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PubMedDate not supplied

Goal importance and students at risk of having language difficulties: an underexplored aspect of student motivation.

The purpose of this study was to compare the motivational determinants of students at risk of language difficulties (in reading and spelling) and students with high language skills. Teachers' evaluations in language and mathematics at the end of the academic year constituted the dependent variable. Motivational orientations were examined using the constructs that reflect the theory of planned behavior and goal importance. Participants were 202 elementary school students-22 at risk of language difficulties and 180 with high language skills-drawn from 30 elementary schools in northern Greece. The results indicated that the two groups differed significantly, with the at-risk students exhibiting significantly lower perceptions of goal importance, intention to achieve, belief strength, outcome evaluation, and normative beliefs, and eventually scoring lower in language and mathematics at the end of the academic year. A finer analysis of students' motivational orientations was conducted using covariance structural modeling (CSM) and EQS 5.7b. The planned behavior model with goal importance produced a comparative fit index (CFI) of 1.00 in language and mathematics for the at-risk group. The respective CFIs for the high language skills group were .97 and 1.00 in language and mathematics, respectively. Although model fit was excellent across samples, different weights and signs linking motivational orientations to achievement partly explained the observed differences in language and mathematics manifested in the two groups.

Case-Control Studies↗
PubMed1991

Development of a school building model for educating students with handicaps and at-risk students in general education classrooms.

This study, conducted in the context of a 4-year project to redesign special and remedial services in an elementary school, examined the effects of cooperative learning, cross-age tutoring, and in-class services for students with handicaps and remedial students. All students (524) in Grades 1 through 6 in two medium-sized elementary schools took part in the study. All three treatments were introduced into one of the schools, with the second school serving as a control. The cooperative learning treatment was delivered to all sixth-grade students, cross-age tutoring to special and remedial students in Grades 1 through 3, and the in-class services to all grade levels. Results indicated that, although the character of the instructional services changed markedly, none of the three treatments had much impact on achievement. Reasons for the findings are explored.

Achievement↗
PubMed1994

Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction.

We evaluated the use of response cards during science instruction in a fifth-grade inner-city classroom. The experiment consisted of two methods of student participation-hand raising and write-on response cards-alternated in an ABAB design. During hand raising, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response-card condition, each student was provided with a laminated board on which to write one- or two-word answers in response to each question asked by the teacher. Frequency of active student response was 14 times higher with response cards than with hand raising. All 22 students scored higher on next-day quizzes and on 2-week review tests that followed instruction with response cards than they did on quizzes and tests that covered facts and concepts taught with the hand-raising procedure.

Journal Article↗
PubMed2001

Student documentation of multiple diagnoses in family practice patients using a handheld student encounter log.

Patient encounter logs may provide an important early opportunity to assess beginning clinical students' attention to and experience with many medical problems. However, there are reasons to doubt the completeness of traditional paper logs. The family practice clerkship at Washington University in St. Louis has tried a series of structured paper and hand held computer logs in search of a format that permits students to completely document their patients' diagnoses. The clerkship introduced a Palm computer log, designed with PumaTech's Satellite forms (R), that uses patient demographics to select a diagnosis entry screen displaying many likely diagnoses as checkboxes. Additional drop lists and combinations of drop lists provide access to less common diagnoses. Students using this log document 2.4 problems per patient on average, and as many as 14 problems in a single patient. Differences between students and preceptors are readily apparent. It is now possible to prepare students to rotate with specific preceptors, and to identify or predict gaps in experience that deserve remedial intervention.

Clinical Clerkship↗
PubMed2005

Community-based osteopathic manipulative medicine student clinic: changes in curriculum and student confidence levels.

The West Virginia School of Osteopathic Medicine in Lewisburg instituted a free, community-based medical clinic in spring 1995 as part of an institution-wide Osteopathic Principles and Practices Integration Project. Under this initiative, osteopathic medical students are provided with 26 hours of supervised experience in osteopathic palpatory diagnosis and osteopathic manipulative treatment. The educational goal of the clinic is to increase the confidence of osteopathic medical students in their technical abilities in using osteopathic manipulative medicine to diagnose and treat community patients. Based on a variety of results from student-completed surveys, the authors conclude that the osteopathic manipulative medicine student clinic at West Virginia School of Osteopathic Medicine has met its goal of increasing student confidence in the application of these skills.

