Those who felt placement experiences developed confidence described opportunities to apply theory learnt at university (theme 1) or drew attention to the benefit of prior (external) experience with autistic people (theme 3). However, the balance of power with the supervising radiographer (theme 2), witnessing autistic patients in distress (theme 4), and the heterogeneous nature of autism (theme 5) disrupted students’ development of confidence. ConclusionSeveral participants in this study found clinical placement developed confidence with autistic patients through applying knowledge and providing an opportunity for reflexive learning. However, various obstacles hindered this development, such as witnessing distressed patients, limited experiences with autistic patients and difficulty navigating relationships with radiographers. Implications for practiceTo improve student radiographers’ confidence of providing care for autistic patients, educators should consider methods, e.g., co-produced simulation, to fill potential gaps in their experience. There is also a pressing need for all radiographers to understand their responsibility in educating students and their impact on student wellbeing.

Kids save lives: Who should train schoolchildren in resuscitation? A systematic review

AimCPR training for schoolchildren to increase bystander CPR-rates is widely applied. HCPs are regarded as the instructor gold standard, but using non-HCP instructors (e.g., peer-tutors, schoolteachers, medical students) challenges that. This systematic review assesses whether cardiopulmonary resuscitation (CPR) training for children led by peer-tutors, schoolteachers, or medical students results in different learning outcomes to training by health-care professionals (HCPs). MethodsWe searched studies that compared CPR training for schoolchildren (population) delivered by peer-tutors, schoolteachers, or medical students (intervention), with training led by HCPs (comparison), assessing student knowledge, skills, willingness and/or confidence to perform CPR (outcome). We included randomized and non-randomized controlled trials (study design). Medline, Embase, Psychinfo, Cinahl, Cochrane, Scopus, Web of Science, and Eric were searched from inception until December 23rd, 2023 (timeframe). Two independent reviewers performed title, abstract, full text screening, bias assessment, and grading of certainty of evidence. We followed the Preferred Reporting Items for a Systematic Review and Meta-Analysis (PRISMA) guidelines, and registered the review with PROSPERO. ResultsOf 9′092 studies identified, 14 were included. Comparison of intervention groups to HCP-led training showed similar overall results (knowledge, skills, self-confidence). Superior results for HCP training were only reported for ‘ventilation volume’, while schoolteachers and medical students achieved superior knowledge transfer. A meta-analysis was possible for ‘compression depth’ between peer-tutors and HCPs showing no significant differences. Certainty of evidence was ‘low’ to ‘very low’. ConclusionThis systematic review of CPR training for school children revealed that peer-tutors, schoolteachers and medical students achieve similar educational outcomes compared to those of HCPs. Non-HCPs training schoolchildren is an appropriate cost-efficient alternative and easy to implement in school curricula.

A new approach to peripheral nerve block education with the Anatomage Table as a learning adjunct.

Human anatomy education serves as a gateway for entering the intricacies of health science. Human cadavers have been the gold standard for learning regional and gross anatomy. However, increasing barriers in acquisition, maintenance, and longevity have pushed anatomy education toward technology-based alternatives such as the Anatomage Table (AT), an interactive, life-sized virtual dissection table with many anatomy education-centric features. The AT has found purchase in various contexts, such as clinical settings, research, outreach, and education. Studies into the efficacy of the AT in teaching settings have been generally positive but limited in its application, particularly in clinical procedure education. In this study, we conducted an informal workshop for second-year Certified Registered Nurse Anesthetist (CRNA) students to aid in being able to identify the important neuraxial landmarks for performing peripheral nerve blocks (PNBs), an anesthetic technique often used before other procedures. In our workshop, we paired the AT with identification of the same neuraxial landmarks on volunteer models with an ultrasound probe to provide students with relevant tactile experience for the procedure. From our pre-/post-surveys of the participants (n = 29), we found that our workshop significantly increased student confidence in identifying the relevant neuraxial landmarks for and in performing PNBs. Our results support the use of the AT in clinical education as a supplement, particularly where other anatomic teaching tools, such as cadaver models, may be too difficult to implement.NEW & NOTEWORTHY We implemented the Anatomage Table (AT) and portable ultrasound to teach neuraxial landmarks for performing peripheral nerve blocks (PNB), an anesthetic technique for Certified Registered Nurse Anesthetist (CRNA) students. The workshop significantly increased student confidence in identifying the relevant neuraxial landmarks for performing PNBs. Our results support the use of the AT in clinical education as a supplement.

