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Abstract Background The present study intended to gain insight into curricula gaps and explore recommendations for change to improve undergraduate nursing students’ knowledge, attitudes and skills in gerontological nursing in Ghana. Methods A qualitative exploratory design was selected for this study. This study was conducted in two phases. In phase 1, semi-structured interviews were conducted with Ghanaian gerontological nursing experts to identify existing gaps in Ghanaian gerontological nursing courses. In phase 2, gerontological nursing experts in Ghana and Australia were interviewed to put forward recommendations to address the current gaps in Ghanaian gerontological nursing courses identified in phase 1. Data were recorded, transcribed verbatim and analysed using a content analysis process. Results Five themes were generated from the data. Two of the themes represented gaps in Ghanaian gerontological nursing courses: (1) Gaps in Ghanaian gerontological nursing curriculum impact care of older adults. (2) Aspects of Ghanaian culture perpetuate misconceptions about ageing among undergraduate nursing students. Three themes represented recommendations to address gaps in Ghanaian gerontological nursing courses: (1) Specialised gerontology content is required to dispel myths about ageing. (2) Authentic learning can improve attitudes toward care of older adults. (3) Qualification and skills of preceptors influence knowledge and skills of undergraduate nursing students in gerontological nursing. Conclusion The inclusion of content such as spiritual needs and preventive healthcare services in undergraduate nursing curriculum is important in developing graduates that provide quality nursing care for older adults in Ghana. Additionally, the use of teaching approaches such as stand-alone courses, and clinical simulations can contribute significantly towards dispelling misconceptions about ageing and provide a deeper understanding of the care needs of older adults among nursing graduates in Ghana. It is anticipated that when these changes are made by the Nursing Registration Board and nursing schools in Ghana, it will lead to improvement in knowledge and skills specific to the care of older adults and ultimately enhance health outcomes of older adults in Ghana.

Introduction: A transect walk is a methodological walk in a well-defined pathway within a particular community/society while simultaneously drawing attention to the location of the community, distribution of resources, different social problems, and the opinion of local people regarding those problems. It is a well-accepted method related to participatory research action. However, the transect walk should have been utilized in the context of undergraduate medical education. Thus, we conducted this study to understand the feasibility and utilization of transect walks in undergraduate medical education. Methodology: We conducted a transect walk activity involving 25 undergraduate students in a village under the rural field practice area of the Department of Community Medicine and Family Medicine, All India Institute of Medical Sciences (AIIMS), Bhubaneswar. We prepared a checklist before conducting the transect walk based on available literature. The checklist was prepared for conducting a resource type of transect walk. The students were divided into four small groups and finally prepared a common diagram after merging all initial diagrams for better understanding and utilization of the activity. Results: The student identified different housing types, various water sources, and places for garbage disposal. They also identified important institutions like banks, local administration offices, and schools. The problem such as the absence of a wastewater disposal system, was identified during this activity. Conclusion: Students utilized the transect walk to understand the various public health issues and resources. This method was found to be an effective way of understanding different community resources.

Abstract Background Electronic cigarettes (e-cigarettes) are gaining popularity globally and becoming popular among young people, including in Nepal. Easy accessibility, appealing ads, and the misconception that e-cigarettes are safer than traditional cigarettes have fueled their rising popularity among university students in Nepal. The lack of comprehensive data on the prevalence and determinants of e-cigarette use among university students in Nepal underscores the urgent need for targeted research in this area. This study aimed to examine the knowledge, attitudes, and practices regarding e-cigarettes, as well as their influencing factors, among undergraduate students at the Institute of Medicine in Kathmandu, Nepal. Methods We conducted a cross-sectional study with 302 undergraduate students. A self-administered questionnaire assessed their knowledge, attitudes, and practices related to e-cigarettes. Descriptive statistics were reported, and chi-square tests and multivariate logistic regression analyses were performed to determine the statistical association among variables using STATA 14. Results The mean age of participants was 21.4 ± 2.1 years. Of the 302 respondents, 214 (70.9%) had heard of e-cigarettes. Among them, 71.5% had good knowledge, 62.2% held supportive attitudes, and 79.0% had never used e-cigarettes. Males were more likely to smoke e-cigarettes than females (AOR: 2.27; 95% CI: 1.01–5.01; p = 0.046). Students with friends who smoke were nearly three times more likely to use e-cigarettes (AOR: 3.00; 95% CI: 1.12–7.99; p = 0.028). Supportive attitudes towards e-cigarettes also doubled the likelihood of smoking them (AOR: 2.10; 95% CI: 1.02–4.35; p = 0.045). Conclusion The study highlights important implications for interventions, policy, and education within Nepal’s medical system. With a notable percentage of students holding supportive attitudes toward e-cigarettes, there is a clear need for targeted behavior change campaigns that educate about the health risks associated with e-cigarettes.

Abstract The rapid development of generative artificial intelligence (GenAI) technologies has sparked widespread discussions about their potential applications in higher education. However, little is known about how students from various disciplines engage with GenAI tools. This study explores undergraduate students' GenAI knowledge, usage intentions, and task-specific engagement across academic disciplines. Using a disciplinary categorization framework, we examine how the hard/soft and pure/applied dimensions relate to students' interactions with GenAI. We surveyed 193 undergraduates from diverse disciplines at a university in Singapore. The questionnaire assessed students' GenAI knowledge, usage intentions, and engagement with GenAI for cognitive and routine tasks against their disciplinary background. The results indicate substantial disciplinary disparities in the level of engagement of students with GenAI. Compared to pure fields, applied fields (both hard and soft) consistently exhibit higher levels of GenAI knowledge and utilization intentions. Furthermore, the engagement of GenAI in routine tasks is relatively consistent across disciplines; however, there are substantial disparities in cognitive tasks, with applied fields exhibiting higher engagement. These results suggest that the practical orientation of applied fields drives GenAI adoption and utilization in academic settings. The study emphasizes considering disciplinary differences to better integrate GenAI into higher education and calls for tailored approaches that align with each field's unique epistemological and methodological traditions to balance GenAI's practical benefits with the preservation of core disciplinary knowledge and skills.

Introduction: The future of our healthcare services highly depends on the current generation of health science students since they are the ones who will work in the healthcare setting. Ensuring their mental well-being is an utmost priority so that they can offer top-tier quality care and services to people in need. This study aimed to explore the prevalence of mental well-being and mental help-seeking attitude among undergraduate sciences students and the impact of socioeconomic status toward both variables. Materials and Methods: A cross-sectional study was conducted among students (N = 364) from six sciences schools at International Islamic University Malaysia via an online survey, which contained three main parts; socioeconomic status, mental well-being assessment using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and assessment of mental help-seeking attitude using the General Mental Help-Seeking Attitude Scale (MHSAS). Data were analysed using SPSS, version 29.0. Results: Only 7.1% of the students have positive mental well-being, while 44.8% scored positive mental help-seeking attitude. There were no significant differences (P > 0.05) in students’ mental well-being and any of SES components. There was a significant association between students’ year of study and mental help-seeking attitude (P = 0.029), in addition, WEMWBS and MHSAS scores showed a positive correlation (P < 0.01). Conclusion: Future studies are essential to find out the contributing factors, prevention, and intervention that can be done to help the student in need.