Ambulatory Care Facilities↗
PubMed1980

The family perceptions of delinquents, high school students, and freshman college students.

The family perceptions of 46 delinquents, 52 high school students, and 46 freshman college students were measured through the use of a shortened version of the Family Concept Test. Each subject's perceptions of his or her level of rebelliousness toward parents, parental marital relations, and parental discipline were also measured. Results showed that the delinquents had more negative family perceptions as compared to the high school and college students. However, subjects in all three groups who perceived themselves as rebellious had similar negative family perceptions. Delinquents and college students, but not high school students, had similar negative family perceptions when they viewed their parents' marriage as unhappy. These data show that delinquents and nondelinquents tend to have similar negative family perceptions when they perceive themselves as rebellious and their parents as unhappy.

Adaptation, Psychological↗
PubMed2002

Student nurse attrition: use of an exit-interview procedure to determine students' leaving reasons.

This study is part of a research programme at the University of Glamorgan aimed at reducing student nurse discontinuation. A number of methodological limitations in previous studies on attrition have been identified and are addressed in this study. A preliminary picture of attrition within this school is established and the validity of the data examined. The average attrition rate for the school over an 8-year period was 19%, which compares favourably with national rates. Data on students' leaving reasons were obtained through an exit-interview procedure; this achieved high response rates which for exceed those represented in previous studies. Academic difficulties and wrong career choice were among the most commonly reported leaving reasons; this is similar to findings from previous research. However family, health and financial difficulties emerge as equally important categories. The exit form facilitated the recording of multiple leaving reasons for each student, an innovative approach in attrition research. Almost half the students discontinued for at least two reasons; the interrelationships between leaving reasons and possible explanations for the findings are considered. The complexity of factors contributing to attrition are discussed and will be tackled in subsequent stages of the research programme.

Attitude of Health Personnel↗
PubMed2004

Strategies for student services for lesbian, gay, bisexual, and transgender students in dental schools.

The purpose of this article is to explore issues that pertain to the needs of gay men, lesbians, and bisexual and transgender (GLBT) students as a subgroup in U.S. dental schools. The increasing visibility of GLBT persons in all aspects of life is one aspect of the changing face of the U.S. population. Increasingly, there is dialogue about issues related to GLBT persons, their nontraditional families, and their full engagement in society. Recent court decisions, changing policies in states and municipalities, and increasing acceptance in society promote inclusion. Likewise, this dialogue has extended into academic life. In medicine and nursing, GLBT issues include the needs of GLBT patients, the mentoring of faculty and administration, and acculturation of students in a dynamic college environment. Increasing the acceptance of GLBT persons and enhancing the value of diversity throughout the community and within the profession are challenges that must be met. In addition, fostering positive behaviors in a multicultural environment is a priority that is recognized in business and academe. In an effort to assess the present situation in U.S. dental schools, a survey was developed to gather data about support services provided for GLBT students. Based on the results of the survey, a series of recommendations are made to meet the needs of GLBT students, faculty, staff, and administrators in dental education institutions.

Bisexuality↗
PubMed1993

Student-faculty informal interaction and the effect on college student outcomes: a review of the literature.

Review of the literature synthesizes research on the informal interaction of college students and faculty. The role of student-faculty interaction is discussed with regard to effect on students' academic achievement, satisfaction with college, intellectual and personal development, persistence and attrition, and career and educational aspiration. Research supports the important socializing role of faculty in the college experience. Characteristics of the most interacting faculty personalities that interact most are given along with the classroom atmospheres most conducive to informal interaction. A review of research methodology for college student outcomes is presented.

Adolescent↗
PubMed2004

Help of third-year medical students decreases first-year medical students' negative psychological reactions on the first day of gross anatomy dissection.

