Undergraduate Bachelor Research Articles

Impresso ou digital? As práticas de ler textos no papel e na tela

Neste artigo, apresentamos algumas declarações sobre as práticas de ler textos no papel e na tela sob a visão de graduandos do Bacharelado em Ciências e Tecnologia da Universidade Federal do Rio Grande do Norte (BCT/UFRN). Esses graduandos cursaram o componente curricular Práticas de Leitura e Escrita II (PLE-II), no primeiro semestre de 2011. Nele, pretendemos explorar, entre outros, a polêmica sobre o futuro do mercado editorial que passa pelos seguintes questionamentos: os livros impressos resistirão às novas tecnologias? Os e-books suplantarão os livros impressos? É possível a coexistência de livros impressos e livros digitais? Para tanto, no decorrer desse estudo, trazemos para análise o que dizem seis desses graduandos nas entrevistas semiestruturadas e nos artigos de opinião que eles produziram para contribuir com esse debate. Esse material selecionado para este estudo faz parte do corpus da pesquisa concluída com esses colaboradores. A análise desses dados seguirá os pressupostos teórico-metodológicos da concepção de língua(gem) de Bakhtin (2009), dos estudos de letramento como prática social (KLEIMAN, 1995, 2005; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre o letramento digital (XAVIER, 2002; COSCARELLI; RIBEIRO, 2007). Os resultados da análise empreendida apontam-nos para uma multiplicidade de práticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido à coexistência da modalidade impressa e da que decorre dos novos dispositivos móveis.

Physical Education Students’ Knowledge of Selected Safe and Non-Recommended Exercises Strengthening the Abdominal Muscles

Abstract Introduction. The aim of the study was to assess final-year physical education (PE) students’ knowledge of exercises strengthening the abdominal muscles which are used in the introductory part of a PE lesson. Material and methods. The research involved 467 final-year physical education students. The group examined included undergraduate (Bachelor) and postgraduate (Master) students from four universities in Poland. A knowledge test with photographs was used to conduct the study. The students completed the knowledge test with one of the authors present. If the students had any questions regarding the exercises included in the test, they were demonstrated by the person in the photographs. The data were analysed using the Mann- Whitney-Wilcoxon test. Kendall’s concordance coefficient was used to assess reliability and measure the agreement between the opinions of a group of experts who were asked to rate the exercises in terms of their safety and effectiveness. The calculations were made with the use of statistical and calculation software (SPSS 9.0 for Windows). An alpha value < 0.05 was accepted as the level of significance of differences between the groups of undergraduate and postgraduate students. Results. Eighty-two participants (17.6%) performed the task correctly, selecting all the safe exercises, 139 students (29.8%) made one error, while 110 marked all the overloading and ineffective exercises as safe. Conclusions. The students’ knowledge of safe exercises strengthening the abdominal muscles was insufficient. Both undergraduate and postgraduate students demonstrated similar knowledge concerning these exercises.

O ensino da Conservação e Restauro e os problemas de articulação curricular: o caso do Instituto Politécnico de Tomar

At this time, the qualifications that give access to the profession of conservator-restorer require an undergraduate Bachelor degree followed by a postgraduate Master's degree. This poses a number of problems related to the Bachelor degree that gives, or should give, admission to the Master's degree. These issues are discussed here based on the experience of the Polytechnic Institute of Tomar (Portugal).

Clinical pharmacy in Sri Lanka: translating training into practice

Clinical pharmacy in Sri Lanka: translating training into practice

Integrative Healthcare: An Exploration of Students Who Choose This Undergraduate Major.

Given the dearth of literature on this topic, the aim of this study was to understand who chooses to study integrative healthcare at an academic institution and why they choose to do so, the demographic characteristics of the student population, their background, and postgraduate plans. A cross-sectional survey design. Data were collected at a large, urban, public university with a well-established undergraduate bachelor of science program in integrative healthcare. A total of 105 declared integrative health undergraduate majors. Online research software collected anonymous survey responses during a 2-month period. Survey participants were more likely to be white and full-time students compared with the general undergraduate population. Many respondents discovered the integrative health major and then decided to enroll at the university. Most had used complementary and alternative medicine modalities, such as massage, yoga, and meditation. More than half of the survey participants were dissatisfied with conventional/Western medicine and its providers. Most respondents had a personal interest in complementary and alternative medicine and holistic health that influenced their decision to declare the major. Additionally, more than half of the respondents want to become a complementary and alternative medicine provider. Most survey participants plan to pursue postgraduate training/education in an integrative healthcare-related field. Students who choose to study integrative healthcare in an undergraduate academic institution may mirror the patient population of complementary and alternative medicine practitioners. Their profile, rationale, exposures, intentions, and directions may be helpful to universities considering adding this type of program or postgraduate education programs in attracting new students to integrative health fields. It also informs existing integrative healthcare programs regarding program enhancement. A larger sample involving more integrative health academic institutions would be useful for a future study.