Abstract Background Academic adjustment is crucial for students' success and well-being, yet the factors influencing this process must be more adequately understood. Although prior research has explored the impact of Intelligence and motivational beliefs on academic outcomes, there is a need to clarify how these beliefs interact to influence academic adjustment. Specifically, the existing literature needs a comprehensive model that integrates intelligence beliefs, motivational beliefs, and academic self-efficacy and examines their combined effect on academic adjustment. Objectives This research aims to develop and analyze a model that explains the relationships among intelligence beliefs (fixed and growth mindsets), motivational beliefs (including self-efficacy and intrinsic value) and test anxiety in predicting academic adjustment. This study also seeks to investigate the mediating role of academic self-efficacy in these associations, providing a deeper understanding of the underlying mechanisms that contribute to students' academic adaptation. Method The research employed a correlational methodology, targeting male and female undergraduate students at Inner Mongolia Medical University during the 2021 academic year. The statistical population comprised students from various departments, and a convenience sampling approach was utilized. Data collection involved 384 participants who completed questionnaires, including the Academic Adjustment Questionnaire, Intelligence Beliefs Questionnaire, Motivational Beliefs Questionnaire, and Academic Self-Efficacy Questionnaire. Results The findings revealed a favourable fit between the proposed model and the collected data. Furthermore, through a comprehensive direct and indirect effects analysis, it was evident that academic self-efficacy mediated the relationships among intelligence beliefs (both inherent and incremental), self-efficacy, intrinsic value, test anxiety, and academic adjustment. These results contribute to a nuanced understanding of the factors influencing academic adjustment among undergraduate students. Conclusions and implications In conclusion, this research underscores the pivotal role of academic self-efficacy as a mediator in the nexus between intelligence beliefs (both inherent and incremental) and academic adjustment. The study advocates for heightened attention to these constructs in educational planning. It emphasizes the need for educational interventions that foster positive Intelligence and motivational beliefs and mitigate test anxiety to enhance academic self-efficacy and promote successful academic adjustment. The implications of these findings extend to educators, counsellors, and policymakers involved in shaping the educational experiences of undergraduate students.

Holistic higher-order thinking (H-HOT) is needed by someone who lives in the 21st century to solve environmental problems. This study aims to determine the ability of H-HOT to solve environmental problems in undergraduate students of biology and biology education programs in Indonesia. The research used a survey method. The sample was taken using a purposive sampling technique, namely only undergraduate students from the biology and biology education program who had graduated from environmental theme lectures. The research instrument in the form of a H-HOT ability test in solving environmental problems is 10 numbers that have been validated by material and construction experts, and empirically validated given to 205 respondents online. Data in the form of H-HOT ability values ​​in solving environmental problems were analyzed descriptively and quantitatively. The results showed that the ability of H-HOT to solve environmental problems in undergraduate students of the biology study program obtained an average score of 24.81, biology education study program is 27.48, and overall average score of all undergraduate students from both the Biology study program and the Biology Education study program are 26.23. The conclusion of this study is that the ability of H-HOT in solving environmental problems in undergraduate students of biology and biology education programs is in a very low category so that efforts need to be made to improve. The study implies a need for improved educational approaches to enhance students' higher-order thinking skills for effectively solving environmental problems.

Abstract Mobile applications in crop protection especially for speedy pest diagnosis, monitoring, and management are increasingly gaining global attention and support. An understanding of the awareness and perception of the youths, particularly students in tertiary institutions (who are heavy users of smartphones), on the use of smartphone applications for crop protection, is crucial for sharpening their orientations towards embracing the digital ecosystem in agriculture. The imperativeness is evident in the ongoing government drive towards promoting students’ engagement in digital agriculture as accommodated in the National Agricultural Technology and Innovation Policy (2022–2027). Consequently, this study investigated awareness and perception of mobile phone applications among crop and agricultural extension-related final-year students in selected Universities in Southwest Nigeria. A multistage sampling procedure was used in selecting 407 students. Data were obtained with the aid of questionnaires. Data were summarized using descriptive statistics such as frequency counts, percentages, mean and standard deviation using SPSS software. Findings show that very few (less than 8%) of the respondents were aware of the usage of specific smart/android phone applications for pest identification, disease diagnosis, and weather forecasting. Less than 4% ever used smart/android phones for pest identification, crop protection, and information sourcing on disease diagnosis and management. However, their perception of the need for pest and disease diagnosis as a foundation step to enhance crop protection (4.65 points on a scale of 5), and readiness to use android/smartphone applications for this purpose (MS = 4.45) was positive. There are enormous implications for increased awareness and knowledge sharing on the use of android/smartphone applications for crop protection and other interventions to promote digital agriculture among students in Nigeria.

Abstract Background Risky sexual behaviors refer to actions or practices that increase the likelihood engaging in sexual intercourse. Such behavior can lead to HIV infection/AIDS, sexually transmitted diseases, and unintended pregnancy. The impact of risky sexual behaviors is a growing public health concern. These issues pose significant challenges to public health, particularly among university students and younger age groups who may be more vulnerable to various factors. Thus, this research aimed to examine the factors and sexual health literacy associated with risky sexual behaviors among undergraduate students in the four major regions of Thailand. Method A cross-sectional study was conducted among 916 undergraduate students in their final semester of the 2023 academic year, from March to May 2024, at public, autonomous, and private universities across four regions: northern, central, southern, and northeastern of Thailand. The study employed multistage random sampling method. A self-administered structured questionnaire was used to assess risky sexual behaviors and the data were analyzed using multiple logistic regression. Results A total of 916 students participated in the study. The prevalence of risky sexual behavior was 46.84% (95% CI:43.56% to 50.12%) students engaged in risky sexual behaviors. Risky sexual behavior was significantly associated with grade point averages (GPA) between 2.00–3.00 could protective risky sexual behaviors was 42% as compared to GPA > 3.00 (AOR = 0.58, 95%CI:0.42 to 0.79), ex-substance use (AOR = 3.48, 95%CI:1.46 to 8.26), Current smoker (AOR = 2.90, 95%CI:1.90 to 4.43), negative attitudes toward risky sexual behaviors (AOR = 2.32, 95%CI:1.32 to 4.06), access to places of ill repute and access to sexual arousal stimuli (sometime) (AOR = 2.23, 95%CI:1.41 to 3.52), social influences (high level) (AOR = 0.29, 95%CI:0.15 to 0.55), and sufficient to excellent level of the application of information about sexual health (AOR = 0.48, 95%CI:0.26 to 0.87) of statistical significance at P

Abstract Background Resilience contributes to mental well-being, hence expediting recovery from stressful events. Health professions students, in particular, often experience heightened levels of stress and anxiety due to academic demands and other stressors. This study aimed to explore the factors contributing to resilience and identify support systems that universities can implement to help undergraduate health professions students build resilience and manage their mental well-being. Methods A total of 28 students from the fields of Medicine, Dentistry, Pharmacy, and Dietetics and Nutrition participated in semi-structured interviews. All interviews were audio-recorded and transcribed verbatim. The interviews were stopped when data saturation was achieved. The data were analysed using thematic analysis. Results Thematic analysis of the interviews identified five key themes contributing to resilience: life experience, socioeconomic factors, personal attributes, support resources, and role modelling. Universities play a crucial role in fostering resilience among health professions students through soft skills training, workplace-oriented training, mentoring, and extracurricular activities. These opportunities enable students to develop and strengthen resilience in both formal and informal settings. Such initiatives not only equip students to manage future career challenges but also support their overall personal and professional development. Conclusions This study provided a comprehensive understanding of the contributing factors to health professions students’ resilience. The availability of support resources together with a nurturing environment provided by university are crucial. By fostering resilience, students are better prepared to navigate the challenges of the demanding professions and develop the emotional fortitude necessary for long-term success in healthcare.