The assistance of third-year medical students (MS3) may be an easy, inexpensive, educational method to decrease physical and emotional stress among first-year medical students (MS1) on the first day of gross anatomy dissection. In the academic years 2000-2001 and 2001-2002, a questionnaire on the emotional and physical reactions on the first day of dissection was distributed to 84 MS1 at Mayo Medical School (Rochester, MN); 74 (88%) responded. Student perceptions were assessed on a 5-point Likert scale. The 42 second-year medical students (MS2) whose first academic year was 1999-2000 were used as a control group, because they had not had assistance from MS3. MS2 completed the same questionnaire (59% response rate). Data were collected from MS1 on the day of their first gross anatomy dissection. The most frequent reactions were headache, disgust, grief or sadness, and feeling light-headed. Significant differences (alpha < 0.05) were found with use of the chi(2) test to compare the emotional and physical reactions of MS1 and MS2. MS1 had significantly fewer physical reactions (64% vs. 88%), reporting lower levels of anxiety (23% vs. 48%), headache (14% vs. 36%), disgust (9% vs. 20%), feeling light-headed (11% vs. 24%), and reaction to the smell of the cadaver and laboratory (8% vs. 52%). MS1 commented that having MS3 at the dissection table was extremely helpful. They relied less on their peers and felt they learned more efficiently about the dissection techniques and anatomical structures. Using MS3 as assistants is one method to reduce fear and anxiety on the first day of gross anatomy dissection.

Adult↗
PubMed2006

A program of microsurgical training for young medical students: are younger students better?

In the European countries there is a lack of young doctors. This shortage limits the possibilities for recruiting skilled surgeons for the microsurgical disciplines. Complicating the situation is the fact that most students do not decide on their area of specialization until the late clinical semesters. The authors present a new program of microsurgical training that dispenses completely with animal training. In addition, a scoring system is presented that enables instructors to compare the microsurgical skills of different students for the purpose of further statistical analysis. This scoring system could be used for the evaluation of potential microsurgical candidates as well as for other purposes, e.g. scientific projects. A total of 36 students with an average age of 24.2 were trained, with good-to-excellent results. Microsurgical training of young students can be recommended. A point worth exploring in the future is whether there are different learning curves for different age groups.

Adult↗
PubMed1995

Asian female students in Australia: temporary movements and student migration.

"The most significant population movement affecting Australia in recent years has been a dramatic growth in the number of short term arrivals.... While a substantial literature has evolved concerning overseas students' temporary migration and settlement, there has been only limited demographic analysis undertaken to date, including minimal attempt to explore the participation and specific student experience of women. This paper seeks to address this omission through presentation of a detailed analysis of the characteristics of Asian female students within the overall student movement, together with a preliminary exploration of issues related to their personal and academic transition."

Australia↗
PubMed1993

Bachelor of nursing students' experiences of learning biological sciences alongside medical students.

One of the features of the Bachelor of Nursing (BN) course at Nottingham University is that the students study some biological sciences alongside their medical counterparts. Formative evaluation of the processes of teaching and learning, with a view to monitoring and improving the process of education taking place, is an integral part of the BN curriculum. The findings obtained to date suggest that, whilst the students value some aspects of learning biological sciences with medical students, they are anxious about the effectiveness of the teaching methods being employed; the difficulty of what they are learning and the depth and level of knowledge required in order to deliver safe competent nursing care. They are also concerned about the medical bias of the content that they are being taught and its relevance for them as nurses. This paper will set the biological sciences component of the course in context within both the BN and the medical curriculum. The methods being used to evaluate the teaching and learning processes and the results of these evaluations will be discussed and the implications of the students' experiences will be explored.

Attitude↗
PubMed2006

Tracking students through program entry, progression, graduation, and licensure: assessing undergraduate nursing student retention and success.

In the escalating nursing shortage, nursing student retention and success (graduation and licensure) is a priority. The entry, progression, graduation, and licensure characteristics of culturally diverse associate degree nursing students (n=112) were assessed to gain insight into nursing student progress and success. In this retrospective study, data collection included student profile characteristics, academic outcomes, type of retention or attrition, program completion length, and licensure. The retention trajectory was distributed between ideal (26%), continuous (24%), and interim/stopout (25%). Attrition consisted of first semester failure (9%), voluntary (14%), and involuntary (2%). Descriptive and inferential analyses suggested several variables that influenced first time pass rate on the nurse licensing exam: course grades in three nursing courses, number of nursing withdrawals or failures (W/F), and nursing course grade average (NCGA). Implications for nurse educators are discussed.

