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PubMedDate not supplied

Antecedents of nursing school attrition: attitudinal dimensions.

In an attempt to identify attitudinal orientations that might be used as indicators of attrition, demographic, academic performance, and attitudinal data on 261 students enrolled in the Woodruff School of Nursing at Emory University, Atlanta, between 1968 and 1972, were studied. Traditional measures of scholastic aptitude were not found to be good indicators. The higher the father's educational attainment, the more likely attrition was to occur. The higher the mother's occupational status, the less likely attrition was to occur. Attitudinal measures used in the study seemed to have little direct impact on attrition.

Attitude↗
PubMedDate not supplied

A profile of accelerated second bachelor's degree nursing students.

With economic uncertainty and the worsening of the nursing shortage, interest in accelerated second bachelor's degree programs has skyrocketed. Despite dramatic increases in the number of programs, little has been published about the characteristics of these students. A descriptive study at a mid-Atlantic public comprehensive university examined demographic characteristics and compared academic performance of students in the accelerated and traditional baccalaureate programs. Data and their implications for recruitment, admission, and curricular design are presented.

Adult↗
PubMed1979

Psychosocial risk factors in the developmental of infectious mononucleosis.

In a 4-year prospective seroepidemiological study of infectious mononucleosis (IM) of one class of some 1400 cadets at the West Point Military Academy, susceptibles and immunes were identified by the absence or presence of antibody to Epstein-Barr virus (EBV), the causative agent, and new infections by the appearance of antibody (seroconversion). On entry, about 1/3 lacked EBV antibody, of whom some 20% became infected (seroconverted); about 1/4 of seroconverters developed definite, clinical and recognized IM. Psychosocial factors that significantly increased the risk of clinical IM among seroconverters included: 1) having fathers who were "overachievers"; 2) having a high level of motivation; 3) doing relatively poorly academically. The combination of high motivation and poor academic performance interacted in predicting clinical IM. Additional data on presence of elevated titers among seroconverters with inapparent disease and on length of hospitalization among cases of clinical IM revealed that these two additional indices of infection or illness could also be predicted from the same set of psychosocial risk factors.

Achievement↗
PubMed1995

Attention-deficit hyperactivity disorder in children.

Attention-deficit hyperactivity disorder has been redefined in the classifications in the International Classification of Disease, 10th revision and Diagnostic and Statistical Manual of Mental Disorders, fourth edition. The definitions are more concordant than their predecessors and reemphasize the distinction between inattentiveness and hyperactivity. The causes and mechanisms are still uncertain, but dietary sugar or aspartame and thyroid dysfunction do not seem to be major factors. Specific subgroups, such as children with comorbid psychologic disorders, tic disorders, or mental handicap, seem to have different origins, natural history, prognoses, and responses to treatment, reflecting the heterogeneous nature of the disorder. Psychostimulant therapy has unquestioned short-term effects on behavior but less certain benefits on long-term psychosocial outcome or on academic performance.

Attention Deficit Disorder with Hyperactivity↗
PubMed1990

Treatment of meningeal relapse in childhood acute lymphoblastic leukemia: II. A prospective study of intellectual loss specific to CNS relapse and therapy.

Changes in intellectual function during the course of treatment for acute lymphocytic leukemia were studied. Twenty-four children had baseline psychological evaluations and annual reevaluations for 3-6 years postdiagnosis. Treatment in all patients included combination chemotherapy, 2,400 cGy prophylactic cranial irradiation, and intrathecal methotrexate. Central Nervous System (CNS) relapse occurred in eight of these children. It was then treated with 3,000 cGy cranial plus 1,800 cGy spinal irradiation. Patients who remained in continuous complete remission showed no decline in global intelligence quotient (IQ). Patients who experienced CNS relapse had a mean decline of 16 IQ points by 3 years postdiagnosis and the long-term survivors displayed a mean loss of 25 IQ points 5-6 years postdiagnosis. Three of the five long-term survivors of CNS relapse function within the retarded range of mental ability and require special education. The other two have learning problems and display poor academic performance relative to same-age peers. There was no association noted between age at diagnosis and ultimate loss of IQ points. This prospective study suggests that children who receive a second course of cranial irradiation for treatment of CNS relapse are at high risk for significant and progressive intellectual loss.