Abstract Mental distress is a common health problem facing university students worldwide. It manifests with varying levels of depression, anxiety, and somatic symptoms such as headache, backache, sleeping problems, and fatigue. University students are a high-risk group for mental distress than the general population. This study aimed to assess knowledge, the prevalence of mental distress, and its associated factors among undergraduate students. A cross-sectional study was conducted among undergraduate students at the University of Dodoma in Tanzania. Data were collected using pre-tested and self-administered questionnaires. Bivariate and multivariable logistic regression models were used to identify factors associated with mental distress. A total of 224 undergraduate students gave a complete response, of which the majority were aware of the common symptoms of mental distress. Self-reported mental distress experience was reported among 116/224 (51.8%) students. Multivariable logistic analysis showed that only alcohol consumption (aPR = 1.61, 95% CI 1.22–2.11, p = 0.001) was independently associated with mental distress among students. The findings of this study revealed that undergraduate students had adequate knowledge of the symptoms of mental distress. Our results show that the prevalence of self-reported mental distress was moderately high among undergraduate students. Furthermore, the study indicates a significant association between alcohol consumption and self-reported mental distress among these students. These results suggest that interventions aimed at reducing alcohol consumption may be beneficial in mitigating mental health issues among undergraduate students in Tanzania.

Abstract Cyberchondria is a hybrid term signifying a state in which individuals compulsively search for health-related information online because of health distress or anxiety, further aggravating their worries. This study develops a Cyberchondria Severity Scale (CSS) to assess the current situation of university students. Exploratory factor analysis (EFA) was conducted using 145 valid questionnaires. Subsequently, a nationwide survey was conducted at various universities in Taiwan, and 802 questionnaires were used for confirmatory factor analysis (CFA). The EFA led to the development of a CSS for college students with four constructs: increased anxiety (α = 0.91), obsessive-compulsive hypochondria (α = 0.87), perceived controllability (α = 0.88), and online physician-patient interaction (α = 0.86), with a Cronbach’s alpha of 0.92 and variance of 66.81%. The CFA indicated that item reliability ranged from 0.50 to 0.86, factor loadings ranged from 0.71 to 0.93, and the composite reliability for latent variables ranged from 0.83 to 0.90 (p

This qualitative study aimed to evaluate the experiences and main obstacles faced by undergraduate students at the National Open University of Nigeria (NOUN) in the current online learning environment. Unstructured in-depth interviews were conducted to gather information from a selected sample of undergraduate students at NOUN. To overcome language barriers and encourage open communication, questions were asked in both Yoruba and English, and responses were accurately recorded in English. The transcription process involved preserving and compiling the recorded audio, while feedback from face-to-face interviews was collected using the “Rev voice recorder” app, which facilitated the direct ordering of interview transcripts. Thematic content analysis was utilized to analyze the responses and address the research questions. The results of the study indicated that despite the numerous benefits, NOUN undergraduate students still have negative views towards online education, which could affect the sustainability of the school. In addition to this, students face challenges such as inadequate power supply, poor internet connectivity, costly ICT resources, insufficient staffing, and low staff motivation in the online learning environment. The study’s recommendations for improving the NOUN programme included providing students with access to the university’s internet, ensuring good electrification, offering financial assistance for ICT equipment, increasing staff numbers, and providing training or retraining opportunities for current staff members. This study contributes to existing knowledge by highlighting the challenges faced by undergraduate NOUN students in online learning, underscoring potential implications for the institution’s future.

Abstract Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p

ChatGPT, a large language model, has become increasingly popular, and students have begun to use it for the purpose of learning. The purpose of this research is to explore the experiences of undergraduate English language and literature students from Bangladesh who are using ChatGPT. Qualitative research methods were utilized for this study and the data were collected using semi-structured interviews. A thematic analysis technique was employed to analyze the data. The study reveals both positive and negative experiences associated with the use of ChatGPT by students from the English Language and Literature department. ChatGPT helps students to practice their reading and writing skills. It aids them to provide literary explanations of their texts and helps students to understand complex literary texts in lucid language. However, it sometimes provides confusing or wrong answers and provides wrong explanations regarding literary texts. As students possess some negative experiences along with many positive experiences, they are inclined to continue using it with heightened awareness of their use. However, users in this study believe that its use should be limited, and it should be used as a complement rather than a primary tool. The findings of this research may provide educators and policymakers with valuable insights that might help them integrate new aspects of artificial intelligence in education.

Background: Self-medication is a concern at the global level. It comes with complications and different health issues. This study measures the prevalence, influential factors, and reasons behind self-medication. Methods: A descriptive cross-sectional study was conducted at Imam Mohammad Ibn Saud Islamic University. The prevalence and influential factors were measured between September and November 2023. Statistical analysis was performed using RStudio (R version 4.3.1). We used frequencies and percentages to present categorical variables. Using a convenient sampling technique. Factors associated with using self-medication and the differences between students of the medical college and their non-medical counterparts were assessed using Pearson’s Chi-squared test or Fisher’s exact test. Statistical significance was considered at P < 0.05. Result: We initially received 410 responses on the online platform. However, we excluded seven responses from those who disagreed to participate and 12 from participants outside Riyadh. The majority of the participants were female (67.5%). Three hundred nineteen (319) participants indicated that they had ever used self-medications, accounting for a prevalence of 81.6%. Regarding the reasons for self-medication, the most frequently cited factors were ‘previous experience’ (66.5%) and ‘time-saving’ (50.2%). Additionally, the primary source of drug information utilized for self-medication practices was predominantly from ‘relatives/friends’ (62.4%) and ‘pharmacologists’ (48.0%). Medications were primarily used for headache (76.8%), fever (48.6%), and pain (47.3%). The most commonly used classes of drugs used for self-medication were painkillers (84.0%), vitamins (42.0%), and eye drops (32.9%). Conclusion: The results showed that the prevalence of self-medication is high in the surveyed population. There has been an association between monthly income and the prevalence of self-medication. As pharmacists are the second most common source of drug information, it is essential to increase responsibility and avoid marketing and personal benefiting behavior as they are considered a reliable source of information in the population. Healthcare organizers can utilize our study to educate people about the adverse effects of self-medication.

