Student Satisfaction Scale Research Articles

Effect of standardized patient simulation with BCG vaccination on nursing students' skills, knowledge and satisfaction, and self-confidence: A randomized controlled study

AimTo examine the effect of standardised patient simulation training on nursing students' skills and knowledge in administering the Bacillus Calmette-Guérin vaccine, as well as their satisfaction and self-confidence. BackgroundThe Bacillus Calmette-Guérin vaccine is administered by nurses to prevent tuberculosis. However, there have been reports of complications arising from inadequate knowledge and skills related to Bacillus Calmette-Guérin vaccine administration. DesignA randomised controlled experimental design. MethodThis experimental study was conducted between October 2022 and January 2023 at a university, Medical Training and Simulation Centre. The fourth-year nursing students enrolled in their intern term were asked to participate in this experimental study. Participants were allocated to the intervention group (n=45) and the control group (n=45). The control group received only theoretical training and then BCG application on the model. The socio-demographic survey was conducted to collect demographic data. The Bacillus Calmette-Guérin Vaccine Knowledge Form, Bacillus Calmette-Guérin Vaccine Administration Checklist, and the student satisfaction and self-confidence scale in learning were used. The intervention group received simulation training using a standardized patient. All students' knowledge and skills were measured before and 3 months after the theoretical training. ResultsSimulation training using standardized patients significantly increased nursing students' Bacillus Calmette-Guérin vaccine knowledge (intervention group=21.57±5.12; control group=15.33±5.61), skills (intervention group=20.88±4.29; control group=10.22±4.56), confidence and satisfaction (intervention group=4.61±0.30; control group=4.17±0.3) compared with the control group (p < 0.05). ConclusionTraining with standardized patient techniques provides students the opportunity to practice realistically in a safe environment, enabling repetitive practice, which enhances self-confidence and satisfaction.

Comparing the Student Learning Outcomes and Teaching Satisfaction of Conventional Lecture and Team-Based Learning Methods

Students hesitate to pursue subjects like biochemistry and manifest a lack of participation and motivation during conventional lectures. However, team-based learning facilitates interactive learning through discussion and improves learning outcomes. Objective: To compare the student learning outcomes and teaching satisfaction from team-based learning and conventional learning among medical students. Methods: A prospective study was conducted in Rahbar Medical College from December 2023 to May 2024. A total of 100 undergraduate students aged from 19 to 22 years studying biochemistry course were selected for the study. A total of 16 classes were conducted for teaching biochemistry among which 8 were taught by conventional lecture method and the rest 8 were taught by team-based learning. Students were instructed to fill out a student satisfaction scale questionnaire consisting of 20 questions at the end of the last TBL session. Results: The mean score of conventional lectures was 11.85 ± 1.54 with a maximum score of 15.5 and minimum score of 10 out of 20. The highest score was obtained by group assessment readiness test i.e. 16.25 ± 1.05. The mean score of conventional and TBL methods was 14.10 ± 1.12, with a minimum score of 12.20, and a maximum score of 15.95 out of 20 (P=0.016). Overall satisfaction scores in females were higher than in males (p&lt;0.001). The mean student satisfaction score was 81.27 ± 9.18. Conclusion: Team-based learning yields better learning outcomes and teaching satisfaction in medical students as compared to conventional lecture methods. These results were also improved in female students than in males.

Evaluating Within-Network and Between-Network Construct Validity of the Hindi Version of the Grit-Short Scale Among Indian Adolescents

The Grit-short scale measures consistency and perseverance for long-term goals. In the present study, we translated and adapted the Grit-short scale into Hindi (Grit-SH) and examined its within-network and between-network construct validity among Indian adolescents. The participants were 534 senior secondary school students aged 14 – 18 years recruited from five schools across two samples. Grit-SH, along with the brief inventory of thriving and student satisfaction scale, was administered in sample 1 ( N 1 = 310), whereas in sample 2 ( N 2 = 224), the English version of the Grit-short scale was used. Regarding within-network construct validity, the two-dimensional structure of Grit-SH demonstrated an acceptable fit to the data, partially strict invariance against its English version, and good internal consistency reliability. In terms of between-network construct validity, grit demonstrated a significantly positive correlation with student satisfaction and well-being. Overall, findings indicated that the Grit-SH is a valid and reliable measure of grit that researchers and practitioners can use to assess grit among Indian adolescents.

