Experiences Of Undergraduate Students Research Articles

University students' perceptions of graduate employer selection tests

PurposeThe purpose of the current study was to examine university students' knowledge, confidence and experience of popular graduate employer selection tests.Design/methodology/approachA cross-sectional self-report survey was administered to gather a sufficient number of quantitative responses from undergraduate students. A total of 241 students completed the survey with most of them being psychology students from Swansea University. Four key variables were examined: (1) students' experience, (2) confidence and (3) knowledge of selection tests and (4) their desire for more information about selection tests as part of their degree. An audit of selection tests used by the Times Top 100 graduate employers was also conducted.FindingsStudents tended to misjudge how often selection tests were used by employers, and generally lacked experience with these tests. Students' confidence in completing each test varied as a function of the selection test; however, prior experience with these tests positively predicted confidence. Additionally, over 70% of students reported a desire for further information about selection tests as part of their degree.Practical implicationsThese novel findings suggest that students could benefit from further information about selection tests as part of their degree programme which would be of benefit to both students and universities.Originality/valueThese findings are, to the authors knowledge, the first to explicitly assess second- and third-year undergraduate students' knowledge, experience and confidence with popular graduate employer selection tests and demonstrate that students would like more information about these tests on their programme.

Determining Levels of Satisfaction with Online Learning at Private Higher Education in London

The purpose is to investigate and understand the satisfaction levels of mature undergraduate students engaging in online learning within the context of private higher education institutions in London. As the landscape of higher education evolves, with an increasing reliance on online platforms, it is crucial to explore how this mode of education aligns with the unique needs and expectations of mature learners pursuing undergraduate degrees. The study employs a structured survey instrument to collect data on various dimensions of satisfaction, aiming to provide valuable insights into the factors influencing mature undergraduate students' experiences in online learning. The research methodology involves a survey administered to a diverse sample of mature undergraduate students in private higher education institutions offering online programmes. The survey encompasses questions about overall satisfaction, determinants of satisfaction, interactivity engagement, support services, technical training and demographic variations. Data analysis involves applying statistical techniques such as descriptive statistics, to draw meaningful conclusions regarding the satisfaction levels of mature undergraduate students with online learning. The anticipated findings of this research have the potential to inform private higher education institutions, educators, and policymakers about the specific areas of online learning that contribute most significantly to mature undergraduate student satisfaction. Identifying strengths and areas for improvement will enable institutions to tailor their online learning environments to meet this demographic's needs better. Ultimately, the research aims to contribute valuable insights to the ongoing discourse surrounding enhancing online education experiences for mature undergraduate students in the private higher education sector. Keywords: Mature Undergraduate Students, Online Learning, Student Satisfaction, Private Higher Education

Experiences of academics and undergraduate students on research-based learning: A tale of two institutions

ABSTRACT This study aims to explore the experiences of academics and students at undergraduate programmes at two schools of business, one in Australia and the other in Finland, regarding the process of research-based learning (RBL) and the accompanying development of students’ skills. Employing an ethnographic case study method, data is collected through semi-structured interviews with seven students and four academics from the two institutions. Results suggest that RBL is challenging for undergraduate students but equally rewarding for developing their work readiness and professional identity skills. Moreover, findings also reveal that the supervisor has a central role in managing the complexities of the RBL process.

Learning While Black: Racial and Educational Challenges of Black Students

Learning while Black: racial and educational challenges of Black students, is based on a qualitative study focused on the educational experiences of high school seniors, undergraduate and graduate students. Focus groups with students from the three targeted groups revealed that Black students experience several challenges: (1) inadequate student, faculty and teacher representation, (2) inadequate mentoring, (3) isolation, (4) overt racism/microaggressions, (5) inadequate information regarding resources, and (6) mental health issues. This study operationalizes these barriers using students’ lived experiences and quotes. Students also provide insight on possible solutions for addressing racial and educational challenges including hiring Black faculty, and mental health counselors, increasing diversity, racial and cultural training for students, staff, and faculty, and providing mentoring, financial and other resources for Black students. Predominately White institutions can create safer, more inclusive environments for Black students by utilizing these strategies. Students’ resiliency and strengths can also play an important role in implementing these strategies to reduce educational disparities.