A primer on medical education in the United States through the lens of a current resident physician.

Physician training and standards for medical licensure differ widely across the globe. The medical education process in the United States (US) typically involves a minimum of 11 years of formal training and multiple standardized examinations between graduating from secondary school and becoming an attending physician with full medical licensure. Students in the US traditionally enter a 4-year medical school after completing an undergraduate bachelor's degree, in contrast to most other countries where medical training begins after graduation from high school. Medical school seniors planning to practice medicine in the US must complete postgraduate clinical training, referred to as residency, within the specialty of their choosing. The duration of residency varies depending on specialty, typically lasting between 3 and 7 years. For subspecialty fields, additional clinical training is often required in the form of a fellowship. Many experts have called for changes in the medical education system to shorten medical training in the US, and reforms are ongoing in some institutions. However, physician education in the US generally remains a progression from undergraduate premedical coursework to 4 years of medical school, followed by residency training with an optional subspecialty fellowship.

A primer on medical education in the United States through the lens of a current resident physician.

Physician training and standards for medical licensure differ widely across the globe. The medical education process in the United States (US) typically involves a minimum of 11 years of formal training and multiple standardized examinations between graduating from secondary school and becoming an attending physician with full medical licensure. Students in the US traditionally enter a 4-year medical school after completing an undergraduate bachelor's degree, in contrast to most other countries where medical training begins after graduation from high school. Medical school seniors planning to practice medicine in the US must complete postgraduate clinical training, referred to as residency, within the specialty of their choosing. The duration of residency varies depending on specialty, typically lasting between 3 and 7 years. For subspecialty fields, additional clinical training is often required in the form of a fellowship. Many experts have called for changes in the medical education system to shorten medical training in the US, and reforms are ongoing in some institutions. However, physician education in the US generally remains a progression from undergraduate premedical coursework to 4 years of medical school, followed by residency training with an optional subspecialty fellowship.

The challenges of creating an online undergraduate community of practice

Purpose – With less time spent on campus, students are increasingly forming peer friendship and study groups either face to face or online. Communities of practice (CoP) with academic support in the wings could benefit students, but little is known in the about their use in the undergraduate space, or how best they may be structured and facilitated (Andrew et al., 2008). The purpose of this paper is to discuss these issues. Design/methodology/approach – An online CoP was created in partnership with undergraduate bachelor of midwifery students at the University of South Australia using an action research model. This provided an ongoing ability to continuously plan, act, observe and evaluate all aspects of the community created, so that adjustments could be made during the two cycles of the study. Findings – The time paucity of the cohort impacted on their ability to participate fully as partners in the project, and in the community itself. The Facebook community received more visitation than the Weebly community. The student panel reported that despite the online CoP fitting better with their schedules, they would prefer more opportunities to interact face to face with their peers. Research limitations/implications – Students who spend limited time on campus may prefer more real life social contact and support, despite the convenience of an online community. A larger cohort, drawing from a non-professional degree would have allowed greater membership and community participation for a prospective study such as this. Practical implications – Remote study is a growing phenomenon, and students need to feel socially connected and supported to remain enroled and engaged. Social implications – There has been much discussion around the amount of time individuals spend online, and whether support groups formed by students on social media support student learning, or encourage unprofessional behaviours without academic support present. Originality/value – This study reports that online communities are not always a logical solution to time poor students, and they may prefer face to face interactions to build their social and professional relationship.

Teaching Physical Assessment Skills to International Nursing Students in New Zealand

Carrying out a physical assessment and taking a health history from a patient is traditionally seen as a medical role rather than a nursing role in many countries. In New Zealand physical assessment skills are taught routinely as part of the undergraduate bachelor of nursing degree programme. Due to changes made by the Nursing Council of New Zealand in 2012, a group of internationally qualified nurses, predominantly GNM diploma nurses from India, who were then studying in New Zealand, were required to complete a degree level paper in simulated physical assessment. For many students this meant learning a whole new set of skills and overcoming the psychological barrier that this is a medical role.