Antineoplastic Combined Chemotherapy Protocols↗
PubMed2006

Come on back: enhancing youth development through school/community collaboration.

With the implementation of the federal "No Child Left Behind" Education Act, schools in America are under increased pressure to demonstrate academic success through higher test scores. Academic leaders are increasingly recognizing that the issues that students confront are not unique to the school setting but are issues of the larger community. Stronger links need to be forged between those working with our youth in schools and those providing needed services in the community. The following case study describes "Come On Back," an after-school program in Utica, New York, that targets students who are most at risk for dropping out of school and experiencing academic failure. The students were involved both as participants and planners for Come On Back activities. This collaboration applied youth development principles to improve young people's connection to school. Come On Back provides an example of how youth development partnerships between schools and communities can also be used to improve academic performance.

Adolescent↗
PubMed2004

Functioning of olivocochlear bundle and speech perception in noise.

OBJECTIVES: To evaluate the effect of contralateral acoustic stimuli on speech identification scores and to correlate this effect to contralateral suppression of evoked otoacoustic emission. DESIGN: Ten normal-hearing children with good academic performance participated in the study. Speech identification scores were measured in quiet and with different ipsilateral signal to noise ratios in two conditions, with and without contralateral acoustic stimuli. Transient evoked otoacoustic emissions were recorded for 70 dB SPL clicks with and without contralateral acoustic stimuli. RESULTS: Findings revealed that contralateral acoustic stimuli enhanced speech perception when ipsilateral signal to noise ratios was +10 dB and +15 dB. This enhancement had significant positive correlation with contralateral suppression of OAE. CONCLUSIONS: The results of the present study support the hypothesis that medial olivocochlear bundle might aid in speech perception in noise, thereby suggesting a possible role of cochlear efferent fibers in hearing. The psychoacoustic measures can be used to evaluate the efferent auditory pathways, where it is not possible to record otoacoustic emissions.

Auditory Pathways↗
PubMed2004

Design and rationale of controlled study of long-term methylphenidate and multimodal psychosocial treatment in children with ADHD.

OBJECTIVE: To describe the rationale, methodology, and sample characteristics of a dual-site treatment study (New York and Montreal) of children with attention-deficit/hyperactivity disorder (ADHD) conducted between 1990 and 1995. The hypotheses were that (1) methylphenidate combined with comprehensive multimodal psychosocial treatment was superior to methylphenidate alone in improving multiple functions and (2) the efficacy of the psychosocial intervention resulted from its specific components and not from nonspecific treatment effects. METHOD: One hundred three children with ADHD (ages 7-9), free of conduct and learning disorders, who responded to methylphenidate, were randomized for 2 years to (1) methylphenidate treatment alone; (2) methylphenidate combined with multimodal psychosocial treatment that included parent training and counseling, academic assistance, psychotherapy, and social skills training; or (3) methylphenidate plus attention control treatment that excluded specific aspects of the psychosocial intervention. Children were switched to single-blind placebo after 12 months; methylphenidate was reinstituted when clinically indicated. Assessments included ratings by parents, teachers, children, and psychiatrists; school observations in academic and gym classes; and academic performance tests. Almost 80% of families completed the 2-year study. Companion papers present treatment effects. CONCLUSIONS: A comprehensive 2-year psychosocial treatment was delivered successfully to children with ADHD and their families.