Background: Undergraduate students from all fields of study are under constant perceived stress due to workload, and their perceptions about academic success. Determining the difference in the perception of Academic stress to cope with it. Objective: To determine the differences in perceptions of academic stress among medical and non-medical undergraduates. Materials and Methods: In this comparative cross-sectional study, data was collected through a stratified sampling technique from undergraduate medical (n=200) and non-medical (n=200) students. This research included male and female undergraduate students with a minimum of 50% attendance. Data was collected through the Perception of Academic Stress Scale (PASS) to measure the perception of academic stress. An online structured questionnaire was shared through a communication media platform and data analysis was made through SPSS version 27. Results: There were n=179 male undergraduates and n=221 female undergraduate students. The overall PASS score showed no significant difference (p≥0.05) in Perceived Academic stress in Medical and Non-Medical Undergraduate students and between male and female students. Conclusions: This study found moderate level of Perceived academic stress to be the most prevalent with no significant difference in the perception of academic stress between medical and non-medical students. Additionally, it showed that male and female students experienced similar levels of academic stress.

Purpose – This study aims to develop a model for readiness measurement and to study readiness levels for online testing of undergraduate students in Thailand’s distance education programs. Design/methodology/approach – In total, 870 undergraduate students enrolled in the 2022 academic year of a Thai university were sampled for the study. The samples were divided into two groups: Group 1 comprised 432 students who underwent exploratory factor analysis (EFA) and Group 2 comprised 438 students who underwent second-order confirmatory factor analysis (CFA). Both were multi-stage random samples. Descriptive statistics, item-total correlations (ITCs), coefficient correlations, EFA and second-order CFA were used. Findings – The readiness for the online testing model comprised 5 factors and 33 indicators. These included self-efficacy (SE) in utilizing technology (nine indicators), self-directed learning (SL) for readiness testing (six indicators), adequacy of technology (AT) for testing (five indicators), acceptance of online testing (AC) (seven indicators) and readiness training for testing (six indicators). The model was congruent with empirical data, and the survey results indicated that students were highly prepared at the “high” level. Practical implications – This study disclosed several factors and indicators involved in the readiness for online testing. The university may use these findings in preparing its students for online testing for better achievement. Originality/value – These findings may serve as a framework for the analysis of the readiness issues for online testing of undergraduate students and also offer guidance to the universities preparing to offer online testing.

Abstract Background Fully online learning has become a common option in many universities worldwide in the post-COVID-19 era. The study aimed to evaluate the dimensions and characteristics of the fully online learning self-efficacy among Chinese undergraduate medical and nonmedical students. Methods A cross-sectional study was conducted from January to August 2023 at Xihua University in China. A stratified cluster sampling method was used to enroll participants of undergraduate students. The Chinese version of the online learning self-efficacy scale (OLSES) was used to collect the demographic information. Cronbach’s alpha coefficient, exploratory factor analyses, confirmatory factor analyses, and linear regression analyses were conducted in the study. Results A total of 203 college students were included in the study. One hundred and twenty (59.1%) of the participants were medical students and 83 (40.9%) were nonmedical students, and most of them (64.5%) were from rural areas. The Cronbach’s alpha coefficients were determined to be 0.90, 0.86, 0.87, and 0.95 for the learning in a fully online environment, time management, technology use subscales, and the whole scale, respectively. Exploratory factor analysis revealed the justifiability of factor analysis. In the confirmatory factor analysis, the majority of the goodness-of-fit indices reached an acceptable threshold (χ2/df = 3.14, RMR = 0.06, RMSEA = 0.10, NFI = 0.84, RFI = 0.80, IFI = 0.89, TLI = 0.85, CFI = 0.90). More than half of the students reported insufficient self-efficacy for learning in a fully online environment and time management, whereas 55.7% showed good self-efficacy for technology use. Although more medical students than non-medical students had higher self-efficacy scores in the three domains of self-efficacy, the proportion of students with good self-efficacy was slightly lower among medical students than non-medical students, with no significant differences between the medical students and nonmedical students. Conclusions Most Chinese university students’ that participated to our study found self-efficacy for fully online learning as insufficient (results on the three domains, ranging from 36.5 to 55.7%) and had a good level of fully online learning self-efficacy. Medical students and nonmedical students are not differences in the self-efficacy of fully online learning. Thus, pedagogues should take measures to help students including medical and nonmedical improve their self-efficacy in online environment learning, time management and technology use, ultimately enhancing their academic success.

Background: Diabetes, once primarily associated with old age, is increasingly prevalent among young adults. The Indian Diabetes Risk Score (IDRS) employs four parameters—age, waist circumference, family history of diabetes, and physical activity—to screen for diabetes. This study aims to evaluate the risk and prevalence of diabetes and prediabetes in undergraduate medical students and to correlate these findings with their fasting glucose levels. Materials and Methods: A cross-sectional descriptive study was carried out among 336 undergraduate medical students in the Jalgaon district of Maharashtra. Data on socio-demographic and anthropometric factors were gathered using a structured, pre-tested questionnaire. Each participant’s IDRS score was calculated. Students were then invited to have their fasting blood glucose levels measured after an overnight fast. Results: The study surveyed 336 medical students, comprising 185 males (55.06%) and 151 females (44.94%). According to the IDRS, 5 students (1.49%) were categorized as high risk, 202 students (60.1%) as moderate risk, and 129 students (38.4%) as low risk for diabetes. Fasting blood glucose tests indicated that 3 students (0.90%) had impaired glucose tolerance, and 52 (15.48%) students were pre-diabetic. There was a statistically significant correlation between fasting blood glucose levels and IDRS (R = 0.466, P < 0.001). Conclusion: The risk of diabetes among the participating undergraduate students is alarmingly high, according to the IDRS score. The strong correlation between the IDRS and the blood glucose levels of the study participants demonstrates that the IDRS is a highly effective, cost-efficient tool for predicting diabetes risk.

In solid geometry, the concept of conic sections plays an important role in teaching graphs such as parabolas, ellipses, and hyperbolas to undergraduate students in Mathematics Education. It is understood that the abstraction process in mastering conic sections is strongly needed. This study examines the abstraction process of conic sections among third-year undergraduate Mathematics Education students (4 males and 21 females) at Universitas Muhammadiyah Malang (UMM), Indonesia. The data was collected by analyzing students' responses in a 60-minute diagnostic test using the Abstraction in Context (AiC) framework. The test consists of 3 questions, validated by 2 Professors of UMM (average score = 4.14) and 2 lecturers (average score = 4.04). The results showed that 1 male and 11 female students did not reach the construction stage of AiC. Subsequently, a student with a low diagnostic test score and the least completion of AiC stages was observed further through an interview. This student passed through all stages of abstraction with the help of DGE. We also underscored undergraduates' challenges in this process, particularly in visualizing conic section objects, spatial thinking, and employing appropriate mathematical signs. Based on these findings, further research with a broader sample is needed to explore diverse abstraction processes.

In this study, an alternative method of addressing the problem of high plagiarism in graduation theses is proposed, which results in low motivation among candidates as well as supervisors. Using international experience in training economics specialists, particularly those not commonly implemented in Kazakhstan, the researchers propose a new approach to graduate thesis preparation. This involves introducing the use of unstructured cases by candidates while ensuring alignment with university policies. This study compares two ways of organizing graduate thesis preparation, distinguishing between the traditional method and the method that utilizes case studies. The study conducted throughout 6 months covers 160 undergraduate students divided into two groups. Each group prepared and defended their graduate theses according to one of the models. Statistical analysis revealed that the model of thesis preparation using the case-based approach were more effective. The approach involving case study provided an improvement in both candidates’ and supervisors’ responsibility and advanced the professional skills contributing to employment upon graduation.