The Effects of Immersive Virtual Reality-Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study.

Immersive virtual reality (IVR)-assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students' learning experiences and achieving intended learning outcomes, remains underexplored. This study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). A multiple-methods design was used, which included surveys, focus groups, and a review of the students' group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students' learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). A total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students' empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. IVR-assisted experiential learning enhances students' knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.

Social Presence and Satisfaction in Online Learning between Indonesian and Malaysian Students

Online learning has become increasingly popular in the educational environment, particularly after the COVID-19 pandemic. This research aims to describe the social presence and satisfaction of students in online learning, as well as examine the relationship between social presence and student satisfaction. A cross-sectional online study was conducted, involving 508 Indonesian and Malaysian postgraduate students from August 5 to October 2, 2023. Participants completed the social presence and student satisfaction scale developed by Gunawardena and Zittle. Data analysis techniques included descriptive statistics, the Man-Whitney test, the Kruskal-Wallis test, and Spearman's Rank-Order Correlation using SPSS 26.00. The social presence and student satisfaction were categorized as good, as there were no items with scores below average. Univariate analysis indicated that the online learning experience and the quality of the network in the place of residence were determining factors for the differences between the variables, while other characteristics, including the country (Indonesia and Malaysia), showed no significant differences. Correlation analysis indicated a positive relationship between social presence and student satisfaction. This research has important implications for improving the quality of online learning. Universities should consider revising their curriculum to be more ICT-friendly, helping students become familiar with using the platform. Educational policies should also focus on training and developing educators to effectively implement online learning. Additionally, government support is crucial in realizing high-quality online learning.

Assessment of the Psychometric Properties of the Online Education Student Satisfaction Scale: A Methodological Study.

Background and Purpose: Assessing student satisfaction is essential in evaluating the quality of education. The number of valid and reliable tools that measure students' satisfaction with online education is limited. This methodological study aimed to assess the psychometric properties of the online education student satisfaction scale. Methods: Eleven academicians from the nursing field provided expert opinions on content validity. Separate 25 students evaluated the language clarity of the draft scale. The study sample included 525 third- and fourth-year nursing students. Finally, a group of 30 nursing students different from the sample participated in the test-retest. The study created an item pool based on the recent literature. The researchers calculated the items' content validity rates and the scale's content validity index by taking the experts' opinions. In addition, item-total score correlation analysis, exploratory factor analysis, discrimination analysis, stability test, and internal consistency analysis were performed. Results: An item with a low-correlation value was excluded from the scale. The correlation coefficients of the remained items were between .536 and .811. In the second round of exploratory factor analysis, a five-factor structure emerged that explained 72.1% of the total variance. In addition, item discrimination, stability, and internal consistency test results ensured that the scale was valid and reliable. Conclusions: The online education student satisfaction scale with five subdimensions containing 28 items is a valid and reliable tool. Researchers, educators, and managers may use it to evaluate students' satisfaction with online education.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Abstract With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.

The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction

The technology interface and student engagement are important factors that can contribute to sustainable student satisfaction. Technology has become an integral part of the recent teaching–learning setup and it can significantly impact student satisfaction. Additionally, student engagement is vital for sustainable student satisfaction. Engaged students are more likely to take an active role in their education, participate in discussions, and ask questions. When students are engaged, they feel a sense of ownership over their learning experience, which can lead to higher levels of satisfaction. Therefore, educational institutions should strive to provide students with technology that is intuitive and easy to use and create an environment that fosters engagement and collaboration. By doing so, institutions can increase student satisfaction and improve overall academic outcomes. This research study was primarily conducted to understand the potential of the technology interface (TI) and student engagement (SE) in enhancing student satisfaction (SS). The study uses a survey to collect responses from 400 respondents from higher educational institutions (HEIs). PLS-SEM has been used to test the proposed hypothesis. Three dimensions of the technology interface (TI) include cyber infrastructure, quality of e-content, and technology-assisted facilities. It is essential to understand how the technology interface influences student engagement (SE) through three dimensions, viz. new skills development, active involvement, and academic achievements. The student satisfaction scale has an employability perspective, teaching perspective, and learning perspective as subscales. Initially, the study examines the influence of the technology interface on student engagement. The findings support a positive impact on student engagement. The next step was to study the direct effect of the technology interface on student satisfaction. The results lend support to a positive influence. An attempt was also made to investigate the mediation of student engagement between the technology interface and student satisfaction. The findings highlight that with the mediation of student engagement, the influence of the technology interface on student satisfaction is improved. This study is one of the pioneering empirical studies highlighting the importance of the technology interface on the mediation of student engagement in student satisfaction. Technology may be a prerequisite, but it needs to be translated to student satisfaction by using it with student engagement (new skills development, active involvement, and academic achievements). The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the implementation of technology, and for student engagement activities to enhance student satisfaction in higher education institutes (HEIs).