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

Grade 10 Students’ Experiences with Catch-Up Fridays

This study investigated Grade 10 students’ experiences with Catch-Up Fridays at Prosperidad National High School during the 2023-2024 academic year. Utilizing a phenomenological approach, the research aimed to understand how students engaged with the program and its impact on their reading proficiency. A total of 30 Grade 10 students from Prosperidad National High School in Prosperidad District I, Agusan del Sur, were selected through purposive sampling for in-depth interviews. The study employed thematic analysis following Braun and Clarke’s (2006) guidelines, beginning with detailed readings of interview and focus group discussion transcripts. The findings revealed both challenges and benefits associated with the Catch-Up Fridays program. Students encountered significant issues with time management and task overload, which led to stress and decreased academic focus. The lack of engagement and relevance in some activities further diminished motivation, while limited teacher support exacerbated these difficulties. However, the program also demonstrated notable benefits, such as improved reading skills, increased engagement with diverse texts, and enhanced motivation and attitudes toward reading. These outcomes were consistent with the Theory of Student-Driven Learning, which emphasized the importance of student autonomy, relevant learning activities, robust support systems, and peer collaboration. The study highlighted the need for balancing workload, tailoring activities to student needs, ensuring effective support, and fostering a collaborative learning environment to improve the effectiveness of Catch-Up Fridays. Future research should explore integrating structured peer collaboration to enhance the program’s impact on student learning and confidence.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Implementation of REBT Group Counseling to Overcome the Confidence Crisis

The latest fashion trends are a complement for students, where students are known to be surrounded by people who really pay attention to appearance or fashion, sometimes this appearance also causes pressure on themselves due to the outfits they wear every day. The purpose of this counseling activity is to find out how much influence outfits have on the self-confidence of each education student who has his own rules for dressing. This counseling focuses on implementing group counseling services to overcome self-confidence problems in students using REBT group counseling techniques. In implementing activities, this service focuses on the effectiveness of REBT group counseling in increasing students' self-confidence by collecting data using questionnaires. This method is very effective in increasing students' low self-confidence. Barriers to implementing group counseling are various student perceptions of group counseling.

Go Your Own Way

In this panel, we share insights from LSE100 (London School of Economics) and Leading in a Post-Crisis World (University of Sydney Business School). These multidisciplinary programs engage students in collaborative problem-solving across diverse backgrounds and skill sets. Our challenge lies in integrating these varied perspectives into a cohesive classroom experience. To address this, we employ digitally enhanced practices, including media-rich course materials and a flipped lecture structure. These approaches connect students across disciplines, allowing them to select content relevant to their learning goals. Additionally, we explore video and digital storytelling as assessment tools, fostering student confidence in emerging technologies. Attendees will witness embedded video technology examples and receive basic training for digital storytelling using accessible tools like smartphones. We argue that these tools can be used by a variety of educators and will demonstrate easy ways to bring them into a program of study.

MPharm students’ views and experiences of the teaching of pharmaceutical calculations and their importance in pharmacy practice