Attention Deficit Disorder with Hyperactivity↗
PubMed2000

Protection motivation and risk communication

The purpose of this study was to explore the utility of protection motivation theory (PMT) in the context of mass media reports about a hazard. Content elements of a hazard's severity, likelihood of occurring, and the effectiveness of preventive actions were systematically varied in a news story about a fabricated risk: exposure to fluorescent lighting lowering academic performance. Results of this experiment (N = 206) suggest that providing information about the severity of a hazard's consequences produces greater information seeking. In addition, information about levels of risk, severity, and efficacy combined jointly to produce greater rates of willingness to take actions designed to avoid the hazard. Results are seen as providing general support for PMT and are discussed within the broader framework of information seeking and heuristic and systematic information processing.

Journal Article↗
PubMed2002

Life-satisfaction is a momentary judgment and a stable personality characteristic: the use of chronically accessible and stable sources.

Social cognition research indicates that life-satisfaction judgments are based on a selected set of relevant information that is accessible at the time of the life-satisfaction judgment. Personality research indicates that life-satisfaction judgments are quite stable over extended periods of time and predicted by personality traits. The present article integrates these two research traditions. We propose that people rely on the same sources to form repeated life-satisfaction judgments over time. Some of these sources (e.g., memories of emotional experiences, academic performance) provide stable information that explains the stability in life-satisfaction judgments. Second, we propose that the influence of personality traits on life satisfaction is mediated by the use of chronically accessible sources because traits produce stability of these sources. Most important, the influence of extraversion and neuroticism is mediated by use of memories of past emotional experiences. To test this model, participants repeatedly judged life-satisfaction over the course of a semester. After each assessment, participants reported sources that they used for these judgments. Changes in reported sources were related to changes in life-satisfaction judgments. A path model demonstrated that chronically accessible and stable sources are related to stable individual differences in life-satisfaction. Furthermore, the model supported the hypothesis that personality effects were mediated by chronically accessible and stable sources. In sum, the results are consistent with our theory that life-satisfaction judgments are based on chronically accessible sources.

Cognition↗
PubMedDate not supplied

School extracurricular activity participation as a moderator in the development of antisocial patterns.

This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When tracked over time, the configurations differed significantly in patterns of early school dropout and criminal arrests. Boys and girls in the "multiple risk configuration" were more likely than those in other configurations to show long-term antisocial patterns. Participation in school extracurricular activities was associated with reduced rates of early dropout and criminal arrest among high-risk boys and girls. The decline in antisocial patterns was dependent on whether the individuals' social network also participated in school extracurricular activities.

Adult↗
PubMedDate not supplied

Middle-school-age outcomes in children with very low birthweight.

Most previous studies of children with birthweight <750 g have focused on early childhood sequelae. To evaluate later outcomes, a regional sample of 60 <750-g birthweight children was compared at middle school age (M = 11 years) to 55 children with birthweight 750-1,499 g and 49 term controls. The groups were matched on age, gender, and demographic variables at the time of an early-school-age assessment (mean age 7 years). The <750-g birthweight group fared less well at middle school age than the term group on measures of cognitive function, achievement, behavior, and academic performance. In many instances, outcomes were less favorable for the <750-g children than for the 750 to 1,499-g group. Children in the <750-g group who were free of neurosensory disorders and global cognitive impairment performed more poorly on several tests than their term counterparts. Group differences in this subsample on tests of motor skills, math, and the ability to copy and recall a complex drawing remained significant even after controlling for IQ. Disparities between the <750-g and term groups increased with age for some measures. Despite favorable outcomes for many children in the <750-g group, this population is at risk for long-term developmental problems.

Attention↗
PubMedDate not supplied

Some ways in which neighborhoods, nuclear families, friendship groups, and schools jointly affect changes in early adolescent development.

