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Background: As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession. Objectives: This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities. Design: A cross-sectional descriptive study. Methods: In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool. Results: The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect. Conclusion: This study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students' self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities. [ABSTRACT FROM AUTHOR]

Introduction: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses's participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41). Conclusion: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students. [ABSTRACT FROM AUTHOR]

Background: Clinical education plays an essential role in shaping the nursing identity and is one of the central elements in the education of nursing students. Today, with the advancement of novel technologies, utilizing mobile phone-based technologies in the education of medical sciences is inevitable. Therefore, this study was conducted with the aim of investigating the impact of the urology educational application on nursing students' cognitive-functional criteria and satisfaction during the internship period. Methods: This experimental educational intervention study was conducted during nursing students' urology internship course at Shahid Beheshti School of Nursing and Midwifery in Rasht. The data collection tools included a demographic characteristics questionnaire, cognitive skills scale, functional skills scale, and satisfaction scale (Stokes, 2001). The data were analyzed using SPSS software version 16, and a significance level was set at 0.05. Results: Out of 48 studied students, 28 (58.3%) were males. The mean age of the students was 20.34 (SD = 1.51) years. In the application group, the mean of students' cognitive skills after the intervention significantly increased by 2.33 units (95% CI: 1.73 to 2.9) (t(23) = 7.97, P < 0.001, d = 1.626). By controlling the scores before the intervention, the adjusted mean score of cognitive skills in the application group was 0.56 units (95% CI: -0.16 to 1.28) higher than the traditional group; however, this difference was not statistically significant (F(1, 45) = 2.42, P = 0.127, η2p = 0.051). There was no statistically significant difference between the mean score of students' functional skills in traditional and application groups (t(46) = 0.63, P = 0.532, d = 0.184). The total mean score of satisfaction with education in the application group was 83.0 (SD: 10.7). According to the values ​​of the quartiles, 75% of the students scored higher than 75.9, 50% scored higher than 83.9, and 25% scored higher than 91.1. Conclusion: According to the results of this study, students' scores of functional and cognitive assessment and satisfaction with the application in urology clinical training were reported as favorable. Therefore, it is recommended that mobile phone-based technologies be used in students' clinical education and internships in combination with the traditional method. [ABSTRACT FROM AUTHOR]

Summer 2024 Student News includes news from the ECS Case Western Reserve University, Central Electrochemical Research Institute, Indian Institute of Technology Madras, MIT, Munich, Texas Tech, University of Michigan, University of Nebraska-Lincoln, and University of Texas at Austin ECS Student Chapters. [ABSTRACT FROM AUTHOR]

Background/Objectives: The COVID-19 pandemic was a time of limited direct contact with other people. The aim of this study was to determine the role of positive orientation and sociodemographic variables in the feelings of global, social and emotional loneliness and to seek predictors for loneliness among students during the COVID-19 pandemic. Methods: The study was conducted on a group of 798 students at the University of Warmia and Mazury in Olsztyn (Poland) between January and March 2022. The empirical data were gathered with the following research tools: the Positive Orientation Scale and the De Jong Gierveld Loneliness Scale—DJGLS. Results: The study found a correlation (r = −0.370; p < 0.001) between positive orientation and emotional loneliness. The level of loneliness was significantly higher in students who greatly reduced their social contact, compared to those who reduced them moderately (p < 0.001). The intensity of social loneliness among women was lower (p < 0.001) than among men. Those who lived with their families or with a close companion felt less intense emotional loneliness (p < 0.001) than those who lived alone. Conclusions: A positive orientation, which manifests itself in a favourable opinion about oneself and in attaching weight to positive aspects of life, was found to be the main determinant of the feelings of global and emotional loneliness. However, it did not prove to be a predictor of social loneliness in the group of students under study. [ABSTRACT FROM AUTHOR]

