Supervision Of Students Research Articles

Analysis of Mental Health Status Model of Students in Higher Vocational Colleges based on Potential Profile

In order to strengthen the level of vocational college students' mental health research, and to understand the overall situation of students' mental health, this study investigated 550 vocational college students. The study mainly used the SCL-90 measurement tool to conduct a mental health test and establish the potential profile model. Through the analysis of SPSS and MPLUS, the study found that the mental health level of students in vocational college was relatively good, with higher levels of mental health than the national norm, but with serious polarization, i. e. higher scores for students with psychological abnormalities. In each dimension of the test, it was found that the dimensions with more positive factors were more mainly focused on: obsessive-compulsive symptoms, interpersonal sensitivity and depression. Through the analysis of the potential profile model, it was found that the mental health level of students could be divided into three categories: “Mildly problematic group”, “Potentially problematic group” and“Highly Problematic Group”, the mental health level of the students mainly concentrated in the“Minor problem group”. The differences between the groups are obvious, and students' mental health levels are mainly concentrated in the “mild problem group”. Therefore, in the mental health work of higher vocational colleges, it is necessary to carry out daily propaganda and education to improve overall mental health literacy. At the same time, we need to strengthen the supervision of key students, carry out tracking analysis, establish personal psychological files, and promote home-school interaction.

Preparedness to assume professional roles: experiences of recently qualified radiographers: A qualitative study.

Recently qualified health workers including radiographers struggle with workplace integration. Similarly, in our local context, undocumented complaints were received from the various heads of departments and radiologists regarding recently qualified radiographers' ability to fully assume their professional roles. In light of the complaints, this study sought to explore and describe the lived experiences of recently qualified radiographers from one local University on their readiness to assume their professional roles. A qualitative, descriptive research design with a phenomenological approach was used to conduct the study. Ten (10) diagnostic radiographers who graduated between 2018 and 2020 from the local university were sampled using the snowball sampling technique. Telephonic interviews were conducted using a semi-structured interview guide. Data were analysed using Tesch's open coding method. The findings of this study have shown a combination of positive and negative experiences by recently qualified radiographers. The positive experiences (satisfactory work engagement) emanate from increased confidence and creativity, responsibility consciousness and teamwork. Negative experiences (reality shock and professional role conflict) emanated from excessive workload, patient care impediments, the burden of student supervision and lack of professional trust. Though the recently qualified radiographers from our local University experienced some contextual challenges upon assuming their professional roles, they appeared well-prepared for their clinical roles. Standardised induction and mentorship programmes should be implemented to facilitate the transition process from student to qualified radiographer.

Principal’s Performance in Improving the Quality of Educators

This study aims to identify, describe and analyze the performance of school principals in improving the quality of teaching staff at SMA Negeri 3 Kayuagung, Ogan Komering Ilir district, and to identify and describe the efforts and factors that influence the performance of school principals in improving the quality of teaching staff at Kayuagung 3 Public High School, Ogan Komering Ilir Regency. This study, a qualitative descriptive one, was conducted at SMA Negeri 3 Kayuagung in the Ogan Komering Ilir Regency. Data was gathered through observation, interviews, and documentation. The study’s findings indicate that: 1. The principal’s performance has generally been excellent, meeting the established standards and indicators. This is described in the school work plan (RKS) as the principal’s strategy for implementing work programs and hiring more teachers. 2) The principal’s effectiveness in raising the caliber of teachers is influenced by a number of variables, including the school’s geographic location, the qualifications of the teaching staff, and a supportive environment. 3) The principal has worked to raise the caliber of educators through empowerment initiatives and educational initiatives like supervision, MGMP, self-evaluation (EDS), in-house training (IHT), and entrepreneurship programs for educators and students.