Influence of social inclusion and institutional culture on students’ interactions in clinical settings

Background: Decolonisation of the Speech-Language and Hearing (SLH) professions in South Africa to be Afrocentric is a current focus. These professions continue to hold white Eurocentric English and/or Afrikaans knowledges and practices, which are reflective of the minority. As diversity of students in higher education increases, the obvious incongruency between the language of learning and teaching (English) and institutional culture of the programmes and students who use English as an Additional Language (EAL) becomes heightened.Objectives: The study’s aim was to explore the learning and social experiences of EAL undergraduate students in a South African SLH training programme, with a specific focus on students’ experiences in patient, clinical supervisor and peer interactions in clinical situations.Method: A total of 24 participants recruited through purposive sampling were included in this cross-sectional mixed-method online survey design study. Data from the survey were analysed through descriptive and thematic analysis approaches.Results: Findings reveal a less than positive impression of EAL students in the current SLH training programme as far as their clinical experiences were concerned. The institutional culture of the SLH programme was reported to be disadvantageous to EAL students. These findings raise important implications for SLH training programmes, the regulator and the country’s SLH professions as a whole.Conclusion: This study sheds light on the significant incongruency between the existing institutional culture and the increasing diversity of students, particularly those who use EAL, in South African SLH training programmes.Contribution: Findings not only illuminate the challenges but also offer a path forward towards a more inclusive and representative SLH profession in South Africa, aligned with the principles of decolonization and Afrocentrism.

Perceptions and Experiences of Undergraduate Students Regarding Social Media as a Tool for Government COVID-19-Related Messages: A Qualitative Study in Nottingham, UK.

The rise of social media has given way to its use as a form of public health communication. Previous research has shown social media-based interventions to be effective, particularly for university students. Social media was used as a tool for public health messaging during the COVID-19 pandemic; however, there is a lack of information regarding the experiences and perceptions of such messaging and its effectiveness among UK university students. A qualitative study was conducted to explore the perceptions and experiences of public health messaging on social media during the pandemic, as well as the effects of such messaging. Fourteen semi-structured interviews with undergraduate students at the University of Nottingham, UK, were conducted. Five main themes were identified: effects of COVID-19 on university students, use of social media by university students, COVID-19 messaging on social media, effects of public health messaging on social media in compliance with COVID-19 guidelines, and improving public health messaging for the future. This study provides a novel insight into the experiences and perceptions of undergraduate students at a UK university regarding public health messaging on social media during the COVID-19 pandemic.

Student nurses' experiences of remote learning during Covid-19 pandemic: A qualitative evidence synthesis.

To systematically synthesize undergraduate student nurses' experience of online, blended or distance learning during Covid-19 pandemic. A qualitative evidence synthesis (QES). A QES. Themes were organized using the 'best fit' framework approach. Methodological limitations and confidence in the review findings were informed by GRADE-CERQual (Confidence in the Evidence from Reviews of Qualitative research). Qualitative literature from five databases including CINAHL, PubMed, Medline, Education Full Text (H.W. Wilson) and ERIC were searched from March 2020 to November 2021. Nine qualitative and two mixed method studies were included in this 'best fit' framework using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. Importance of the social presence of the teacher through effective communication and interpersonal relationships is highlighted. Clinical placement and in-person practical skills training are needed for effective nursing education. This review highlighted that online content can be developed into efficient and high-quality learner-centred education within blended undergraduate nursing programmes incorporating essential face-to-face and practical components. Various supporting measures are required for both students and faculty. We suggest an adaptation of a 'Blending with Purpose: The Multimodal Model' with key considerations for undergraduate nursing programmes where pedagogical objectives and activities drive the approaches to achieve intended learning outcomes and student satisfaction. Well-designed online programmes using digital tools that support interaction and teamwork are required for undergraduate nursing education. Blended learning approaches offer more flexibility than online learning alone which leads to improved student engagement. Clinical placement and in-person practical skills training are needed for effective nursing education. REPORTING METHOD: 'Enhancing transparency in reporting the synthesis of qualitative research' (ENTREQ) for QES. No Patient or Public Contribution.