This report examines the involvement of the population of the occupied territories of Ukraine of Donetsk and Luhansk regions in the invasion of the territory of Ukraine in 2022 by the armed forces of the Russian Federation. It focuses on the body of evidence for the forced mobilization of the student youth population in these two regions in the lead up to invasion and assesses the implications of this mobilization effort. [ABSTRACT FROM AUTHOR]

Dermatology holds significant importance in the curriculum of medical studies, encompassing various aspects of medical practice. Therefore, it is essential for medical graduates to acquire a proficient understanding of dermatological principles. This study endeavors to assess the impact of integrating problem-based learning (PBL) with traditional didactic lectures among final-year medical undergraduates. Methodology: A comparative study was conducted involving 150 final-year M.B.B.S. students who voluntarily participated. Initially, all students received didactic lectures. Subsequently, they were randomly assigned to two groups: Group A and Group B, with 75 students in each. Both groups participated in tutorial sessions and PBL activities focused on four selected dermatology topics. Pre-tests and post-tests were administered to evaluate the knowledge gained by the students. Additionally, selfadministered feedback was collected to discern their preferred learning methodology. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

A wide variety of information and communication technologies (ICTs) is increasingly embedded into numerous facets of everyday life. Young people, in particular, are often viewed as eager and skilful users of new ICTs who have various educational and leisure-related purposes for ICT use. Although school and home lives have traditionally been viewed as separate, ICT use has blurred the lines between these environments. This study focuses attention on the negotiation of this 'grey zone' within the school setting, in terms of teachers' practices around students' online interactions. This study sought to gain insight into teachers' perceptions of the challenges related to students' online interactions and how these become visible in the school context. This included exploring strategies identified by teachers in efforts to surmount difficulties. Data collection involved semi-structured interviews with 15 teachers in Finland working in primary and/or lower secondary education. The transcribed data were analysed qualitatively, using a thematic approach. According to the teachers, there were significant challenges associated with young people's online interactions that affected their students and the flow of school life, such as online conflicts and dysfunctional behaviour in messaging groups. Although teachers found that the boundaries and the obscurity of their roles made it difficult to address some situations, they nonetheless identified strategies to overcome challenges, often including collaboration with students and parents. The study highlights how students' online interactions can affect the ways that teachers view themselves and their roles as educators. Given the pace with which ICT, and young people's use of it evolves, the study suggests that there is a need for frequently reviewed guidelines or practices that help clarify the roles of different actors in relation to the realities of students' ICT use. [ABSTRACT FROM AUTHOR]

An update from the new Chair and Executive Committee of the Students and New Professionals Group of the International Society of Biometeorology. [ABSTRACT FROM AUTHOR]

Background: A first clinical placement for nursing students is a challenging period involving translation of theoretical knowledge and development of an identity within the healthcare setting; it is often a time of emotional vulnerability. It can be a pivotal moment for ambivalent nursing students to decide whether to continue their professional training. To date, student expectations prior to their first clinical placement have been explored in advance of the experience or gathered following the placement experience. However, there is a significant gap in understanding how nursing students' perspectives about their first clinical placement might change or remain consistent following their placement experiences. Thus, the study aimed to explore first-year nursing students' emotional responses towards and perceptions of their preparedness for their first clinical placement and to examine whether initial perceptions remain consistent or change during the placement experience. Methods: The research utilised a pre-post qualitative descriptive design. Six focus groups were undertaken before the first clinical placement (with up to four participants in each group) and follow-up individual interviews (n = 10) were undertaken towards the end of the first clinical placement with first-year entry-to-practice postgraduate nursing students. Data were analysed thematically. Results: Three main themes emerged: (1) adjusting and managing a raft of feelings, encapsulating participants' feelings about learning in a new environment and progressing from academia to clinical practice; (2) sinking or swimming, comprising students' expectations before their first clinical placement and how these perceptions are altered through their clinical placement experience; and (3) navigating placement, describing relationships between healthcare staff, patients, and peers. Conclusions: This unique study of first-year postgraduate entry-to-practice nursing students' perspectives of their first clinical placement adds to the extant knowledge. By examining student experience prior to and during their first clinical placement experience, it is possible to explore the consistency and change in students' narratives over the course of an impactful experience. Researching the narratives of nursing students embarking on their first clinical placement provides tertiary education institutions with insights into preparing students for this critical experience. [ABSTRACT FROM AUTHOR]