Abstract Introduction Accurately undertaking pharmaceutical calculations is an important professional skill as part of a pharmacist’s role ensuring patient safety1. Effective teaching in this area supports safe, high-quality care from future pharmacists. In the United Kingdom, the need to accurately perform calculations is stipulated in the General Pharmaceutical Council (GPhC) standards for initial education and training of pharmacists2. During a review of teaching in this area, the views and experiences of pharmacy students were sought, in order to inform course design. Aim This project aimed to explore undergraduate MPharm students’ views regarding the importance of pharmaceutical calculations to their future careers, experiences of current calculations teaching, and opinions on improving course design. Methods A questionnaire was developed and distributed to Years 1-4 pharmacy students (n=524) at the School of Pharmacy, Queen’s University Belfast (QUB), in December 2023. The questionnaire consisted of 45 questions, collecting demographic information, as well as students’ views and experiences of pharmaceutical calculations, various teaching methods, and student confidence with calculations. Data was transcribed into Microsoft Excel, followed by analysis using descriptive statistics in IBM SPSS. Ethical approval was received from the QUB Faculty of Medicine, Health & Life Sciences Research Ethics Committee (MHLS23_159). Results A total of 271 students responded to the questionnaire, providing a response rate of 52%. Students felt that being able to perform calculations is important to their future career, with 97% of respondents agreeing or strongly agreeing with this statement. Hospital pharmacy was considered the sector where calculations were most important (96% agree/ strongly agree). Overall, 75% of respondents agreed/ strongly agreed that they were confident in undertaking pharmaceutical calculations. Students felt most competent using provided formula, and with dose and dosage regimen calculations. Conversely, students felt least competent performing displacement value and dilutions questions. With respect to teaching design, students preferred blended-learning to self-directed study or traditional lectures. Eighty-seven percent of respondents reported blended-learning as beneficial/ very beneficial, compared to 57% and 46% for the other approaches. Students reported formative quizzes as the most beneficial activity for learning (92% beneficial/ very beneficial). This was followed by provision of worked examples, with a preference for handwritten solutions. Recommended textbooks and online discussion boards were considered least beneficial. Having dedicated introductory calculations teaching in Year 1, with repeated opportunities for practice and support in subsequent years had the most support for improving teaching, with 87% stating this would be beneficial/ very beneficial. There was also support for the NUMBAS3 e-assessment system for formative examples, along with video or pencasted worked examples, with 80% and 70% of respondents respectively classing these as beneficial/ very beneficial. Discussion / Conclusion QUB MPharm students appreciate the importance of pharmaceutical calculations to their future careers. They prefer a blended-learning approach to teaching, incorporating formative quizzes and worked examples. Dedicated Year 1 teaching, the use of NUMBAS, and pencasting were identified as methods to improve teaching. These findings will aid future course design, with the aim of improving patient safety relating to pharmaceutical calculations.

Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review.

Simulation-based learning (SBL) is an important component in health professions education and serves as effective preparation or a substitution for clinical placements. Despite their widely accepted benefits, students from culturally and linguistically diverse (CALD) backgrounds may not experience the same learning outcomes from engaging in SBL as their local peers due to complex factors. Supporting students from CALD backgrounds in SBL is vital, not only to optimise their learning experiences and outcomes, but also ensure inclusive health professions education. While the literature on the participation of students from CALD backgrounds in SBL activities is emerging, this scoping review was conducted to (1) map the evidence on how SBL impacts the learning outcomes of health professions students from CALD backgrounds; and (2) understand how students from CALD backgrounds perceive their SBL experiences. Following Arskey and O'Malley's framework and Joanna Briggs Institute methodology for scoping reviews, a search was conducted in January 2024 using PubMed, Embase, CINAHL, Scopus, PsycINFO, and ERIC. Ten papers met the inclusion criteria. This review highlighted three themes: (1) diverse learning outcomes of SBL; (2) facing linguistic and cultural challenges that are inherent to SBL; and (3) preparation, reflection, and support to actively participate in SBL activities. This review indicates that SBL could enhance clinical skills and confidence in students from CALD backgrounds. However, well-designed SBL activities to meet the learning needs of students from CALD backgrounds are currently lacking and further research across broader health professions fields is needed.

Students’ Self-Confidence in Their English-Speaking Fluency: A Case Study at SMP Islam Terpadu Generasi Muslim Cendikia

This research aims to determine how students' self-confidence is seen from their fluency in speaking English, types of self-confidence in students seen from their self-confidence, and also the strategies used by teachers to increase students' self-confidence at SMP Islam Terpadu Generasi Muslim Cendikia. This research uses a qualitative descriptive method. Data were collected using observation techniques, speaking tests, questionnaires, and interviews. The subjects were 24 female students of class VIII/C at SMP Islam Terpadu Generasi Muslim Cendikia. The observations were indirect observations, where the researcher was not directly involved in the activities. A speaking rubric was used to measure the level of fluency in speaking English, and student self-confidence was determined based on self-confidence indicators during student speaking. For the questionnaire, a Likert scale is used and finally, the researcher conducted interviews were conduct is used with related teachers to determine strategies to increase student self-confidence. Based on the results of the analysis the results of the speaking test and survey questionnaire showed that students who have a high level of confidence also have high scores, and vice versa. There are 5 kinds of self-confidence in students, namely confidence in speaking in formal situations, confidence in speaking in class discussions, confidence in speaking with peers, confidence in speaking in everyday situations, and confidence in speaking in academic contexts, it is also found that there are 8 strategies that teachers can use to increase students' self-confidence.