COVID-19 and Its Effects on the Management of the Basic Quality Conditions in Universities of Peru, 2022

The purpose of this study was to determine the influences of variables, crisis management, distance education, the organizational image, and student satisfaction on the basic quality conditions in Peruvian universities during the COVID-19 pandemic. A quantitative, nonexperimental explanatory approach with stratified random sampling was used. A questionnaire was applied to 513 students from public and private universities in southern Peru who received distance education during the months of September to November 2022. For the analysis of the results, a structural equation model (SEM). A hierarchical linear regression was carried out to test the hypotheses according to the dimensions studied on the student satisfaction scale. The study findings showed that distance education and student satisfaction had positive impacts on the basic quality conditions, while crisis management and the organizational image had a positive relationship but a smaller effect on the quality of the conditions. We concluded that the applied model allows the causal relationships between variables to be explored and that the results will allow university authorities to generate policies that improve their organizational image and crisis management processes and, at the same time, allow them to better plan their crisis management strategies to achieve better satisfaction within the framework of a sustainable university.

HASTANE ÖNCESİ SAĞLIK PERSONELİNİN HİZMET İÇİ EĞİTİMİNDE SİMÜLE HASTA UYGULAMASININ ACİL OLGU YÖNETİMİNDEKİ ETKİNLİĞİNİN DEĞERLENDİRİLMESİ

Amaç: Araştırma, hastane öncesi acil sağlık hizmetleri personelinin hizmet içi eğitim programlarında kullanılan simüle hasta uygulamasının acil olgu yönetimindeki etkinliğinin değerlendirilmesi amacıyla yapılmıştır.Gereç ve Yöntem: Araştırma Mart 2020-2022 tarihleri arasında Simülasyon Merkezi’nde düzenlenen hizmet içi modül eğitimlerine davet edilen 198 katılımcı ile gerçekleştirilmiştir. Araştırmada veriler için Kişisel Bilgi Formu, Simüle Hasta Uygulama Etkinlik Ölçeği, Simülasyon Tasarım Ölçeği ve Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği kullanılmıştır.Bulgular: Araştırmadan elde edilen bulgulara göre Simüle Hasta Uygulama Etkinlik Ölçeği toplam skor ortalaması 114,3±14,4; Simülasyon Tasarım Ölçeği toplam skor ortalaması 4,1 ve Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği toplam skor ortalaması 50,5±8,4 olarak saptanmıştır. Araştırmamızda katılımcıların cinsiyetler arasında kendilerini yeterli hissetme düzeyi (p&amp;gt;0,04) ve meslek grupları ile kendilerini yeterli hissetme düzeyleri arasında (p&amp;gt;0,182) istatistiksel olarak anlamlı fark bulunmamıştır. Cinsiyetler arasında mesleki anksiyete durumlarının karşılaştırılmasında (p&amp;lt;0,001) ve yaş değişkeni ile Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği ve Simülasyon Tasarım Ölçeği skorları arasında (p&amp;lt;0,001) istatistiksel olarak anlamlı fark bulunmuştur. Simülasyon tasarımı ile öğrenci memnuniyeti ve özgüveninin simüle hasta uygulamasındaki etkinliğin %59’unu yordayan bir parametre olduğu belirlenmiştir.Sonuç: Hastane öncesi acil sağlık hizmetleri çalışanlarının hizmet içi eğitim programlarında, katılımcıların mesleki öz yeterliliklerini geliştirmek ve kaygı düzeylerini azaltmak için simülasyon temelli öğretim yöntemlerinin kullanımı önerilmektedir.