Background: Suicide is one of the leading causes of death among young people and university students. Research has identified numerous socio-demographic, relational, and clinical factors as potential predictors of suicide risk, and machine learning techniques have emerged as promising ways to improve risk assessment. Objective: This cross-sectional observational study aimed at identifying predictors and college student profiles associated with suicide risk through a machine learning approach. Methods: A total of 3102 students were surveyed regarding potential suicide risk, socio-demographic characteristics, academic career, and physical/mental health and well-being. The classification tree technique and the multiple correspondence analysis were applied to define students' profiles in terms of suicide risk and to detect the main predictors of such a risk. Results: Among the participating students, 7% showed high potential suicide risk and 3.8% had a history of suicide attempts. Psychological distress and use of alcohol/substance were prominent predictors of suicide risk contributing to define the profile of high risk of suicide: students with significant psychological distress, and with medium/high-risk use of alcohol and psychoactive substances. Conversely, low psychological distress and low-risk use of alcohol and substances, together with religious practice, represented the profile of students with low risk of suicide. Conclusions: Machine learning techniques could hold promise for assessing suicide risk in college students, potentially leading to the development of more effective prevention programs. These programs should address both risk and protective factors and be tailored to students' needs and to the different categories of risk. [ABSTRACT FROM AUTHOR]

Objectives / purpose: After school programs represents a setting for promoting healthy dietary habits. The aim of this study was to evaluate how effective the after school program staff perceived nutrition training aiming to improve quality of food purchased and meal practices. We further aimed to assess the changes in purchase of primarily fish and fish products, whole grains and fruit and vegetables, by collecting receipts from food purchase before and after the intervention. Results: This is a mixed methods study. Group interviews with after school staff were carried out and the data was analyzed deductively according to the RE-AIM framework. Receipts from food purchase were collected. Findings from the qualitative interviews indicated that the intervention had been a positive experience for the staff and suggested a new way of working with promoting healthy foods in after school program units. Although there were some challenges reported, the staff made necessary adjustments to make the changes possible to sustain over time. Findings from the receipts support the changes reported by the staff. These showed increased purchase of vegetables, fish, and whole grain in all four after school program units. After school programs in similar settings may expand on these findings to improve the students' dietary habits. [ABSTRACT FROM AUTHOR]

Background: The aim of this study is to determine the relationship between selected components of body composition and the phase angle specified by bioelectrical impedance analysis, depending on the level of physical activity among students. Materials and Methods: The study group consisted of 484 university students from Krosno. The diagnostic survey method (IPAQ-SF), measurements of highs, and analysis of body composition components (BIA) were used. The relationship between variables was determined using the χ2 test, the V-Kramer coefficient, and Spearman's rho coefficient. Results: University students in physical education demonstrated the highest level of physical activity and the lowest incidence of excessive body mass. Among the participants, 28.1% did not engage in any physical activity, or their level was insufficient. The PhA level was correlated with lean body mass and muscle mass. The correlation between higher levels of PA and PhA values was statistically significant, as was the relationship between self-assessment of physical fitness and the level of PA determined by IPAQ-SF. Conclusions: Preventive actions and educational programs, especially about spending leisure time in active ways, should be particularly targeted at students of disciplines with a significant amount of sedentary classes. [ABSTRACT FROM AUTHOR]