Commencing Undergraduate Midwifery Students’ Beliefs About Birth and the Role of the Midwife

BACKGROUND: A shift has occurred in the last decade toward preregistration undergraduate Bachelor of Midwifery programs in Australia. This has led to an increase in the numbers of student midwives from diverse backgrounds with limited experience of university and socialization into hospital systems.AIM: This study aimed to explore commencing midwifery students’ beliefs about birth and expectations of the role of the midwife.METHOD: A qualitative descriptive approach was used. All 115 commencing first-year midwifery students enrolled in the first week of an undergraduate Bachelor of Midwifery program were invited and completed a self-administered survey. The survey used open-ended questions to elicit student beliefs about birth and the role of the midwife. Latent content analysis was used to analyze the data set.FINDINGS: Midwifery students’ beliefs were captured within the four themes: birth as “a miracle,” “a woman’s journey,” “a transformative event,” and “a natural process.” Students articulated the role of the midwife as one of support, education, advocacy, and partnership. Student beliefs and expectations were aligned with the emergent philosophy of the normality of birth and woman-centered care within the Australian maternity care context.CONCLUSION: Greater understanding is essential to designing quality midwifery education programs that are responsive to the needs of commencing student midwives. Supporting midwifery students’ successful transition into, and early engagement with the midwifery profession, may have long-term benefits in terms of retention and successful completion of their program. In addition, ensuring professional socialization occurs early is likely to develop graduates who are well prepared to work across their full scope and are willing to participate in the reform of maternity services in Australia.

Attitudes of Undergraduate Students to the Use of ICT in Education

Problem StatementContemporary young people are commonly designated as digital natives characterized by habitual use of ICT in everyday life. Nevertheless, the current higher education environment demands more sophistication from students.Research questionThe study pursues the question whether being a digital native is a qualification for successful utilization of ICT in learning and strives to detect what influences come into play.Purpose of the StudyThe purpose of the study is to find out what aspects influence attitudes and opinions of students relating to the use of ICT in courses offered by higher education institutions and thus provide beneficial source of information to teachers and instructors using ICT in lessons or designing e-learning courses.Research MethodsThe study was carried out at the College of Polytechnics, Jihlava, Czech Republic, among undergraduate bachelor students of four different branches of study. The research sample of two hundred students were addressed via a questionnaire survey to give their opinions on and express their experience with the use of ICT in courses they completed at the College.FindingsThe results show that the students’ willingness to use ICT for studying and attitudes to e-learning are not homogenous and show certain relation to their field of study and computer skills. The characteristics of digital natives do not apply to everyone, which should be reflected in courses using ICT in higher education institutions.ConclusionsThe presented study contributes to the current discussion of ICT in higher education usage and role. The results might promote further investigation into the issues relating to the topic and also provide useful information for teachers and instructors who wish to make their courses more beneficial to students.

Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors’ views

Background: Little is known about which diversity characteristics if any, impact on nursing students’ clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student’s perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. Aim: To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Methods: Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Findings: Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three subthemes. Conclusion: Findings suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

A Major Stream in Mental Health in Undergraduate Nursing Programmes: Identifying the Benefits and Acknowledging the Innovation

The literature demonstrates the problems mental health nursing has faced in securing sufficient graduate nurses to meet current and projected workforce needs. Deficiencies in educational preparation have been identified as a significant contributing factor. A major stream in mental health nursing has been introduced into undergraduate Bachelor of Nursing programmes as one strategy to address this problem. To-date, 11 streams have been introduced into Australian universities and no evaluations of the impact of these initiatives have been published as yet. This qualitative research was undertaken to explore the implementation and outcomes of major streams. In-depth telephone interviews were undertaken with participants from 10 universities, to explore their experiences with and opinions of this initiative. This paper specifically addresses the perceived benefits. Qualitative data analysis revealed many benefits to the major in promoting the value of, and encouraging interest in mental health nursing for undergraduate students. Four main themes were identified: (1) benefits to students; (2) benefits to the university; (3) benefits to industry; and (4) innovative approaches to education. The findings suggest the major in mental health nursing can contribute to addressing workforce problems in mental health nursing.

Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors' views.

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three sub-themes. FINDINGS suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

Hepatitis B Infection Awareness among Dental Graduate Students: A Cross Sectional Study.

Hepatitis B virus transmission in a dental setting more commonly occurs due to inadequate/improper use of safety measures by the dentist. This particular study evaluated the hepatitis B virus infection related awareness among dental graduate students in a University Dental College, India. A validated questionnaire regarding the awareness about hepatitis infection and various infection control measures was distributed among the students of different year of study in undergraduate bachelor dental graduate program. The data extracted were tabulated and analyzed. Final year students showed an increased awareness when compared to third year students. There is need for improving the knowledge among the nonclinical students, mainly on transmission of virus through salivary contact. The overall awareness among the students is only fairly satisfying, which signifies the need for continued infection control education among the students.