Developing The Student Satisfaction Scale for Online Physical Education and Sports Course

Bu çalışmanın amacı, çevrim içi ortamda yürütülen beden eğitimi ve spor dersine yönelik öğrenci memnuniyetini belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı geliştirmektir. Ölçek çevrim içi beden eğitimi ve spor dersi alan 953 öğrenciye uygulanmıştır. Ölçeğin yapı geçerliğinin belirlenmesi için açımlayıcı ve doğrulayıcı faktör analizi uygulanmıştır. Açımlayıcı faktör analizi sonucunda ölçekte yer alan maddelerin; Öğrenci-İçerik Etkileşimi, Öğrenci-Öğrenci Etkileşimi, Öğrenci- Öğretmen Etkileşimi, Öğrenci-Arayüz Etkileşimi olmak üzere toplam 4 alt boyuttan ve beşli Likert tipi 25 maddeden oluştuğu belirlenmiştir. Ölçeğin dört faktörlü yapısı, doğrulayıcı faktör analizi ile de doğrulanmaktadır. Ölçeğin güvenirliğinin belirlenmesi için hesaplanan Cronbach alpha güvenirlik katsaysayılarının alt boyutları için ,87 ile ,92 arasında değiştiği bulunmuştur. Bu çalışmada elde edilen bulgular sonucunda, Çevrim İçi Beden Eğitimi ve Spor Dersi Memnuniyet Ölçeği’nin çevrim içi ortamda yürütülen beden eğitimi ve spor dersine yönelik öğrenci memnuniyetini belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu ortaya konulmuştur.

Developing and implementing a student satisfaction scale for the emergency remote teaching in higher education

With the COVID-19 pandemic that started in Turkey in 2020, a compulsory and rapid transition to distance education has been made at all levels of education, and online systems have become indispensable environments of the education system. In this process, students' satisfaction with the distance education process has emerged as a variable that educational institutions evaluate primarily. This study aims to develop a valid and reliable measurement tool to determine the satisfaction levels of students in higher education institutions in the process of emergency remote teaching (ERT). The scale items were created by the researchers through a literature review, and the scope and face validities were ensured by means of expert opinion. The scale was applied online to 6540 students at a state university in the spring term of the 2020–2021 academic year, via the learning management system. Because of the factor analysis, a scale consisting of 29 items and 4 factors was obtained. The factors are "The role of the Instructor" with 11 items, "Attitude" with 7 items, "ICT Infrastructure" with 7 items and "Usability and Access" with 4 items. It is seen that scale items explain 71.35% of the total variance. The structure of the scale was evaluated with confirmatory factor analysis and it was seen that the model had an acceptable fit. The values obtained in the reliability analyses show that the scale has high reliability. The Cronbach alpha coefficient for the scale was calculated as 0.975. Additionally, the satisfaction scores from the scale were examined in terms of the gender, field and degree level. While a significant relationship was found between satisfaction and gender, there was no significant relationship between satisfaction and field as well as between satisfaction and degree level.

The Chinese University stakeholder satisfaction survey: Developing a customer-centered self-assessment tool for higher education quality management.

Customer-centered management theory has considerable potential for increasing the quality of higher education (HE) in China and promoting its sustainable development. This study applied customer-centered enterprise management theory to develop an HE stakeholder satisfaction scale based on data from 1,654 students, teachers, and other staff members, including human resources personnel. The three-part stakeholder satisfaction survey consists of the China University Student Satisfaction Scale, the China University Teacher and Staff Satisfaction Scale, and the China University Graduate Human Resources Department Satisfaction Scale. All three subscales were valid, reliable, and can be used to foster management innovation, although they require adjustments to improve their coverage of different HE environments. Organizational self-assessment based on customer-centered corporate management theory has much to contribute to the quality and sustainability of China's HE systems.