Background: Although the nursing sector gains growing importance in an aging society, students representing the future workforce often show insufficient health. Acknowledging the health-enhancing effects of adequate physical activity, the educational system in Bavaria, Germany, has recently integrated the promotion of physical activity-related health competence (PAHCO) into the nursing curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices and routines of the nursing schools. Therefore, the goal of the present study is to examine and compare the effectiveness as well as implementation of different intervention approaches to address PAHCO in the Bavarian nursing school system. Methods: We randomly assign 16 nursing schools (cluster-based) to four study arms (bottom-up, top-down led by teachers, top down led by external physical activity experts, control group). Schools in intervention group 1 (IG-1) develop multicomponent inventions to target PAHCO via cooperative planning (preparation, planning, and implementation phase). Intervention groups 2 and 3 (IG-2, IG-3) receive both an expert-based intervention (developed through intervention mapping) via trained mediators to address PAHCO. External physical activity experts deliver the structured PAHCO intervention in IG-2, while teachers from the nursing schools themselves conduct the PAHCO intervention in IG-3. In line with a hybrid effectiveness implementation trial, we apply questionnaire-based pre-post measurements across all conditions (sample size calculation: nfinal = 636) to examine the effectiveness of the intervention approaches and, simultaneously, draw on questionnaires, interview, and protocol data to examine their implementation. We analyze quantitative effectiveness data via linear models (times-group interaction), and implementation data using descriptive distributions and content analyses. Conclusion: The study enables evidence-based decisions about the suitability of three intervention approaches to promote competencies for healthy, physically active lifestyles among nursing students. The findings inform dissemination activities to effectively reach all 185 schools of the Bavarian nursing system. Trial registration: Clinical trials NCT05817396. Registered on April 18, 2023. [ABSTRACT FROM AUTHOR]

Self-medication is a prevalent practice among university students globally and is a significant public health concern. However, previous research has been limited in scope, focusing primarily on adolescents or the general public, leaving a gap in understanding the causal relationships associated with self-medication; thus, this study aimed to investigate the factors influencing self-medication practices among university students in Bangladesh by developing a comprehensive causal model. Data from 417 students across five public universities were collected using the simple random walk technique by a team of 10 members. The study utilized constructs of knowledge, attitude, and convenience related to self-medication as independent variables, while self-medication practice as the dependent variable. One-way ANOVA and structural equation modeling (SEM) were employed to develop a causal model of self-medication practice among university students in Bangladesh. The findings revealed that students with better medication knowledge and adverse drug reactions (ADRs) were more likely to practice self-medication. A positive attitude towards self-medication and ADRs was also significantly associated with higher self-medication practice scores. Additionally, those who perceived self-medication as convenient and prescribed medication as inconvenient had higher self-medication practice scores. The attitude towards self-medication had the most substantial negative effect on self-medication practice, followed by the inconvenience of prescribed medication and the convenience of self-medication. The model explained 87% of the variance in self-medication practice, indicating a good fit for the data. University students in Bangladesh possess intermediate knowledge of medication and primary knowledge of ADRs. They exhibit a positive attitude towards self-medication and ADRs. Physical convenience favors self-medication, while the inconvenience of prescribed medication contributes to its lower preference. Policymakers should focus on evidence-based guidelines to reduce the extent of unnecessary self-medication practice and to enhance the quantity and accessibility of prescribed medications to address the issue effectively. [ABSTRACT FROM AUTHOR]