The British Parliamentary Debate Practices in Promoting English Speaking Proficiency: A Systematic Literature Review in Multiple EFL Cases

This systematic review of the literature explored the impact of The British Parliamentary Debate Practice from several studies. The present study focused on the way debate practice enhances students’ English-speaking abilities in an EFL context. The PRISMA method stages to search journal databases was used in this study. However, after an intensive selection process, the researcher found that 11 articles from 3 reputable databases such as Google Scholar, Scopus, and Semantic Scholar had the most relevant and suitable content to answer the purpose of this Systematic Review study. The research findings revealed that the implementation of British Parliamentary Debate in English language teaching is highly effective to improve speaking skill. Besides, through this learning method, several aspects such as; linguistic skill, vocabulary, self-confidence, and self-awareness of students at various levels of education can also be increased. The researcher also found that there are learning stages using British Parliamentary Debate that can be adapted by teachers to improve the teaching of students’ speaking skills such as AREL (Argument, Reasoning, Evidence, Link Back) technique. In addition, the current study includes a number of recommendations.

Exploring the impact of a clinical extern program on readiness to practice.

The COVID-19 pandemic created an increased demand for healthcare professionals across all healthcare sectors globally. Attrition, retirement, delayed graduations, and sick leaves resulted in an inadequate supply of knowledgeable, skilled, and experienced nurses to care for hospitalized patients and help address hospital capacity pressures. In response to this health human resource crisis in Canada, the Ontario Ministry of Health offered hospitals funding to support the employment of Clinical Externs (CEs), that is, students in nursing, respiratory therapy, physiotherapy, occupational therapy medicine, and paramedicine, hired to work as unregulated staff, alongside an inter-professional team. This mixed-methods study evaluated the CE program that was implemented in one large academic hospital. The primary aim was to identify the outcomes of the clinical extern program from the perspectives of CEs, CE coordinators, and clinical leaders. Findings indicate the clinical extern program reinforces student confidence and supports their transition to formal nursing and respiratory therapy roles.

Making surgical education intuitive: A surgical robotics primer for pre-clinical medical students

BackgroundAs robotic surgeries increase nationwide, residency programs are implementing commensurate curriculum. Medical student exposure and comfort with these surgeries, however, is lagging. This program sought to improve student interest and confidence through additional robotic exposure. MethodsA two-part educational program was implemented at an academic institution. Part-one included a surgeon-led lecture and part-two a hands-on robotics primer where students were exposed to 3-D anatomy and instrumentation via robotic console. Data was collected via RedCap and analyzed for significance (p ​< ​0.05). ResultsThirty-two students participated in part one, ten of which were selected for part two. The majority (82 ​%) reported being interested or very interested in pursuing additional robotic experiences and 40 ​% reported improved confidence in actively assisting in a robotics case (p ​< ​0.005). ConclusionConducting robotic exposure events improves medical students' confidence and interest in seeking future robotic surgery experiences. As robotic surgery expands, medical students have shown to benefit from earlier exposure.