Developing the Civically Engaged Student Through Interprofessional Education and Community-Placed Service Learning: Three Years at Cardinal Wellness

While studies have examined the outcomes of interprofessional service-learning activities, the use of interprofessional, community-based health programming as an opportunity for fostering civic engagement in today’s public health students is less studied. This article examines the benefits of a student-run exercise and nutrition program as an interprofessional education and service experience for undergraduate students participating in a service-learning course, degree-required practicum, capstone project, volunteer experience, or internship. An online survey with items from the Volunteer Functions Inventory, Civic Attitudes Scale, and Social Responsibility subscale of the Prosocial Behavior Battery was administered to 233 students from a diverse variety of majors. A significant increase in positive civic attitudes, volunteerism, and social responsibility scores was observed for students participating as part of one of two course-based service-learning projects, and scores on all three measures persisted at moderate-to-high levels for all students across six-semester cohorts and 3 years of program implementation. These results suggest that interprofessional service experiences are essential to the development of civic engagement competencies in today’s students, largely through the focus on collective action for social change.

Student Engagement in Virtual Learning: The Self-Determination Theory Perspective

The exploratory case study explored how the lecturers motivate the students to engage in team-based online learning and how technologies in e-learning and remote classrooms motivate student engagement. Engagement is a multidimensional construct that includes behaviour, emotions, and cognition, essential in learning outcomes. Involving 101 undergraduate students, questionnaires and virtual interviews were conducted with the participants to elicit their perceptions and experiences concerning student engagement. Following the Self-Determination Theory framework of Deci and Ryan (1985), this study proved that students’ engagement in the team-based online learning model is based on three perspectives: competence, sense of belonging, and autonomy. The theory highlights the importance of motivation and fulfilment of three basic human needs: autonomy, competence and relatedness. Data was collected through interviews and questionnaires focusing on the perceptions and experiences of undergraduate students who had participated in fully online learning for four semesters. Thematic analysis was used to analyze data divided into categories based on the Self-Determination Theory framework. The findings reveal that students’ engagement in team-based online learning is influenced by their need for competence, belonging, and autonomy. Overall, this research highlights the importance of addressing student engagement in online learning and provides insight into how lecturers and technology can motivate and enhance student engagement in team-based online learning. Lecturers must continually adapt their instructional strategies and leverage technology to maintain and increase student engagement during the online learning experience

Professional identity formation among undergraduate pre-medical students: a scoping review protocol

BackgroundProfessional Identity formation is the process by which learners internalize a profession’s values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students.MethodsThis review protocol has been designed following the Arksey and O’Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students.DiscussionBy conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students.Systematic review registrationThe protocol is registered with the Open Science Framework (htps://osf.io/nfzxc).

Clinical experience of omani undergraduate nursing students: Qualitative study

BackgroundCommencing clinical practice is a main milestone in the educational journey of undergraduate nursing students as it indicates the beginning of their professional life. The clinical training experience is frequently described as stressful and challenging for nursing students. Objectives: This study was conducted mainly to examine, explore and interpret nursing students' perceptions of the challenges they faced as nursing students during their clinical experience. SettingCollege of Nursing at Sultan Qaboos University, Oman. ParticipantsA total of 32 undergraduates nursing students who were enrolled in the nursing program and had finished at least one clinical course from their study plan. MethodData were collected using focus group discussions. A total of 32 participants were recruited and six focus groups were conducted. Data was transcribed and it was analyzed using thematic analysis. ResultTwo main themes were identified, and under each theme, several subthemes were merged. The two main themes are: challenges that hindered self-directed learning, which included instructor approach and nurse approach, and challenges that hindered experiential learning, which included theory-practice gap, insufficient practice, lack of confidence and evaluation methods. Conclusion: This study provided insights into the challenges that hindered the effectiveness of clinical nursing education. Several recommendations were proposed to maximize the benefits of clinical practice and to create less stressful environments.

Inclusive education: pedagogical approach to online versus face-to-face teaching

In today’s educational landscape, active learning is often overlooked during lectures, seminars, and tutorials. The aim of this study was to investigate perceptions of online and face-to-face lecture formats and their impact on the learning experiences of undergraduate dental students in Years 3–5. This qualitative study was conducted to investigate the effectiveness of different lecture formats at the Institute of Dentistry for undergraduate dental students in Years 3–5. There were two specific questions asked to dental undergraduate students with additional free-text questions. In total, 120 of 221 undergraduate students participated in this study between October 2019 and February 2020, and only 42 participants included the free-text comments. Three core themes related to the blended learning approach were identified: (1) scheduled versus recorded lectures, (2) duration of academic lectures, and (3) neurodiversity and learning experiences. The results showed that the learners perceived the traditional didactic lectures as the least effective format. There is not a “one fits all” lecture format that would accommodate a neurodiversity-based approach that focuses on the strengths, abilities, and interests of students. Hybrid lecture formats in combination with online teaching coupled with small group tutorials could be suggested. There is a unique challenge in the post-COVID-19 era for both educators and learners due to the lack of clinical practice and heavy reliance on online methods of teaching in Dentistry. Therefore, the implication of these results on the planning and financing of programmes could be discussed in Higher Education.