Background Human adenoviruses (HAdVs) can cause outbreaks of flu-like illness in university settings. Most infections in healthy young adults are mild; severe illnesses rarely occur. In Fall 2022, an adenovirus outbreak was identified in university students. Methods HAdV cases were defined as university students 17–26 years old who presented to the University Health Service or nearby emergency department with flu-like symptoms (eg, fever, cough, headache, myalgia, nausea) and had confirmed adenovirus infections by polymerase chain reaction (PCR). Demographic and clinical characteristics were abstracted from electronic medical records; clinical severity was categorized as mild, moderate, severe, or critical. We performed contact investigations among critical cases. A subset of specimens was sequenced to confirm the HAdV type. Results From 28 September 2022 to 30 January 2023, 90 PCR-confirmed cases were identified (51% female; mean age, 19.6 years). Most cases (88.9%) had mild illness. Seven cases required hospitalization, including 2 critical cases that required intensive care. Contact investigation identified 44 close contacts; 6 (14%) were confirmed HAdV cases and 8 (18%) reported symptoms but never sought care. All typed HAdV-positive specimens (n = 36) were type 4. Conclusions While most students with confirmed HAdV had mild illness, 7 otherwise healthy students had severe or critical illness. Between the relatively high number of hospitalizations and proportion of close contacts with symptoms who did not seek care, the true number of HAdV cases was likely higher. Our findings illustrate the need to consider a wide range of pathogens, even when other viruses are known to be circulating. [ABSTRACT FROM AUTHOR]

AIM The purpose of this review is to synthesize what is known about voluntary attrition from baccalaureate nursing education. BACKGROUND Understanding the reasons behind elective, voluntary attrition from nursing programs can help maximize resources and graduate more nurses into the workforce. METHOD An integrative review of the literature was conducted using the search strategy outlined by Whittemore and Knafl. The validated Mixed-Methods Appraisal Tool was used to assess the quality of the studies found in the search. RESULTS Ten studies met review criteria. Studies showed that academic and emotional underpreparedness, economic challenges, feelings of isolation, differences between perceptions of nursing and the realities of professional practice, and incongruence with learning objectives in clinical settings led to dissatisfaction. CONCLUSION It is important to educate the public about nursing as a rigorous college major. The realities of nursing school, feelings of acceptance, and academic preparedness must be addressed by educators. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The aim of the study is to determine the tobacco use status of first and fifth grade students studying at Dokuz Eylül University Faculty of Medicine in the 2022-2023 academic year and to evaluate the factors affecting tobacco use. MATERIAL AND METHODS: The data of the cross-sectional study were obtained by sending a form prepared in electronic environment to the students after a brief information was given in the unit/classroom where they did their internship, and the students responded on their mobile phones. In research, 539 of 790 students answered the form. RESULTS: The prevalance of tobacco use was 34.1% (first: 29.8%, fifth: 40.8%) (female: 26.7%, male: 40.4%). According to multivariate analysis, tobacco use in first grades increases 1.8 times (95% CI: 1.1-3.3) if the general health perception is moderate/poor, 2.9 times (95% CI: 1.2-6.8) to be exposed to insistence of friends for tobacco use, 2.4 times (95% CI: 1.3-4.3) for at least one of the family members to use tobacco, 29.7 times (95% CI: 3.9-224.1) for at least one of the close friends to use tobacco, and 3.9 times (95% CI: 2.2-7.1) not to think that physicians should set an example for the society by not using tobacco; in fifth grade, tobacco use by at least one of the close friends increases 9.6 times (95% CI: 2.1-43.6), and not thinking that physicians should set an example for the society by not using tobacco increases 4.9 times (95% CI: 2.7-9.2). CONCLUSION: In research, it is seen that tobacco use is common among medical faculty students, and the prevalance of use increases as they get higher classes. [ABSTRACT FROM AUTHOR]