Exploring student fitness to practise in physiotherapy – Strategies from the coalface

Health professionals have high rates of burnout. Their work satisfaction is also affected by supervising students with fitness to practise (FTP) issues. FTP issues include those regarding clinical competence, professionalism and physical and/or mental health. Strategies to support health professional clinical educators are warranted but have not yet been documented. This project investigated insights into strategies that support the supervision of students with FTP issues. Participants included approximately 45 attendees at the Personally Arranged Learning Session (PeArL) at the Australian Physiotherapy Association (APA) Conference Melbourne, October 2013 and approximately 20 attendees at the Clinical Education Managers Australia and New Zealand (CEMANZ) meeting in April 2015. Clinical educators discussed peer-assisted learning and buddy systems to support clinical educators and students. There was a preference indicated for feed-forward mechanisms to support student learning needs. Educators valued faculty staff as important supports particularly when supervising students with mental health concerns. Mentoring for clinical educators was also encouraged to help support staff new to the educator role. The importance of teamwork and regular breaks from clinical education were discussed. Clinical education managers discussed the inherent requirements of physiotherapy courses including strategies to flag and support students with FTP issues. Strategies to support clinical educators when supervising students with FTP issues were described.

Exploration and Practice of Teaching Quality Evaluation for University Teachers: Taking the Comprehensive Evaluation of "Six Dimensions and Three Elements" as an Example

The evaluation of teacher teaching quality is one of the guarantee mechanisms for universities to improve teaching quality and cultivate high-quality talents. Conducting research on the evaluation of teacher teaching quality in universities has great practical significance. Based on the theoretical framework of "effective teaching", this paper analyzes the main problems in the current evaluation of teaching quality, and proposes that curriculum teaching evaluation should follow the "six dimensions and three elements" for reform. The evaluation content should be based on six dimensions: teaching behavior, curriculum characteristics, teacher characteristics, student characteristics, learning effectiveness, and student satisfaction, and should be evaluated by three types of evaluation subjects: student evaluation, supervision evaluation, and peer evaluation, construct a diversified evaluation system and establish a benign closed-loop evaluation mechanism.

Effect of web-based asthma self-care program on school students’ quality of life in rural community

Background Asthma is a pressing worldwide public health challenge and the foremost chronic disease observed in school-aged children. It constitutes a considerable social and economic burden and poses a substantial threat to the health-related quality of life of affected children. The attainment of sufficient knowledge and appropriate skills are fundamental requirements for effectively managing the potential hazards of asthma symptoms and administering optimal therapeutic interventions. Aim To appraise the effect of web-based asthma self-care program on high school students’ knowledge, the practice of inhaler technique, and the quality of life in Minia rural community. Methods A quasi-experimental design was utilized in this study. Sample The study was carried out on a purposive sample of 93 students suffering from bronchial asthma. Setting The study was conducted at governmental high school located in 4 rural sectors in Minia governorate. Tools Four tools were utilized for data gathering as follows: a structured interviewing questionnaire, including students’ demographic characteristics and past medical history; asthma knowledge questionnaire; the students’ reported practices checklist toward inhaler technique; and the Pediatric Asthma Quality of Life Questionnaire (PAQLQ). Results Reveals that 50.0% of participants who had insufficient knowledge had improper practice related to inhaler technique, compared to 88.3% of participants who had sufficient knowledge related to asthma disease had proper practices related to inhaler technique post-intervention, with a highly statistically significant difference between the students’ knowledge and practice postweb-based asthma self-care program, P≤0.001. And alsoshowed highly statistically significant improvements in students’knowledge, practices regarding using of powder inhaler, and metered dose inhaler, and overall quality of life after program implementation. Conclusion The web-based asthma self-care program successfully improved the student’s knowledge, the practice of inhaler technique, and quality of life postprogram implementation compared to pre-program as it has provided accessible methods for education and assistance for students with asthma, targeting their unique needs and empowering them to manage their condition, leading to better health outcomes. Recommendations Conducting web-based asthma self-care program focusing on increase the awareness of students regard to trusted websites focusing on asthma, coupled with targeted efforts aimed at providing periodic supervision for school students to follow up on them to prevent complications; and replicating the developed program in a randomized clinical trial to confirm the findings.