North–South social work partnership: strengthening the development of social work in Rwanda

Social work education in many parts of Africa is underdeveloped. Western theories dominate curricula and practices at the expense of indigenous knowledge. Canadian and Rwandan social work researchers created a partnership to strengthen social work education and practice at the University of Rwanda (UR). This paper reports the findings of a needs assessment that sought to identify the key issues facing Rwandans in the communities surrounding UR and professional needs in training competent undergraduate (Bachelor of Social Work) students. After reviewing the data, we identified collective trauma following the 1994 genocide against the Tutsi, extreme poverty and substance abuse to be major issues. Professional needs included trained faculty and field supervisors and adequate means to support students’ field placement. A group of academic and community stakeholders confirmed these findings and supported the creation of a center to facilitate training, practice, and research. The study results inform social wo...

CONHECENDO UMA UNIDADE DE ENSINO DURANTE O ESTÁGIO CURRICULAR: A IMPORTÂNCIA DA PRÁTICA INVESTIGATIVA NESSE MOMENTO

This article aims to describe the experience built by a group of students of the undergraduate Bachelor of Licenciatura em Ciencias Agricolas da Universidade Federal Rural de Pernambuco during the course of his first training in an educational institution. To this end, we sought to situate the stage as a dynamic and participatory moment between the acting parties, where the incorporation of research practice can play a key role in bringing the training of students in reality they will develop their professional activities. Fieldwork was conducted at the Instituto de Educacao, Ciencia e Tecnologia de Pernambuco, no Campus de Vitoria de Santo Antao. The analysis and interpretation of data collected, could be perceived divergence of thought and particular vision one has about the institution, expectations, labor market and possible opportunities within the activities. The visits were important to the institution that was observed and analyzed the physical structure of the site and what is available to students in their daily lives, allowing an understanding of the institution through different angles.

Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses

Abstract The use of information and communication technology (ICT) in education is a way to facilitate interaction and accessing information for learning in higher education. However, finding a set of structured e-resources to facilitate learning within specific courses is still a big challenge in most higher education institutions. This includes the problems and challenges for thesis courses in both undergraduate (Bachelor) and graduate (Master) level in Sweden. To overcome or reduce the problems and enhance quality of outcomes in thesis courses, the department of Computer and Systems Sciences (DSV) at Stockholm University has developed a Learning Support System, SciPro (Scientific Process), to support the thesis process. The aim of this study is to investigate learners’ perspectives on the usefulness of structured e-resources in SciPro, to reduce challenges for finding information related to the thesis process. This was done based on an open online survey, carried out in 2012-2013 of students’ perspectives at DSV. The study found the actual problems that students have encountered in the thesis courses and hence suggested a general model as a way forward to sort the e-resources to reduce the problems in the thesis process.

Implementing a major stream in mental health nursing: barriers to effectiveness.

Changes to the educational preparation of the nursing workforce in mental health continue to have profound effects on the availability of sufficient numbers of skilled graduates willing to work in this field. The longevity of the problem has focused attention on possible solutions. Introducing a major stream in mental health nursing in undergraduate Bachelor of Nursing programmes was proposed and supported as a potentially beneficial strategy, adopted by some Australian universities. Despite the promise invested in this strategy, systematic evaluations to determine the effectiveness or otherwise of this approach were not initiated. A qualitative exploratory study was undertaken with Australian universities, which had implemented the major stream, regarding their experiences and observed outcomes. In-depth interviews were conducted with a mental health nurse academic from each university. The barriers to the effectiveness of the major in mental health nursing are the specific focus of this paper. Thematic data analysis revealed three main barriers: clinical placements, lack of support from other academics, and integrated curricula. These barriers substantially limited the effectiveness of this strategy - in some instances, leading to the programme's termination - and must be assertively addressed to maximize the potential of the major in mental health nursing.

Gaining Access or Losing Ground? Socioeconomically Disadvantaged Students in Undergraduate Engineering, 1994—2003

Expanding access to engineering for underrepresented groups has by and large focused on ethnicity/race and gender, with little understanding of socioeconomic disadvantages. In this study, we use economic, human, and cultural capital theories to frame and then describe access to undergraduate engineering degree programs and bachelor's degrees. Using individual student-level data from 10 universities from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and aggregate school-level data (i.e., free-lunch status) from the Common Core of Data between 1994 and 2003, we first describe students who enter engineering programs by peer economic status (PES) with attention to gender, ethnicity/race, and SAT Math score. Second, a subset of the data is analyzed to describe access to bachelor's degrees in engineering by PES using graduation rates. The findings show an increase in access to engineering degree programs by disadvantaged students, but that access to engineering bachelor's degrees may be constrained, and especially for underrepresented ethnic/racial groups. The data highlight variable PES differences that accrue in engineering at entry and upon graduation (6 years later) across ethnic/racial groups; these differences have implications for broadening participation. Recommendations for future research and improving engineering access at the secondary and postsecondary levels are discussed.