As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students.

Abstract Background The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. Methods After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. Results Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p

The circumstances associated with high levels of achievement in undergraduate studies has not been thoroughly explored in the Australian context. This study investigated factors predicting high academic achievement, defined as maintaining a Distinction average, at undergraduate level. Findings revealed several factors that predicted achievement after two semesters of study. These factors included essay writing skills, with students having satisfactory writing 5.16 times more likely to maintain a Distinction average compared to those with below satisfactory writing; faculty, with students enrolled in Health Sciences 4.63 times more likely compared to students from other faculties; language background, with English-speaking background students 1.67 times more likely compared to English as an additional language or dialect (EAL/D) students; gender, with females 1.45 more likely compared to males; and age, with older students 1.03 times more likely to achieve high performance compared to younger students. Creating a profile of students likely to excel academically assists decision makers in allocating resources to students less likely to achieve. This research opens the door to further studies investigating whether these factors play a role in predicting student achievement at university.

IntroductionThe outbreak of COVID-19 introduced unprecedented uncertainty worldwide, with South Africa being no exception. There is a paucity of information on the impacts of academic adjustment and fear of COVID-19 among undergraduate students in a new university environment. This study aimed to examine the relationship between academic adjustment and fear of COVID-19 among undergraduate students enrolled at a South African University.MethodsA cross-sectional correlational research design was employed, utilizing web-based questionnaires that combined the Academic Adjustment Scale and the Fear of COVID-19 Scale. The theoretical framework used was the self-transcendence theory, supported by theoretical perspectives on adjustment and differential susceptibility theories. A total of 501 participants were selected through simple random sampling. Data were analyzed using descriptive and inferential statistics, including simple linear regression correlation analysis and multivariate analysis of variance.ResultsFear of COVID-19 showed a significant positive correlation with academic adjustment (r = 0.17, p < 0.001). Additionally, fear of COVID-19 was positively correlated with dimensions of academic adjustments, specifically academic achievement (r = 0.19, p < 0.001) and academic motivation (r = 0.20, p < 0.001).DiscussionThe study concluded that there was a significant positive correlation between fear of COVID-19 and academic adjustment. Therefore, it is crucial to implement interventions aimed at continuously enhancing students' academic adjustment as a seamless process.

Gaining insight into the personal experiences of boredom in foreign language (FL) learning is essential for delivering lessons that reduce boredom and enhance the overall learning experience for students. This study explores the views of Thai EFL university students on Foreign Language Learning Boredom (FLLB) using Q methodology. A total of 36 students participated in a Q-sort involving 44 FLLB-related statements, and the data was analysed using Principal Component Analysis and varimax rotation. Additionally, retrospective interviews with six participants provided deeper insights. The study identified three primary factors shaping and influencing FLLB: disengaging tasks, teacher-related factors, and dissatisfaction with learning environments. The findings suggest that FL educators should tailor their teaching strategies to address these factors, thereby enhancing student engagement and improving learning outcomes in EFL contexts.

Universities always strive to qualify students to be creative in their careers, so researchers in the creativity domain seeks the factors that affect creative thinking to understand this concept more deeply. As a result, the current study aimed at exploring the predictive power of self-regulation and academic hope in the creative thinking among undergraduate students. A total of 481 (249 males, 232 females) undergraduate students from different universities in Saudi Arabia participated in this quantitative correlational study, and completed the scale of self-regulation scale, the academic hope scale, and the creative thinking scale. The findings showed that the level of creative thinking of the undergraduate students was medium, but they have high levels of the academic hope and self-regulation. It was also found that self-regulation and academic hope were good predictors of creative thinking. It was recommended that educators and practitioners should consider academic hope and self-regulation if they want to foster creativity thinking.

IntroductionResearch on the impact of mentoring on students and mentors is limited. Therefore, this study explored the experiences of mentors and mentees involved in a mentoring program for undergraduate students at a governmental academic institution in Saudi Arabia. The program connected undergraduate students with peer students, academic staff, or alumni based on their needs.MethodsUsing an online survey (n = 80) and a focus group (n = 24), we examined mentees and mentors' perceptions of their mentoring experiences. Descriptive statistics were used to summarize participants' responses to the survey. The focus group data were analyzed using six phases of thematic analysis.Results and discussionThe findings showed that the participants' mentoring experience was positive, with some challenges, such as limited time, unmet expectations of mentees, and a lack of student engagement. The motivation to volunteer as a mentor focused mainly on wanting to help others and appreciating the value of mentoring based on the mentors' previous experiences.

At present, ChatGPT is penetrating all spheres of human activities, and especially education is no exception. The purpose of this exploratory study is to examine the potentials and pitfalls of using ChatGPT for academic purposes among university students, as well as provide relevant pedagogical implications for its use in academia. The methodology is based on a mix-method approach, i.e. both quantitative and qualitative by analysing an online questionnaire that was distributed among both Czech and foreign students at a university in the Czech Republic. The findings of this study reveal ChatGPT’s burgeoning significance as an academic instrument, alongside concerns regarding its constraints and potential misuse. Most students employ ChatGPT for academic purposes, as demonstrated by the favorable feedback it receives for its effectiveness in facilitating research, stimulating idea generation, promoting comprehension of intricate concepts, and furnishing prompt responses. Hence, ChatGPT embodies promise for forthcoming generations regarding its capacity to augment educational programs, potentially fostering greater efficiency and interactivity in the learning process. Nevertheless, a critical apprehension lies in students excessively relying on ChatGPT, which may impede the cultivation of vital skills, such as critical thinking and problem-solving. Therefore, the authors of this study provide several pedagogical implications for its use in academia, such as using ChatGPT as a supportive tool in classes, as well as using it for collaborative work and group tasks since ChatGPT promotes sharing information, faster collection of data, providing diverse and creative ideas, or speed communication. Another important pedagogical implication is raising awareness of ethical guidelines, given that many students remain oblivious to them, necessitating the training of teachers to impart ethical usage of ChatGPT. Finally, the results of this study align with several educational theories, such as constructivism or self-determination theory.

Objective The COVID-19 pandemic negatively affected the mental health of people all over the world. The distress tolerance of individuals may make them more resilient to negative emotions. Therefore, this study aimed to examine the mediating roles of hope and fear of COVID-19 in the relationship between gratitude and distress tolerance.Method This study was designed as STROBE cross-sectional reporting guidelines, and included 440 health science students enrolled in a public university in Turkey. Participants completed the Gratitude Questionnaire-6, Distress Tolerance Scale, Hope Scale, and Fear of COVID-19 scale.Results The direct link between gratitude and distress tolerance was not significant. Hope was positively associated with gratitude and distress tolerance, whereas fear of COVID-19 was negatively associated with gratitude, hope, and distress tolerance. Hope and fear of COVID-19 do not sequentially mediate the link between gratitude and distress tolerance.Conclusions The positive relationship between gratitude and distress tolerance was mediated only by hope. The findings of our study are important as they emphasise that individuals with high dispositional gratitude and hope may improve their distress tolerance abilities. For dispositional gratitude to improve the ability to tolerate distress, additional efforts to provide individuals with this ability may be necessary.