Verbal feedback for written assessment: evaluating a novel feedback communication strategy

Background/Aims Feedback plays a pivotal role in learning, but traditional written feedback often lack engagement and specificity, hindering learners' ability to effectively apply feedback. In midwifery education, the need for innovative feedback delivery mechanisms is pronounced. The aim of this study was to evaluate the integration of digital health technologies in feedback delivery in a midwifery programme. Methods A novel communication strategy was implemented in a midwifery programme in northwest England, where the benefits, challenges and future implications of leveraging digital health technologies for assessment feedback were assessed. Results Preferences were mixed, with 45.1% of learners favouring written feedback. Verbal feedback was perceived as more personal and motivating, and valued for its nuance, tone and ability to clarify complex points, although written feedback provided clearer, detailed information for future reference. Less experienced markers struggled with verbal feedback, while more experienced markers appreciated the quicker, more refreshing process. All markers found feedback templates helpful for ensuring equitable feedback. Conclusions This study scrutinised the significance of rethinking feedback delivery in midwifery education and indicates that digital health technologies present promising opportunities for reshaping the feedback landscape. Implications for practice Developing student confidence and competence in digital literacy remains a significant challenge. Higher education institutions can collaborate with healthcare providers to offer training in digital health technologies, helping midwives adapt to modern clinical environments.

Advancement of a Vertically Integrated Training Program (VITP): Introspective Assessment and Expansion.

With the number of medical school applicants more than doubling during the past 30 years, there has been an increased need to mentor premedical undergraduate students. The Vertically Integrated Training Program at the University of South Carolina School of Medicine, Columbia, was created to provide direct mentoring for college students interested in a career as a physician. Online surveys were distributed at the beginning and end of the Fall 2023 semester to gain insight into the success of the program's events from the undergraduate perspective. Data suggest a trend toward positive change in terms of increased confidence of undergraduate students regarding the process of applying to and finding success in medical school. This article reviews the development of the Vertically Integrated Training Program, evaluates the success of the program, and suggests next steps for the organization.

Holding the Knife on Perceptions of Surgery

Negative stereotypes associated with surgery by medical students are well documented in literature. Many cite long hours, poor work-life balance, pessimism, mean personalities, and cynicism as pervasive among surgeons and operating room culture. If allowed to persist, these negative perceptions can deter otherwise interested students from pursuing surgical subspecialties. Incorporation of peer-teaching in the third-year clerkship to not only illuminate the hidden curriculum in surgery but adequately prepare students to participate in the operating room is paramount to taking steps to improve student perception as well as success as clerkship students. An academic medical center. Pre-clinical medical students. One-hundred and forty-three third year clerkship students were surveyed with pre- and postinstruments. Students who participated in these pre clerkship peer-teaching sessions reported significant improvements in their ability to identify surgical anatomy (p < 0.001), an increased confidence in answering questions from attendings about anatomy and function as well as in identifying anatomical abnormalities (all p < 0.001). Students also reported significantly improved perceptions about surgeons as teachers and their willingness to support students pursuing surgery. This study demonstrates that the incorporation of an immersive orientation prior to the start of the surgery clerkship has significantly positive impacts on the learning experience and confidence of medical students. Increased efforts should be made to introduce students to surgeons, surgical careers, and the operating room prior to the surgery clerkship, being sure to incorporate aspects of the hidden curriculum, to address the negative perceptions that continue to exist regarding surgical fields.

The Development and Impact of a Respiratory Patient Care Mobile Application on Nursing Students.

This study aimed to develop a virtual experiential application for respiratory patient care and evaluate its impact on nursing students' knowledge, self-efficacy, clinical practice anxiety, and performance confidence. This application with gamification elements was developed following a structured approach encompassing assessment, design, development, implementation, and evaluation. The experimental group consisted of 21 third-year university students who engaged with the application multiple times a day for 1 week; the control group, comprising 21 students, received traditional prelearning. Data were collected 1 week before and immediately before the clinical practice commencement, from March 7 to 24, 2023, using an online survey. Nursing knowledge, self-efficacy, clinical practice anxiety, and performance confidence were evaluated. Significant improvements were observed in the experimental group's knowledge of respiratory patient care, self-efficacy, clinical practice anxiety, and performance confidence. The application proved to be an effective learning resource and assisted students in implementing the nursing process to enhance patient conditions; it highlighted nursing educators' necessity in developing and evaluating educational content. The developed application was effective in enhancing student nurses' competence and confidence, affecting nursing education and patient care.

Literature Review: The Effectiveness of Group Guidance Services to Increase Student Self-Confidence

Literature Review: The Effectiveness of Group Guidance Services to Increase Student Self-Confidence