Adult↗
PubMed2003

The role of a mental health consumer in the education of postgraduate psychiatric nursing students: the students' evaluation.

Recent Australian Government policy reflects the integral nature of active consumer participation to the planning and delivery of mental health services. The effectiveness of consumer participation in improving mental health services has received some attention in the literature. Commonwealth Government funding enabled the development of a partnership between the Centre for Psychiatric Nursing Research and Practice and the Melbourne Consumer Consultants' Group. The successful application enabled the employment of a mental health consumer as an academic staff member of the Centre for Psychiatric Nursing Research and Practice. One important aspect of this role involved the mental health consumer teaching a consumer perspective to postgraduate psychiatric nursing students. The primary aim was to increase the students' awareness of and sensitivity to greater consumer participation within the mental health arena. This paper presents the results of an evaluation of the consumer academic role in teaching within the Postgraduate Diploma in Advanced Clinical Nursing (Psychiatric Nursing). An evaluation form was distributed to students (n = 21) on completion of the semester. The findings suggest the experience was considered beneficial to students and was impacting significantly on their current practice. This project supports the value of consumer participation in the education of mental health professionals.

Adult↗
PubMedDate not supplied

Barriers to increasing native Hawaiian, Samoan, and Filipino nursing students: perceptions of students and their families.

This article presents the results of an innovative approach to increase the numbers of native Hawaiian, Samoan, and Filipino students who enroll in and complete the bachelor of nursing in science degree. The approach used 2 methods to obtain input. The first was a series of focus groups comprising current and potential students in the nursing program. The second method was a survey of community elders, parents, and high school students in schools with large enrollments of native Hawaiians, Samoans, and Filipinos. The results made clear that Asian Pacific Islanders are composed of distinct groups that have many diverse concerns that need to be addressed in the recruitment and retention phases. One surprise was the low interest in incorporating traditional healing into the curriculum. It was clear that high school students should be given information on nursing early and effectively because this is a key component of their interest in a nursing career.

Attitude↗
PubMed2000

Predictors of college students' alcohol consumption: implications for student education.

Understanding why young adults consume alcohol the way they do can lead to more effective educational programming for promotion of students' personal health and safety. The authors examined the predictive role of expectations about alcohol, perceived peer norms of consumption, awareness of rules, and individual self-efficacy in conjunction with demographic variables for male and female college students' weekly alcohol consumption. The sample of 4,960 students analyzed here is 10 to 20 times larger and more nationally representative than the samples used in similar studies. The authors used a general linear model; 41% of the men's variance and 33% of the women's variance in self-reported weekly alcohol consumption were explained by the set of predictors. In descending order of variance accounted for in male and female students' self-reported weekly alcohol consumption, perceived gender-specific norms of consumption, expectations about the effects of alcohol, and the importance of drinking in high school were significant predictors for both men and women. The salience of psychological variables for young adults' consumption of alcohol underscores the importance of recognizing individual predictors of behavior in the broader ecological context in which those behaviors are performed.

Achievement↗
PubMed2004

Types and sources of social support and maternal-student role stress in married associate degree nursing students.

This paper presents findings from a secondary data analysis designed to determine, specifically, which types and sources of social support are associated with Maternal Student Role Stress for women in two age groups. Participants in the study were students in an Associate Degree nursing program who were married and had at least one child living at home. Data were collected at 11 community colleges in New York and New Jersey. For women aged 37 years and older, all types of support from their husbands and children were associated with less Maternal Student Role Stress. For women under 37 years of age, affirmation and aid from their husbands; aid from their children; and affect, affirmation, and aid from their mothers-in-law were associated with less Maternal Student Role Stress. Findings are interpreted in light of the groups' varied developmental stages, and recommendations for future research and practice are offered.

Adult↗