This study assessed some ways in which schools, neighborhoods, nuclear families, and friendship groups jointly contribute to positive change during early adolescence. For each context, existing theory was used to develop a multiattribute index that should promote successful development. Descriptive analyses showed that the four resulting context indices were only modestly intercorrelated at the individual student level (N = 12,398), but clustered more tightly at the school and neighborhood levels (N = 23 and 151 respectively). Only for aggregated units did knowing the developmental capacity of any one context strongly predict the corresponding capacity of the other contexts. Analyses also revealed that each context facilitated individual change in a success index that tapped into student academic performance, mental health, and social behavior. However, individual context effects were only modest in size over the 19 months studied and did not vary much by context. The joint influence of all four contexts was cumulatively large, however, and because it was generally additive in form, no constellation of contexts was identified whose total effect reliably surpassed the sum of its individual context main effects. These results suggest that achieving significant population changes in multidimensional student growth during early adolescence most likely requires both theory and interventions that are explicitly pan-contextual.

Adolescent↗
PubMed2005

Gender differences in the association between substance use and elevated depressive symptoms in a general adolescent population.

AIMS: This study explores gender differences in the association between substance use and elevated depressive symptoms in the general adolescent population. DESIGN: Cross-sectional self-reported anonymous survey, the 2002/2003 Student Drug Use Survey in the Atlantic Provinces. The sample design was a single-stage cluster sample of randomly selected classes stratified by grade and region. SETTING: The four Atlantic provinces of Canada. PARTICIPANTS: A total of 12 771 students in junior and senior high schools of the public school systems, representing a response rate of about 97%. The average age of participants was 15.2 years. MEASUREMENTS: The measure of elevated depressive symptoms was a 12-item version of the CES-D with three categories of depression risk validated in a companion study. FINDINGS: The prevalence of very elevated depressive symptoms was 8.6% in females and 2.6% in males. Alcohol use and cigarette smoking were found to be independent predictors of elevated depressive symptoms in females, but not males; cannabis use was found to be an independent predictor of elevated depressive symptoms in both males and females. Age was found to have a curvilinear relationship with elevated depressive symptoms in females but not in males. The adolescent's academic performance and province of residence were found to be independent risk factors of elevated depressive symptoms among both males and females. About 10.3% of adolescents considered to be potential candidates for needing help reported having received help because they felt depressed. CONCLUSIONS: The association between depression risk and age, alcohol use, cigarette smoking and cannabis use in the general adolescent population is not straightforward and may differ according to gender. There is unmet need for help for depression among adolescents.

Adolescent↗
PubMed2005

Influence of family environment on language outcomes in children with myelomeningocele.

BACKGROUND: Previously, our studies demonstrated language differences impacting academic performance among children with myelomeningocele and shunted hydrocephalus (MMSH). This follow-up study considers the environmental facilitators within families (achievement orientation, intellectual-cultural orientation, active recreational orientation, independence) among a cohort of children with MMSH and their relationship to language performance. METHODS: Fifty-eight monolingual, English-speaking children (36 females; mean age: 10.1 years; age range: 7-16 years) with MMSH were evaluated. Exclusionary criteria were prior shunt infection; seizure or shunt malfunction within the previous 3 months; uncorrected visual or auditory impairments; prior diagnoses of mental retardation or attention deficit disorder. The Comprehensive Assessment of Spoken Language (CASL) and the Wechsler Abbreviated Scale of Intelligence (WASI) were administered individually to all participants. The CASL Measures four subsystems: lexical, syntactic, supralinguistic and pragmatic. Parents completed the Family Environment Scale (FES) questionnaire and provided background demographic information. Spearman correlation analyses and partial correlation analyses were performed. RESULTS: Mean intelligence scores for the MMSH group: full scale IQ 92.2 (SD = 11.9). The CASL revealed statistically significant difficulty for supralinguistic and pragmatic (or social) language tasks. FES scores fell within the average range for the group. Spearman correlation and partial correlation analyses revealed statistically significant positive relationships for the FES 'intellectual-cultural orientation' variable and performance within the four language subsystems. Socio-economic status (SES) characteristics were analyzed and did not discriminate language performance when the intellectual-cultural orientation factor was taken into account. CONCLUSION: The role of family facilitators on language skills in children with MMSH has not previously been described. The relationship between language performance and the families' value on intellectual/cultural activities seems both statistically and intuitively sound. Focused interest in the integration of family values and practices should assist developmental specialists in supporting families and children within their most natural environment.