Experiences of Undergraduate Male Students in Nursing: On the Outside Looking in.

Measures to improve gender diversity of the profession have yielded only a modicum of progress. To investigate the relationship between marginalization and gender minorities in baccalaureate nursing programs in the United States. A descriptive cross-sectional study compared self-reported marginalization in male and female baccalaureate nursing students. The sample was drawn from the American Association of Colleges of Nursing database of US baccalaureate nursing programs, and the Englund Marginality Index (EMI) was used to measure marginalization, along with a demographic survey. In the study, 6480 full-time baccalaureate students from a traditional face-to-face nursing program in the United States participated. The results show that male participants had higher EMI scores (mean = 40.0, SD = 9.1) compared with female nursing students (mean = 35.1, SD = 9.0); t(6478) = 14.9, P < .001. Marginalizing behaviors must not be tolerated or promulgated. More needs to be done to better support and integrate men into nursing programs as they bring forth a unique perspective and skill set to the profession.

상담전공 학부생의 진로멘토링 경험에 관한 현상학적 연구

This study was carried out to explore the thoughts and emotions towards the experience and meaning of career mentoring activity, the experience of career mentoring activity and the changes after the career mentoring activity for the undergraduate student who were major in counseling and participated in a career mentoring program. The participant group consisted of eight students. This interview utilized the Colaizzi analysis method, which is one of the phenomenological methods, to analyze the content of the interviews. The analysis resulted in 23 subjects and three categories. Qualitative analysis revealed ten subjects and three categories, with ten subjects being categorized into ‘expectations of the activity/ tension towards the activity/ education related to the activity/ effort in the interaction/ responsibility in the activity/ resources and environments of career mentoring/ ability in managing the program/ self-confrontation and introspection/ career clarification/ and sense of achievement and growth. The three categories identified were ‘original intention’, ‘procedure’ and ‘meaning.’ This research results are expected to assist a better understanding of the experience of participating career mentoring and serve as a fundamental basis for invigoration of career mentoring program for undergraduate students.

Collaborative Service-Learning: Sharing Music in a Preschool Classroom

The benefits of service-learning experiences for preservice undergraduate students are well-documented. However, the perspectives of in-service teachers and their students are not commonly presented in the literature. There is a need for more research examining the impact of service-learning experiences on all stakeholders. The purpose of this qualitative study was to examine the perspectives of preservice undergraduate students, a local preschool teacher, and her preschool students as they shared musical experiences in a collaborative service-learning model. We found that the preschoolers enjoyed music lessons and were able to recall specific musical concepts. Preservice undergraduates expanded their teacher identity, confidence, and flexibility, but still did not feel like experts. The preschool teacher expanded her ability to provide musically rich experiences to her preschoolers but reported challenges with lesson planning. We conclude with implications for university supervisors and researchers interested in creating equitable service-learning opportunities.

Dental Students' Perspectives and Learning Experiences during the Covid-19 Outbreak: A Qualitative Study

Objective: The present study aimed to explore the perspectives and learning experiences of undergraduate dental students during the Covid-19 pandemic using a qualitative approach. Materials and Methods: The current study used a qualitative focus group approach based on the Consolidated Criteria for Reporting Qualitative Research checklist. Three focus groups were carried out using a piloted interview topic guide. A convenient sampling was adopted to include undergraduate year 3 to year 5 dental students who had attended regular face-to-face session before the pandemic. Each session consisted of 6 to 8 participants who were randomly assigned, and the sessions lasted for about 30 to 45 minutes. The interviews were recorded and transcribed verbatim. Content analysis using a deductive approach was employed to the focus group data. All the final codes were refined and agreed by all members of the research team. Results: Four main themes with their respective subthemes were identified through the coding process, namely change in study life balance, online learning, interpersonal relationship, and concern for future. Conclusion: Dental students faced numerous challenges during the Covid-19 pandemic, both mentally and academically. Academicians must reconsider and re-evaluate the curriculum, including the mode of delivery, as total eradication of the virus is not likely to be possible in the foreseeable future.