Obtaining Consent for Educational Pelvic Exams Under Anesthesia: Patient Perspectives [ID: 1337224

INTRODUCTION: Historically, procedural education on pelvic exams has included students performing them on anesthetized gynecologic surgical patients—oftentimes, without the patient's explicit consent. What constitutes acceptable consent in this situation? We surveyed patients on minimally acceptable methods of obtaining verbal consent for a medical student to perform a pelvic exam while a patient is under general anesthesia (EUA). METHODS: Our study population was Vanderbilt University Medical Center gynecology outpatients 18+ who had no history of gynecologic surgery under anesthesia nor planned surgery of this kind in the future. Patients were screened for eligibility via chart and then approached at clinic. If they agreed to participate, they received a secure REDCap survey to submit an anonymous response. RESULTS: Overall, 31 patients received surveys and 21 responses were collected (response rate 67%). Results demonstrated patients are willing to participate in educational exams and consider informed consent via verbal discussion to be critically important. Among these respondents there was consensus the surgeon is the ideal person to lead discussion. A resident was acceptable, but a medical student alone was considered unacceptable by significant portion of respondents (38.1%). Free text responses indicated chaperoning or supervision of a medical student was of great importance, both during consent process and exam. Respondents indicated multiple time points (before and day of surgery) and locations (office and in hospital) were ideal, but day of surgery was acceptable. Finally, there was consensus language used to describe the exam should be specific and detailed; generalizations or omissions were considered unacceptable, not just unideal. CONCLUSION: Responses suggest informed consent discussion before pelvic EUA with student and supervising educator present is highly important to these participants and should be as detailed and specific as possible. Additionally, these results agree with prior evidence that this discussion would not likely cause patients to decline to participate in EUAs.

Virtual Supervision of Third Year Medical Students Using Handheld POCUS Devices and Cloud-based Image Archiving Provides Opportunity for Feedback and Skill Improvement.

Background : Feedback on Point of Care Ultrasound (POCUS) skills is essential for skill development. Providing feedback can be difficult in a large province with several distributed medical education sites. Use of handheld POCUS devices and a cloud-based image archiving enables virtual supervision. We evaluated the quality of uploaded images as well as feedback provided to students. Methods: Volunteer third year students were given access to handheld POCUS devices at various training sites. Students were encouraged to upload educational POCUS scans to their accounts where they would then receive feedback from faculty. Subsequently, images that met inclusion criteria were randomized and reviewed by a blinded expert using a global rating scale. Feedback was also analyzed. Finally, students completed a questionnaire on their technology-enhanced POCUS learning experience. Results: An independent-sampled t-test comparing mean ratings for initial images submitted prior to any feedback with those submitted after three rounds of feedback showed significant effect on image scores (2.60 vs 3.50, p = .040, d = .93). Feedback included 4 performance domains (indications, image generation, interpretation, and integration). Students found the technology easy to use and felt feedback was tailored to their learning needs. Conclusions: We observed that virtual feedback provided to medical students through a cloud-based work platform can be effective for enhancing POCUS skills.

Genetic counselors' perceptions of student supervision across service delivery models.