Internationalization of higher education enhances global citizenship, graduates’ competitiveness, and institutional leverage. Little empirical analysis has targeted emerging markets like the Middle East and North Africa. This investigation surveys 73 administrators and faculty in Egypt, Jordan, Morocco, and Qatar to estimate the prevalence of internationalization on five dimensions: strategic vision, international opportunities choices, organization resources, research endeavors, and international students. The author gathered data using Qualtrics online survey measuring the aforementioned five dimensions of internationalization followed by supplementary interviews with administrators. On an internationalization index ranging from 0 to 100, with higher scores correspond to higher internationalization levels, Qatar appears to exhibit the highest level of internationalization at 65. Jordan possesses a minimal moderate internationalization level at 35. On the other hand, Morocco and Egypt have low internationalization levels at 31 and 30, respectively. Institutions in the Arab World focus on international students’ recruitment and neglect the devotion of organizational resources or prioritizing research endeavors, making internationalization a strategic asset. Internationalization remains in the purview of economically endowed families, leaving the majority of students with little access to its benefits. Institutions are recommended to allocate more staffing and financial resources to increase internationalization, making it a strategic asset.

Objectives There is a range of factors that could affect an undergraduate students’ progress in being able to identify and capitalise on their employability prospects. These factors could be influenced by how the students see themselves and their capabilities and the value of undertaking certain employability activities. Our research sought to explore how students perceived their employability and the factors underpinning such perceptions.Method Undergraduate Social Sciences students took part. Perceptions of employability were obtained from two cohorts at the same university. Cohort 1 comprised 30 students across eight focus group interviews, which were conducted in 2013. Cohort 2 comprised 43 students across 11 focus groups with data collected in 2021.Results Reflexive Thematic Analysis was used to extract two major themes: (1) Having the right ‘equipment’ for successful employability and (2) Social ecological factors. The first theme included taking responsibility, having self-confidence and relevant skills, recognising that experience could be more important than knowledge, having a clear identity, being passionate about a field, and self-awareness. The second theme comprised three sub-themes: (1) Microsystem direct influences on a student’s employability, (2) Dysfunctional mesosystems when microsystems around student employability clash, and (3) Macrosystem indirect wider national social influences on employability.Conclusions Implications for bolstering employability support include recognising the social ecologies surrounding students and the need for consistent messaging across microsystems that students are likely to encounter; more harmonious mesosystems should be created to help students to obtain more personalised, time-sensitive knowledge and skills to use on their employability journeys.

AbstractThis study examined how engagement in internet fraud by undergraduate students impact their academic activities. Specifically, we examined the factors that drive the engagement of undergraduate students in internet fraud, how engagement in internet fraud activities affect their academic activities, and how they navigate their academic challenges to achieve academic objectives. We conducted this study between 2020 and 2022 and relied on both quantitative and qualitative data. 400 questionnaire instruments were randomly administered to students of four purposively selected tertiary institutions to gauge their perception of engagement in internet fraud activities among undergraduate students. We then relied on snowball sampling and semi-structured interview to elicit responses from sampled respondents. The respondents cut across five tertiary institutions in Nigeria. Analysis was done using Microsoft excel spread sheet for the quantitative data and inductive analysis for the qualitative data. We found that pressure from peers, failure of traditional morality/ethics gatekeepers, among others, are major drivers of engagement in internet fraud among undergraduate students, and that to navigate academic challenges and achieve academic objectives, they unethically induce some fellow students and staff.

The relationship between traditional masculinity, peer pressure, sensation seeking and undergraduate students’ involvement in risky behaviours was examined using correlational research design. Results indicated higher levels of each predictor variable correlated significantly and positively with undergraduate students’ involvement in risk behaviours. Conformity to traditional masculinity contributed significantly to the variance in involvement in risky behaviours in the positive direction, and male undergraduate students involved more in risky behaviours than females. However, contributions of peer pressure and sensation seeking were non-significant. Traditional masculinities should be challenged and replaced by alternative positive masculinities in a country’s effort to fight against STIs, unplanned pregnancies, and abuse of alcohol and other substances.

Equity, diversity, and inclusion (EDI) gaps persist in science, technology, engineering, and math (STEM) fields, as demonstrated by the discrimination, stereotyping, and inequities that historically and persistently marginalized groups face. Recognition of this gap led a transdisciplinary team to develop foundational-level e-learning modules, titled Foundations for Inclusive and Respectful Engagement (FIRE) on EDI capacities to be delivered in STEM undergraduate classes at the University of British Columbia’s Okanagan campus. FIRE consists of online, asynchronous, self-study modules delivered through the learning management system, Canvas. Feedback from pilot testing the FIRE modules has demonstrated that STEM students find the modules to be relevant and beneficial. Throughout the development of FIRE, we learned the importance of aligning the course with our institution’s values, working in a transdisciplinary team, and revising iteratively. This documentation of the development and preliminary feasibility of the FIRE modules aims to assist other institutions or organizations who are in the process of developing their own EDI teaching and learning materials.

Undergraduate research is an essential experience for student nurses that can enhance the nurse graduate attitude towards evidence-based practice. Research is important and has a positive contribution on career development within the healthcare sector. Nurse educators play a crucial role in undergraduate research by providing research supervision to the undergraduate nursing students. The study's primary purpose was to determine the nurse educators' experiences in research supervision of undergraduate students. The study used a qualitative, phenomenological exploratory-descriptive research design. The non-probability purposive sampling was adopted to select participants from the nursing institutions in the two provinces, four in Province 1 and two in Province 2. The focus group discussions were conducted using a focus group discussion guide to collect data from 27 participants who were part of the four focus groups. The themes that emerged from the findings included roles and engagement in research, orientation on research supervision, mentorship concerning research supervision, and facilitation skills of nurse educators. Therefore, the author recommended that the institutions should ensure guidance to the research supervisors by providing mentorship. The programme on research supervision should be designed to inform the research supervisors about the correct way of supervising undergraduates.

Background: Self-medication is prevalent globally, making the processes easier but raising potential hazards like antibiotic resistance. College students, influenced by social media, exhibit alarming self-medication behaviours. This cross-sectional study surveyed undergraduate students across medical, nursing, and non-health science institutions to assess the self-medication habits, knowledge and attitude of students. Methods: This descriptive cross-sectional study was conducted across various educational institutions from August 2023 to February 2024, targeting undergraduate students aged 18 and over. Using a pre-validated questionnaire, data on socio-demography, self-medication with antibiotics, and related knowledge were collected via Google Forms. The sample size was doubled to 1175 for better statistical power. Data analysis was performed using standard statistical tools. Results: Analysis of data demonstrated that a substantive proportion of students self-medicate with antibiotics. For medical students, convenience was the biggest issue and for non-medical students, it was cost-saving coupled with distrust in doctors. The most common complaint received for self-medication was throat pain. Medical students used textbooks for necessary information whereas non-medical students went to local shops for advice. Patterns differed somewhat in comparison with international studies, indicating regional differences. Strikingly, medical students predominantly relied on academic knowledge and previous experiences while using antibiotics, whereas non-medical students often obtained antibiotics from shops or the internet, making them vulnerable to misdiagnosis and inappropriate treatment. Conclusion: This highlights the importance of implementing specific interventions to reduce unsafe self-medication practices in students.