Prevalence of menstrual symptoms change and influencing factors among international female students studying in china during acculturation period

BackgroundA number of previous studies have explored international students’ adaptation process with regards to language, lifestyle, food, and environment. However, there have yet been no studies conducted to address the menstrual symptoms challenges faced by international female students during the acculturation period. Thus, this study aims to describe the prevalence of menstrual symptoms change and to explore the influencing factors among international female students studying in China during the acculturation period.MethodsAn online cross sectional study was conducted among international female students studying in China during the acculturation period (defined as the first six months of living in the host country) in Hunan Province of China from March 2019 to July 2019. Menstrual symptoms questionnaire, sociocultural adaptation scale, China higher education student satisfaction scale, perceived stress scale, and Pittsburgh sleep quality index were used for data collection. Descriptive analysis, ANOVA, paired t-test, Pearson correlation, and multivariate linear regressions were used to analyze the data using SPSS 21.0 software.ResultsThree hundred and forty-five (97.18%, 345/355) female students from 45 countries fully completed the questionnaire. The mean age of the participants was (26.59 ± 6.439) years. In total, 18.49% of participants had encountered menstrual symptoms change. There were significant differences in the menstrual symptoms score between before arrival and evaluation during the first six months of living in China (t = − 11.700, p = 0.000). The main menstrual symptoms change included cramps (17.68%), irritation (14.78%), abdominal pain (12.46%), fatigue (12.46%), and headaches (9.85%). Cultural adaptation level (β = 0.198, 95% CI: 0.934, 2.995), sleep quality (β = 0.166, 95% CI: 0.112, 0.496), perceived stress (β = 0.193, 95% CI: 0.123, 0.410), time spent in the host environment, (β = − 0.270, 95% CI: − 3.200, − 1.444) and experience of visiting foreign countries (β = 0.184, 95% CI: 1.134, 4.125) were significantly correlated with menstrual symptoms change.ConclusionThe prevalence of menstrual symptoms change among international female students should not be overlooked when considering menstrual health in this population. Poorer cultural adaptation, poorer sleep quality, higher stress, and lack of overseas living experiences significantly influence the menstrual symptoms of international female students studying in China.

The Effects of the Crisis Management Skills and Distance Education Practices of Universities on Student Satisfaction and Organizational Image

In the present study, the purpose was to determine the direct and indirect effects of the crisis management skills and distance education practices of universities on student satisfaction and organizational image in the continuing Coronavirus pandemic. To conduct the study, a questionnaire was applied to 467 students who had to receive compulsory distance education at TRNC universities during the pandemic process. The relation levels between the crisis management and distance education practices of universities, corporate image, student satisfaction, and direct and indirect effects between the variables, were designed with a structural equation modeling by forming hypotheses according to the sub-dimensions of the student satisfaction scale. The findings of the study showed that as the crisis management of the university administrations in the pandemic process was perceived positively by the students, their organizational image and satisfaction increased. However, it was detected that there was a lower level of relationship between attitudes towards distance learning and crisis management, and that this had a limited effect on student satisfaction. It was concluded that the structural equation model can be used to explain the causal relationship between the variables. The study also showed that the determinants of organizational image and student satisfaction in education must be understood better and that universities must review their crisis management and distance education practices and develop new service plans.

Prediction of the Burnout Levels of Nursing Students by their Academic Satisfaction Levels

Objectives: This study was carried out to determine the extent to which the academic satisfaction of nursing students predicted their burnout levels.&#x0D; Methods: This is a descriptive study. The sample consisted of 424 nursing students. Data collection tools were developed by the researchers by reviewing the literature. In the study, a Socio-Demographic Characteristics Questionnaire, a Faculty of Education Student Satisfaction Scale, and the Maslach Burnout Inventory-Student Survey were used.&#x0D; Results: Results indicated that 71% (n = 301) of the students were female, 62.5% (n = 265) were in the 20-23 age group, 57.5% (n = 244) had selected nursing voluntarily, 63.9% (n = 271) were currently satisfied with their department, and that 77.1% (n = 327) had future unemployment concerns. Also, the burnout levels of nursing students were determined to be affected significantly by the attitudes of the instructors (β = -0.177), the satisfaction levels explained 13.8% of the depersonalization levels, and the accomplishment level was significantly affected by the course and the syllabus (β = 0.102).&#x0D; Conclusion: The satisfaction of nursing students with the institution and education was determined to reduce their burnout levels significantly.