Genetic counseling (GC) services are increasingly delivered by phone or video, resulting in more telehealth student rotations. The purpose of this study was to describe genetic counselors' utilization of telehealth for student supervision and to compare how their comfort, preferences, and perception of the difficulty of selected student supervision competencies vary between phone, video, and in-person student supervision. In 2021, patient-facing genetic counselors in North America with ≥1-year GC experience who supervised ≥3 GC students in the last 3 years received an invitation via the American Board of Genetic Counseling or the Association of GC Program Directors listservs to complete a 26-item online questionnaire. There were 132 responses eligible for analysis. Demographics were fairly consistent with the National Society of Genetic Counselors Professional Status Survey. The majority of participants used more than one service delivery model to provide GC services (93%) and supervise students (89%). Six supervisory competencies related to the student-supervisor communication (Eubanks HIggins et al., 2013) were perceived to be most difficult to accomplish by phone and easiest in-person (p < 0.0001). Participants were most comfortable in-person and least comfortable by telephone for both patient care and student supervision (p < 0.001). The majority of participants predicted continued use of telehealth for patient care but preferred in-person service delivery for both patient care (66%) and student supervision (81%). Overall, these findings indicate service delivery model changes in the field have an impact on GC education and suggest that the student-supervisor relationship may be different via telehealth. Furthermore, the stronger preference for in-person patient care and student supervision, despite predicted continued telehealth utilization, points to a need for multifaceted telehealth education initiatives.

Professional Nurses’ Experiences of Student Nurses’ Absenteeism during Psychiatric Clinical Placement in Limpopo Province, South Africa: A Qualitative Study

Psychiatric clinical placement is as essential as other placements in any discipline in nursing education as it allows student nurses to correlate theory to practice. Several research studies have been conducted on nurses' experiences of the clinical supervision of students, but absenteeism is still a challenge globally. In this study, professional nurses' experiences of student nurses' absenteeism from psychiatric clinical placements in Limpopo Province, South Africa, were examined. Three designated specialty mental institutions in Limpopo Province were the sites of the study. Explorative, descriptive, and contextual designs were used in a qualitative approach. A qualitative approach was used because the study sought professional nurses to narrate their experiences through in-depth, semi-structured interviews, which could only be achieved through a qualitative approach. A total of eleven professional nurses, four from two specialized psychiatric hospitals and three from one specialized psychiatric hospital, were purposively sampled and interviewed. These nurses participated in in-depth interviews that were used to gather data, which were then thematically analyzed. One theme and three sub-themes on professional nurses' experiences of the absenteeism of student nurses during psychiatric clinical placement were revealed. The theme was student factors leading to absenteeism, while the sub-themes were fear of mental health care users, negative attitudes towards psychiatric nursing science, and students' lifestyles. Based on the findings, student nurses' absenteeism can be caused by many factors. A qualitative study should be conducted to seek strategies to mitigate the absenteeism of student nurses during clinical placement in the psychiatric hospitals of Limpopo Province.

Comparing Two Methods of Clinical Supervision

Purpose: The purpose of this study was to compare two methods of clinical supervision, remote and in-person, in group speech-language therapy in a university-based outpatient clinic, in terms of student clinical behaviors that occur with each method. Clinical supervision is an essential part of graduate education programs in speech-language pathology and clinical supervisors in university-based speech and hearing clinics often employ remote supervision. The professional literature concerning the impact of remote supervision on student clinical behaviors is limited. The studies found advantages and disadvantages to in-person and remote supervision and no real preference for one method was noted by participants. Method: This study compared student clinical behaviors, specifically percentage of interactional time, in remote versus in-person supervision conditions. Results: No significant difference was found between the two conditions. Conclusions: Both in-person and remote are valuable methods for clinical supervision of graduate students. There are strengths and weaknesses to both methods and graduate clinicians tend to present similar behaviors when being supervised via either method.

Pitfalls and possibilities with international partnerships: An interview with Gun-Britt Wärvik, the Swedish coordinator of an international partnership program.

This paper is based on an interview with one of the principal leaders of an international partnership program between Ethiopia and Sweden, 2018-2022. The purpose of this interview is to deepen the understanding of these kinds of partnership, and to learn more about the possibilities and pitfalls of working in a joint program between national and cultural contexts. The interview was conducted with professor Gun-Britt Wärvik, the Swedish coordinator of the doctoral program between Addis Abeba University (AAU) and University of Gothenburg (GU). The interview results suggest that doctoral supervisory challenges were present as students often used concepts produced in cultural contexts that were foreign to their assigned supervisors. Additionally, the administrative burden was particularly challenging for the Ethiopian counterpart that coordinated the program. Overall, the program created many positive work opportunities for students, provided possibilities for staff of both universities to exercise supervision and examination of doctoral students and enriched international experiences for all involved.