Ensuring safe and effective blood transfusion is essential for improving healthcare and preventing the spread of blood-borne diseases worldwide. Medical students are a potential key resource for voluntary blood donation, particularly in medical college hospitals, which can help alleviate the shortage of blood products. Additionally, they have the potential to inspire a wider segment of the population to donate blood, thereby narrowing the gap between blood supply and demand. This study aims to evaluate the knowledge, perceptions, and practices related to voluntary blood donation among undergraduate medical students at Gulf Medical University in Ajman, United Arab Emirates, and to identify the factors associated with these aspects. A cross-sectional, institution-based study was conducted among undergraduate medical students at Gulf Medical University. Data were gathered through a self-administered structured questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS) version 27. Knowledge, perceptions, and practices related to blood donation among 301 participants were assessed. The findings revealed no significant association between knowledge levels and demographics such as gender, marital status, residence, college, or academic year. While most participants were aware of blood donation procedures and benefits, actual donation practices were low, with 84.4% rarely donating blood. Key barriers included fear of needle pain and time constraints. Health professionals and social media were the primary sources of information, indicating the need for targeted educational interventions to improve blood donation rates. Students at Gulf Medical University are well-informed about blood donation, with many willing to donate. However, fears like needle pain and time constraints limit participation. Educational efforts could help overcome these barriers.

Background. Optimal respiratory function and cardiovascular endurance are integral to overall health and athletic performance. Yogic interventions have emerged as potential strategies to enhance physiological and physical parameters. These metrics not only unlock the human body’s potential but also play a vital role in increasing sports performance. Objectives. This study aimed to evaluate the effectiveness of a structured yogic regimen in improving respiratory function and cardiovascular endurance in young male adults, shedding light on yoga’s role as a complementary approach to physical fitness enhancement. Materials and methods. Forty (N=40) male undergraduate university students (aged 18 to 25 years) were randomly assigned to the experimental (n=20) and control group (n=20). The experimental investigation centered on vital capacity (VC), both positive and negative breath holding times (PBHT and NBHT), peak flow rate (PFR), and cardiovascular endurance (CVE). Using an analytical research approach, a randomized pre-test-post-test-controlled group design was implemented. The experimental group engaged in daily yoga sessions supervised by certified instructors, incorporating various asanas, pranayama techniques, and meditation, while the control group maintained their regular lifestyle. Pre- and post-intervention assessments of respiratory parameters and cardiovascular endurance were conducted using standardized tests. Statistical analyses, including Levene’s test for normality, and paired t-tests for intra-group comparisons, were performed using SPSS software (IBM, version 25, Chicago). The experiment lasted for six weeks, with a significance level set at α = 0.05. Results. The paired t-test analyses demonstrated significant improvements in VC t(19) = 4.96, and p

Abstract Background Working and interacting with people from diverse backgrounds have become common in Engineering. Research has indicated that engineering graduates face challenges while working with a diverse workforce. Therefore, it is vital for higher education institutions to help engineering students develop intercultural competence skills by engaging them in intercultural learning activities. This study explores the impact of a semester-long study abroad program and its new curriculum on the intercultural learning gains of undergraduate engineering students. The study used a mixed methods design to assess the intercultural learning gains of the students enrolled in a study abroad program. Results The results of the study indicated that overall, as a group, students demonstrated significant gains in their Intercultural Development Inventory (IDI) scores from the pre- to post-test. Moreover, hierarchical clustering was conducted to group students into three clusters based on their IDI scores. The results of the clustering helped us to understand the differential growth of students from their pre- to post-test. Based on clustering students were grouped into high, moderate and low intercultural learning clusters. Further inductive thematic analysis was conducted to understand the depth of intercultural awareness of the students in general and discipline specific for each cluster. The results of the thematic analysis revealed that students in cluster 1 showed a deeper understanding of cultural differences, mindfulness, and openness while interacting with people from other cultures, whereas the students in clusters 2 and 3 showed moderate to superficial level of intercultural awareness. Conclusions The implication of the study extends to both practice and theory. From the practice perspective, the study discusses the need for creating intentionally structured study abroad programs that encourage students to reflect on their intercultural experiences and internalize takeaways. From the theory perspective, the study contributes to the Intercultural Development Continuum model, as it emphasizes the importance of meaningful gains in intercultural competence. The study also suggests strategies to improve the intercultural learning experiences of students that could help them move towards more intercultural mindsets.

Abstract Background Premenstrual dysphoric disorder (PMDD) is a condition causing severe emotional, physical, and behavioral symptoms before menstruation. It greatly hinders daily activities, affecting academic and interpersonal relationships. Attention is not given to premenstrual disorders among female students in higher education. As a result, students are susceptible to stress, and their academic success is influenced by various factors, including their menstrual cycle, and the long-term outcomes and consequences are poorly researched. Even though PMDD has a significant negative impact on student’s academic achievement and success limited research has been conducted in low- and middle-income countries including Ethiopia, especially in the study setting. Therefore, a study is needed to assess premenstrual dysphoric disorder and associated factors among regular undergraduate students at Hawassa University. Methods An institutional-based cross-sectional study was conducted among 374 regular undergraduate female students at Hawassa University, College of Medicine and Health Sciences. A self-administered structured premenstrual symptoms screening tool for adolescents was used to assess premenstrual dysphoric disorder. The collected data were loaded into a statistical package for the social science version 25 and analyzed using it. Both bivariate and multivariate logistic regression were used to identify factors associated with premenstrual dysphoric disorder. Each independent variable was entered separately into bivariate analysis, and a variable with a p-value less than 0.25 were included in the multivariate analysis to adjust the possible confounders. Statistically significant was declared at a 95% confidence interval when variable with a p-value less than 0.05 in the multivariate analysis with premenstrual dysphoric disorder. Results The magnitude of premenstrual dysphoric disorder in this study was 62.6% (95% CI 57.4–67.5). Having severe premenstrual pain (AOR = 6.44;95%CI 1.02–40.73), having irregular menstrual cycle (AOR = 2.21; 95% CI 1.32–3.70), students who had poor social support (AOR = 5.10;95%CI, (2.76–12.92) and moderate social support (AOR = 4.93;95%CI (2.18–11.18), and students who used contraception (AOR = 3.76;95%CI, 2.21-6,40) were statistically significant factors with the outcome variable. Conclusion The prevalence of premenstrual dysphoric disorder was high as compared to other studies. There was a strong link between irregular menstrual cycle, severe menstrual pain (severe dysmenorrhea), poor social support, and contraception use with premenstrual dysphoric disorder. This needs early screening and intervention to prevent the complications and worsening of the symptoms that affect students’ academic performance by the institution.