Associate Professor of Educational Technology, College of Education, Alzaiem Alazhari University, Sudan. ta@aau.edu.sd

This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

Educational Program about Professional Development for Nursing Teachers and its Effect on their Students' Satisfaction

Background: Professional development for nursing teachers improves the quality of teaching and learning in nursing schools, thus nursing students' learning outcomes as well as their satisfaction will be affected. The study aimed to: Assess effect of educational program about professional development for nursing teachers on their students' satisfaction. Study design: Quasi-experimental design was used. Setting: The study was conducted at three secondary technical nursing schools at Menoufia Government (Albagor, Menof and Ashmon nursing schools). Subjects: Included 60 nursing teachers and 174 nursing students. Tools for data collection: Three tools were used namely, Professional development knowledge questionnaire, professional development observational performance checklist for nursing teachers and student satisfaction scale. The results showed that: The majority (88.3%) and (83.3%) of studied nursing teachers had satisfactory level of knowledge regarding to professional development during post-program and follow up phases, while (75.0%) and (73.3%) respectively of studied nursing teachers had good level of performance at post-program and follow up phases, also (73.6%) and (67.8%) respectively of studied nursing students had high level of satisfaction during post-program and follow up phases. Moreover, there was a positive significant correlation between total knowledge score and total performance score of studied nursing teachers thorough the program phases, while there was no significant correlation between total studied nursing teachers' knowledge score and total studied nursing students' satisfaction level thorough the program phases. Furthermore, there was a positive significant correlation between total performance score of studied nursing teachers and total studied nursing students' satisfaction level thorough the program phases. The study concluded that: The educational program was effective in improving nursing teachers’ level of knowledge and performance related to professional development and increasing level of nursing students' satisfaction. The study recommended that: Conducting an educational program must be continuous process. Engagement of nursing teachers in professional development activities should aligned with nursing teacher needs, expectations, and performance improvement goals

Effectiveness of team-based learning on postpartum hemorrhage in midwifery students in Indonesia: A quasi-experimental study

BackgroundPoor quality of care by midwives in Indonesia has become a barrier to improving maternal health. To eliminate this barrier, reforming the educational system (i.e., teaching and learning processes) is an urgent concern. Herein, we propose the use of team-based learning (TBL) as an active learning strategy to enhance knowledge of postpartum hemorrhage (PPH) and learning satisfaction of midwifery students in Indonesia. ObjectivesTo assess and compare knowledge of PPH, long-term retention of knowledge, and learning satisfaction of midwifery students attending a TBL class versus a didactic lecture on PPH topics. MethodsA quasi-experimental design was used. The participants were second-year diploma level midwifery students who have (a) no TBL experience, (b) completed the previous semester, and (c) graduated from senior high school (without nursing background). We recruited 118 participants. The midwifery students in the intervention group participated 3 times in the TBL class (90 min), whereas those in the control group participated in the didactic lecture on PPH topics. An unpaired t-test was used to evaluate differences between groups. ANOVA was used to evaluate differences within groups. ResultsA total of 115 participants (intervention = 62, control = 53) were finally evaluated. The demographic data and pre-test scores were not significantly different between the 2 groups. The mean knowledge of PPH scores were significantly higher in the TBL students than in the control students at post-test, 2 weeks post-test, 6 weeks post-test, and 12 weeks post-test (all p < .001). The nursing student satisfaction scale score was significantly higher in the intervention group than in the control group. ConclusionThe findings showed that TBL is an effective active learning strategy to improve knowledge of PPH of Indonesian midwifery students before clinical practice exposure. Further long-term evaluation (e.g., 1 semester) of the effectiveness of TBL is warranted.

Hubungan Antara Profesionalitas konselor dan Kepuasan siswa dalam Pelayanan Konseling di Sekolah

This research was motivated by the results of a short interview with Muhammadiyah Wonosobo high school students with 75% of the results stating that they were not satisfied with the counseling services at the school. The purpose of this study is to determine the relationship between the professionalism of the counselor and student satisfaction in counseling services. This research is a correlational study with 117 samples from 330 populations, which were obtained using purposive sampling. Data collection was obtained with a counselor professional scale questionnaire and a student satisfaction scale questionnaire. The scale validity coefficients are 0.257-0.594 and 0.033-0.508 with croanbach alpha values 0.732 and 0.915. The data analysis technique used is Pearson Correlation Product Moment. The results show that there is a significant relationship between counselor professionalism and student satisfaction with the product moment correlation coefficient value of 0.016 (r = 0.016, p≥0.05). In the research that researchers conducted, there were differences in results where the high level of