Race/ism in Field Education: Narratives of BIPOC Field Instructors

ABSTRACT Field instructors are critical to enacting social work’s signature pedagogy as they are tasked with providing agency-based learning opportunities and supervision for students. It has been well-documented that field supervisors are instrumental in students’ learning and that the supervisory relationship is central to success in field education. However, there is a dearth of research regarding issues of identity, difference, race, and/or racism in these relationships, particularly from the perspective of field instructors of color. To date, we found no published literature that focuses specifically on the experiences and perspectives of Black, Indigenous, or People of Color (BIPOC) social work field instructors. The qualitative study presented here draws upon interviews and focus groups with BIPOC field instructors to better understand how race influences their role and work with students in field settings. Key findings include: 1) race and racialized experiences are primary motivations for becoming a field instructor, 2) BIPOC field instructors integrate issues of race and racism into supervision and work with students in multiple ways, and 3) BIPOC field instructors have differential experiences when supervising White students versus students of color. Recommendations for supporting racialized field instructors in their roles and future research are discussed.

General practice nursing: student-led health check roadshows raising career profile

Due to a lack of placements, many nursing students do not have the opportunity to experience primary care during preregistration education. Nurses on Tour, a series of student-led health roadshows, was piloted at ten GP practices in Northumberland during the summer of 2022, providing health checks to patients and enabling 48 students from all fields of nursing to experience primary care as a learning environment. This pilot project also aimed to raise the profile of general practice nursing among students and showcase students’ skills and value to general practices. This model of student practice and supervision could be adapted to suit different localities and become a valuable part of preregistration education while promoting primary care as a first destination or future career option for students.

Being a nursing student during the coronavirus pandemic: a mixed methods study

BackgroundThe COVID-19 pandemic led to major changes in people’s lives via protective strategies aimed at limiting the transmission of COVID-19, including social distancing, lockdowns, cancelled or limited leisure activities and tutorials and supervision for students taking place digital. All of these changes may have influenced students’ health and quality of life.AimTo describe and explore fear of COVID-19 and psychological distress, as well as general health and quality of life, among baccalaureate nursing students at 1 year into the COVID-19 pandemic.MethodWe used a mixed method study design, including quantitative data from University of Agder, data that was a part of a national survey of baccalaureate nursing students nearly one year into the pandemic. All the nursing students at the university were invited to take part between 27 January and 28 February 2021. The quantitative survey included 396 (out of total 858) baccalaureate nursing students (response rate: 46%). The quantitative data were collected using well-validated measures of fear of COVID-19, psychological distress, general health and quality of life, and the data were analysed using the ANOVA-tests for continuous data and chi-square tests for categorical data. Qualitative data were gathered from focus group interviews from the same university two-three months later. Five focus group interviews were conducted with a total of 23 students (7 men, 16 women). The qualitative data were analysed using systematic text condensation.ResultsThe mean score (standard deviation [SD]) for fear of COVID-19 was 2.32 (0.71), for psychological distress was 1.53 (1.00), for general health was 3.51 (0.96) and for overall quality of life was 6.01 (2.06). In the qualitative data, we identified the overarching theme effect of COVID-19 on students’ quality of life and the three main themes; importance of personal relations, physical health challenges and mental health challenges.ConclusionThe COVID-19 pandemic influenced negatively nursing students’ quality of life and physical and mental health, and they often felt lonely. However, most of the participants also adapted strategies and resilience factors to cope with the situation. Via the pandemic situation, the students learned additional skills and mental mindsets that may be useful in their future professional lives.

The Supervisees' Perspectives Concerning the Clinical Supervision of Radiologic Sciences Students at Clinical Sites: Implications and Future Directions.