Adolescent↗
PubMed2005

Symptoms of inattention and hyperactivity in children with habitual snoring: evidence from a community-based study in Istanbul.

BACKGROUND: Neurobehavioural symptoms of inattention and hyperactivity are common in children with sleep-disordered breathing (SDB). Prevalence rates of habitual snoring and attention deficit hyperactivity disorder (ADHD) are very similar and both have a substantial negative effect on children's behavioural health. OBJECTIVE: We examined the differences for subjective attentional and hyperactivity measures reported by parents and teachers among primary school children with habitual snoring and age- and sex-matched controls in a community-based case-control study in Istanbul. Methods In 2002, a survey was carried out to determine the prevalence of snoring in 2147 primary school children. After one year, in 2003, 151 children with habitual snoring and 302 controls from this survey were studied with parental SDB questionnaire, Conners' Parent (Conners-P) and Teacher Scales, and an inattention hyperactivity scale (IHS). Exclusion criteria included history of ADHD diagnosis, controls who started to snore and habitual snorers (HS) who no longer snored in this follow-up study. RESULTS: Ninety-six HS and 190 control subjects (mean age: 9.4 +/- 1.3) were evaluated. HS had significantly more symptoms of hyperactivity (Conners-ADHD index) (P: 0.033), attentional (P: 0.019), and conduct and oppositional defiant in subscales (P: 0.001) of Conners-P and IHS-Parents. A pooled score of Conners-P ADHD Index > 60 and IHS-Parent score > 1.25 showed considerable difference in HS when compared with controls (5.1% vs. 1.4%) (P < 0.0001). Daytime hyperactivity and excessive daytime sleepiness reported by parents correlated with scores of Conners-P and IHS-P (P < 0.01). Teachers' observations showed significant correlations with learning disability and the level of academic performance in HS (P < 0.01). Other behavioural parameters related to SDB were not significantly correlated with teachers' ADHD ratings in HS. CONCLUSION: Increased rates of moderate hyperactivity as well as conduct and oppositional defiant symptoms in HS reported by the parents might reflect a negative impact on overall neurobehavioural health. The teachers' scores yielded no significant results among HS and controls. This may be caused by the limitation due to shared method variance. The negative effect of crowded classes on teachers' evaluations must be also taken into consideration. After exclusion of a diagnosis of ADHD in children presenting with hyperactivity and inattention, children with habitual snoring with prominent scores of behavioural measures should be considered as candidates for further assessment by a sleep specialist.

Adolescent↗
PubMed1979

The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan.

The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice. Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations. Learning is a self-active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities is crucial if transfer of classroom knowledge to clinical practice is to occur.

Adaptation, Psychological↗
PubMed1977

Measuring medical students' empathy: a validation study.

The aim of this study was to validate the empathy scale (Hogan, 1969) for use in the context of medical education in Australia. Empathy Scale scores of students in their first clinical year at Monash University were correlated with patient ratings, self ratings, and peer ratings of empathy. Inter-rater and intra-rater reliability were assessed. Correlations were also obtained between Empathy Scale scores and course marks in psychiatry. Of the empathy ratings only those by peers correlated significantly with Empathy Scale scores (r = 0-45, P less than 0-05, n = 29). Empathy Scale scores were unrelated to academic performance. In a separate part of the study, not connected to the establishing of criterion-related validity, Empathy Scale scores of the medical student group were found to be significantly higher (t=4-44, df = 52, P less than 0-001) than the scores of psychiatric patients with a diagnosis of "personality disorder". This study provides some support for the Empathy Scale as a measure of interpersonal effectiveness, but has not established it as a valid measure of empathy in a clinical setting.

Adult↗