Home Away from Home: How Undergraduate and Graduate Students Experience Space and Place in a new Health Sciences Building.

Buildings contribute in crucial ways to how students experience learning spaces. Four schools within a faculty (nursing, nutrition, occupational and public health, and midwifery) moved into a new Health Sciences building Fall of 2019. This new building created a unique opportunity to explore the intersection between higher education and learning space design, informed by concepts of space and place, and students' profession specific and interprofessional learning experiences in a new Health Sciences building. A qualitative descriptive design was used. All undergraduate and graduate students within the four schools were invited to participate. Focus groups were undertaken to gain a rich understanding of students' experiences and views of their space and place of learning. Data collection involved focus group data from profession specific participant users and interprofessional participant users. Inductive thematic analysis of focus group transcripts generated an initial coding scheme, key themes, and data patterns. Codes were sorted into categories and then organized into meaningful clusters. A building planning development project document relating to the vision, intentions, design, and planning for the new building provided content from which to view the study findings. The study data contributed to the conversation about space and place and its influence on higher learning within specific intraprofessional and interprofessional student groups and provided insight into the process of actualizing a vision for a new learning space and the resultant experiences and perceptions of students within that space/place.

Mentoring Applications From Applied Plant Systems Research Experiences With Undergraduates

Research experiences for undergraduate (REU) students are valuable for exploring STEM professions. Students from underrepresented groups and non-research institutions may not have the opportunities to engage in hands-on research. A primary goal of our Applied Plant Systems REU was to provide authentic research experiences for students who may not have the chance. Mentoring is key to the success of a REU, yet intentional mentoring is not often prioritized. Over three summers, we explored student perception of the value of mentoring within an agricultural STEM REU. Pre- and post-survey responses were analyzed, and we found that the students valued specific aspects of mentoring during their REU. Interestingly, at the end of the REU, the survey result showed that the students placed a higher importance on items such as mentoring being a systematic process and that mentoring is based on friendship. There is clear indication that students know good mentoring when they experience it, even if it is not verbalized. Based on the survey responses and comments from students involved in this REU, we developed practical mentoring items which can be incorporated into research programs to enhance the mentoring experience.

We Wear the Mask: The Lived Experiences of Black Undergraduate Music Education Students in Predominantly White Schools of Music

The purpose of this hermeneutic phenomenological study was to understand how Black undergraduate music education students make meaning of their lived experiences in predominantly White schools of music (PWSOM). The study was guided by the overall research questions: (1) What makes the lived experience of Black undergraduate music education students unique? and (2) What meaning(s) and understanding(s) do Black undergraduate music education students ascribe to their experiences in PWSOM? Data were collected primarily through open-ended interviews with nine Black undergraduate music education students in PWSOM in the United States. Data analysis revealed seven emergent themes, including (a) navigating the negative perceptions of White people; (b) making White people comfortable; (c) working harder to prove myself; (d) “Do I belong here?”; (e) a climate of racial and cultural insensitivity; (f) distrust of White faculty; and (g) sacrifice and survival. Findings were interpreted using Du Bois’s theory of double consciousness and van Manen’s four existentials of lived experience. Interpretation revealed the essence of the phenomenon to be living a dissonant existence.

Cyberbullying among College Students: A Case Study

A significant amount of study has been conducted on cyberbullying and its impact on middle school and high school students, however, far less is known about cyberbullying experiences of undergraduate students. This study determined the college students' experiences with cyberbullying and the coping strategies they used to deal with the issue. In order to reflect the experiences of the five college students who were purposively selected as study participants from a higher education institution in the Philippines, a case study design was used. The experiences and coping techniques were examined using thematic analysis. The findings showed that the participants experienced body shaming, backstabbing, and ridicule, and some were even victims of fake personas. These experiences have an impact on their emotional and mental well-being, which in turn affect their academic performance and social interactions. Further, their coping mechanisms include self-isolation, social media blockades, face-to-face confrontations, and even resorting to threats against offenders, all of which have been shown to be effective in overcoming cyberbullying. To reduce the rising instances of cyberbullying, anti-cyberbullying policies may be put into place.