Clinical supervision (CS) is essential to practice-based learning in radiology. The assessment of the effectiveness of CS is essential to ensure the success of the process and to provide high-quality patient care. This study aimed to evaluate the CS of both Diagnostic Radiography (DR) and Nuclear Medicine (NM) technology students studying at Kuwait University. The Manchester Clinical Supervision Scale-26 (MCSS-26©) was distributed electronically to 90 third and fourth year students from Radiologic Sciences department. Ethical approval was obtained from the Health Sciences Centre (HSC) Ethical Committee and all the participants provided electronic informed consent. Data are presented as mean ± SD. Seventy responses were collected from DR and NM (response rate 78%, DR: n= 51, NM: n=19). Overall, the mean CS score from the MCSS was 67.7±11.3, n=70. CS in NM scored more effective than that in DR with a p=0.037 (72.3±10.1, 66.0±11.3, respectively). The effectiveness of CS has been evaluated in third and fourth year students across the two divisions of RS the department at Kuwait University. This study showed that students value the impact of CS in their professional role and 70% reported being satisfied with the overall CS experience. Limited studies are available that focuses on students' perceptions about clinical supervision; therefore, more studies are needed to evaluate the effectiveness of CS among RS students. Implications for interprofessional education are presented.

The future integrated care workforce.

The future integrated care workforce.

Nursing handoff education: An integrative literature review.

This integrative review aimed to identify nursing students' experiences of handoff practices and the effects of handoff education in the curriculum on nursing student learning outcomes. Appropriate handoff communication skills are essential for nursing students to maintain patient safety and prevent adverse events. A systematic literature search was conducted with keywords related to nursing, student, and handoff in April 2020. Articles should focus on nursing students' handoff education published in English in 2015-2020. Eight articles met the inclusion criteria and were included in this review. Nursing students reported discrepancies in handoff experiences; diverse factors influenced their handoff experiences, such as knowledge, anxiety, confidence, and type of student supervision. Various handoff educations were implemented across studies. Some handoff educations significantly improved nursing students' attitudes toward other disciplinary providers, satisfaction, confidence, quality, and clarity in handoff communication; some did not substantially affect their selected outcomes. This review identified that there are still limited handoff experiences among nursing students and many factors affecting opportunities for their handoff experience. Some handoff education (e.g., structured handoff formats, role-play, simulated scenarios) effectively improved students' communication clarity, confidence levels, and handoff education satisfaction. More handoff education is needed for nursing students to learn safe and quality handoff practices.

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

PurposeThis study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.Design/methodology/approachThis research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).FindingsThe results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.Originality/valueStudies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

Shaping Student Discipline Characters Through the Role of Teachers at Muhammadiyah 2 Sidoarjo Elementary School

Discipline is the attitude of obeying the rules in forming moral character. Therefore, discipline becomes an important issue. In this regard, the role of teachers in schools is very necessary to form a strong student character. The aims of this study are to: (1) play the role of the teacher in shaping the discipline of fifth grade students of SD Muhammadiyah 2 Sidoarjo, (2) support the supporting factors and the formation of disciplinary character of students in class V of SD Muhammadiyah 2 Sidoarjo. A qualitative approach is a type of qualitative descriptive research used to achieve the above objectives. The central tool is the researcher himself and the data collection techniques used are observation, interviews and documentation. Data analysis by organizing data, presenting data, and drawing conclusions. The results showed that (1) the teacher's role in shaping the discipline character of fifth grade students at SD Muhammadiyah 2 Sidoarjo included compliance with rules, punctuality, and responsibility in carrying out tasks; ricefield. (2) The factors that shape the character of this field include supporting school programs, building good partnerships in the school environment, and playing an active role in student development to support teachers and parents. In addition, barriers include lack of proper parental cooperation, limited teacher supervision of students, influential peers, and lack of technology use.