Purpose The way to produce an equivalent translation text appears hard that every translation work should engage with diverse language and cultural systems. The issues are expected to affect both translation students and professional translators. Therefore, this current work aims to discover in-depth information about translation equivalence degrees among Indonesian EFL undergraduate students. Method This study employed qualitative content analysis. The research data included documentation of the translation texts from English into the Indonesian language, which resulted in 22 students majoring in English education at a public university in Banten Province, Indonesia. The source language texts were derived from the news-item texts published in national newspapers. The data analysis procedure comprised comparing the two texts, classifying, discussing, drawing conclusions, and making interpretations. Results/findings The study of the translation texts revealed that 11 texts (50%) referred to near-optimal translation, six texts (27%) to partial translation, and five texts (23%) to poor translation. Conclusion Given that none of the students' translation outputs achieved the optimal equivalency; this conclusion suggests that students' translation knowledge and skills still need to be improved by regular practice and discussion at each translation course meeting.

Abstract Background Creativity in nursing education is crucial for developing practical problem-solving skills, and humor is a valuable tool for stress management and fostering a positive learning environment. This study explored the relationship between creativity and humor among nursing students. Methods A cross-sectional survey was conducted with 265 convenient undergraduate nursing students aged 20 to 25. The Short Scale of Creative Self (SSCS) and the Multidimensional Sense of Humor Scale (MSHS) were used to measure creativity and various aspects of humor. Results Showed a significant positive correlation between humor and creativity (r = 0.238, p

Abstract Background When patients do not speak the same language as their doctors, they face poorer medical outcomes, decreased doctor-patient trust, and a diminished desire to seek medical care. It has been well established that interpretation is an essential part of an accessible healthcare system, but effective use of such language services relies on both the interpreters themselves and the healthcare teams working with them. This study presents an interdisciplinary examination of the motivations of undergraduate student medical interpreters, a group which serves as a bridge between these roles. While not full-time interpreters, they receive official training and spend time serving patients in local clinics. Further, for those who aspire to careers in medicine, interpreting provides invaluable exposure to the medical field and early professional know-how. Methods Semi-structured individual interviews with undergraduate student interpreters were conducted to describe this multifaceted educational experience. A thematic analysis framework was employed to understand how and why they volunteer their time to interpret. Results Motivations of student interpreters were found to fall under three general categories: (1) personal identity, or connection to family, language, and their career aspirations; (2) community engagement, or the opportunity to make a direct impact on patients at an early stage; and (3) pre-professional experience, both in general and specifically in healthcare. Each of these contributes to the view of a student medical interpreter as a unique contributor to language equity in medicine, as they provide language services in the short-term as well as set themselves up to be linguistically and culturally competent providers in the long-term. Conclusions A greater understanding of student motivations adds to knowledge about language mediation and validates the utility of students in this role, encouraging the development of more student interpreter programs. Particularly in communities with high proportions of non-English speakers, these students can contribute to making medical care as inclusive and accessible as possible.

This descriptive survey research design aimed to explore gender differences in the impact of social media distractions during reading in the library among undergraduate students. The study included a total of 373 participants who were regular library users and had access to social media platforms. A structured questionnaire was used to collect data, and the findings indicated that social media, particularly messaging on WhatsApp, was the most distracting activity for students in the library. Males reported more distraction than females for platforms such as Facebook, Twitter, Instagram, YouTube, and Telegram. Reading and responding to social media messages was the most common social media activity among students in the library. The majority of participants perceived social media to harm their reading habits, with a higher number of females perceiving social media as harming their reading habits compared to males. The study recommends that libraries and educational institutions develop clear policies and guidelines on the use of social media in libraries, provide resources aimed at helping students manage social media distraction and improve their reading habits, and offer training to staff members on how to identify and address social media distractions among students.

Background: Phantom Vibration Syndrome (PVS) is a unique and interesting phenomenon caused by the widespread use of smart devices where individuals perceive vibrations from their smart devices when none are occurring. It is classified as a tactile hallucination because the brain interprets an absent sensation. This study highlights the importance of urgency in dealing with this issue in our technologically advanced society by providing useful information for both scholarly discussion and real-life use in the digital age. Objectives: This study was conducted to determine the prevalence of PVS and its associated factors, which include sociodemographic characteristics, device characteristics, device usage patterns, smartphone addiction, and mental health. Methodology: A cross-sectional study was conducted using a validated questionnaire among undergraduate students in a public university in Malaysia, who were identified using proportionate stratified random sampling. The dependent variable measured through the questionnaire was the prevalence of PVS, while the independent variables were socio-demographic factors (age, gender, ethnic), device characteristics (types of devices, device location, notification alert in vibration mode and regularity in using vibration mode), device usage patterns (frequency, duration and purpose of using devices), smartphone addiction, and mental health (perceived stress, anxiety and depression). Data were analyzed using IBM SPSS application version 29. Results: A total of 381 responses were obtained, with response rate of 92.7%. The mean age of respondents was 21.96 ± 1.64 years. The prevalence of PVS was 49.3%, which was predicted by age (AOR: 0.55; 95%CI: 0.38–0.95), location of device carried in the front pocket of pants (AOR: 0.58; 95%CI: 0.36–0.95), location of device carried in sling bag (AOR: 0.49; 95%CI: 0.32–0.77), notification alert in vibration mode (AOR: 2.33; 95%CI: 1.33–4.09) and regularity using vibration mode (AOR: 2.91; 95%CI: 1.84–4.61). Conclusion: Five factors predicted PVS in this study, comprising one sociodemographic variable and 4 device characteristics variables. Based on the results, health education should teach undergraduate students to recognize PVS symptoms and implement healthy technology practices such as optimizing device placement, decreasing vibration mode usage, and regulating device usage behaviors. Practical advice on setting limits and taking breaks can also reduce PVS risk.

Introduction. The time of examination and evaluation is a stressful period where anxiety is at its highest levels. To some extent, a low level of stress can help motivate the students; however, more stress can be discouraging. It will make students exhausted, overwhelmed, and confused. High self-esteem promotes physical health and enhances coping with threat; on the other hand, low self-esteem is associated with mental health difficulties like anxiety, depression, and personality disorder. Hence, the present study focuses on assessing the academic test anxiety and self-confidence and finding out the efficacy of practicing mindfulness meditation to relieve test anxiety, thereby improving the self-confidence and self-esteem in their life. Objectives. Determine the pre-interventional academic test anxiety and self-confidence among undergraduates in experimental and control groups and determine the effectiveness of MBSR on academic test anxiety and self-confidence.

This qualitative case study examined 11 teaching assistants’ (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction.

Artificial Intelligence (AI), as an innovation in technology, has greatly affected human life. AI applications such as ChatGPT have been used in different fields, particularly education. However, the use of AI applications to enhance undergraduate students’ academic emotions and test anxiety has not been appropriately investigated. This study addresses the effects of undergraduate students’ test anxiety and academic emotions. A total of 160 undergraduate students majoring in different fields of study were selected through convenience sampling and divided into control and experimental groups. Both groups received test anxiety and academic emotions scales at the onset of the treatment. The students assigned to the experimental group were trained to use ChatGPT and monitored for learning and doing their assignments outside the classroom during the semester. The two groups received the scales at the end of the semester, which lasted 16 weeks. Independent samples t-tests were used for analyzing the data. Results revealed that using AI-empowered applications significantly reduced the students’ test anxiety and negative academic emotions but enhanced their positive academic emotions. Students can use ChatGPT as an auxiliary instrument to overcome their negative emotions and enhance their educational attainment. Findings affect teachers, educational technologists, educational psychologists, and students.