Student roles can promote collaboration and individual accountability in groups during engineering design challenges. However, student disengagement may occur if students do not perceive value in their roles. We introduce four distinct roles—quality inspector, market researcher, advertiser, and coordinator. These roles introduce meaningful tasks that contribute to addressing engineering design challenges in group settings and offer differentiated opportunities to address the science and engineering practices. The quality inspector conducts peer reviews of designs from different groups. The market researcher collects and analyzes consumer feedback for product improvement. The advertiser creates engaging illustrations of their work for consumers through media like flyers, reports, or videos. The coordinator organizes, supports, and facilitates their group members and acts as a liaison between teammates and the teacher. The teacher facilitates, supports, models, and guides students in their new responsibilities. Collectively, each student role presents opportunities for meaningful collaboration toward product innovation by emphasizing the importance of each role in achieving the design goal. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate and compare the clinical knowledge implications of the integrated management of childhood illness (IMCI) preservice education between pre-clerkship and junior clerkship medical students. Methods: This observational comparative cross-sectional study was conducted between June and August 2022 at Sultan Qaboos University, Muscat, Oman. A self-administered questionnaire was utilised and included questions on sociodemographic data, duration of IMCI preservice training, knowledge of the participants concerning the IMCI objectives and information on a range of childhood conditions. Results: A total of 97 medical students were included in the study. The majority of students (42.3%) had received 2 lectures in IMCI preservice training. The role of the IMCI approach in reducing childhood morbidity and mortality was advocated by the majority of students (80.8% in the junior-clerkship [JCR] group and 73.3% in the pre-clerkship group). The awareness of the IMCI component of improving the health system was higher in JCR compared to preclerkship participants (P = 0.044). When compared to pre-clerkship students, the JCR participants demonstrated a slightly higher awareness of skin pinch (P = 0.038), chest indrawing (P = 0.008), anaemia assessment based on nail bed examination (P = 0.002), diagnostic assessment of malnutrition based on palm examination (P = 0.018), sucking capacity in breastfeeding (P = 0.025), and vaccines such as those for tuberculosis (P = 0.001), pneumococcal (P = 0.018) and rotavirus (P = 0.007). Conclusion: The majority of students displayed good IMCI knowledge and JCR students showed better knowledge compared to pre-clerkship candidates. [ABSTRACT FROM AUTHOR]

This article arises in the context of the Research Project entitled: Inclusion of students with disabilities at the National University of Río Cuarto. From text to practice (Rector's Resolution No. 083/2020). The purpose of the writing is to explain theoretically some of the aspects identified in one of the categories of analysis that emerged from the empirical evidence collected. Understanding and explaining the reality in which the group of students with disabilities finds themselves involves delving into the views that the institution has regarding this reality. Therefore, particularly from this situated research and, on this occasion, we will start from understanding how the framework of disability is constituted by focusing the analysis on the concept of singularized educational trajectories reconstructed from the testimonies collected, in the in-depth interviews carried out with different actors who hold management positions in the institution. [ABSTRACT FROM AUTHOR]

Background: As the number of students with learning disabilities (SwLD) entering higher education (HE) increases, a need arises to improve the services provided to them by understanding their experiences. This scoping review explores the extent and type of evidence on the experiences of SwLD in HE. Method: The review followed the six stages outlined by Arksey and O'Malley. PubMed, Science Direct, EBSCO, ProQuest, and APA PsycNet were searched for primary data, and studies published between January 2012 and July 2022 were included. The following information was extracted and collated from the included studies: author/s, year, location, objective/aim, study design, materials and methods, and major findings. Results: The search yielded 3729 titles and abstracts. Their screening resulted in 26 eligible articles. The review of these articles identified three major themes: (a) academic concerns, (b) psychosocial experiences, and (c) support systems and accommodations. The academic concerns included difficulties in areas such as reading, writing, and spelling. The studies on psychosocial experiences showed that SwLD experience stress, anxiety, and lower self-esteem. The studies on support systems and accommodations indicate that they get academic support, technological support, and extra time for examinations from educational institutions. Conclusion: The SwLD experiences academic and psychosocial challenges during higher studies. However, the existing support systems do not address these challenges, and there is a need for further research in this area. [ABSTRACT FROM AUTHOR]

Sexual harassment is a daily phenomenon that is currently attracting considerable attention in Ecuador both because of denunciations by the feminist movement and because of its greater visibility in the media. The objective of this article is to identify the subjective perception of Ecuadorian university students about sexual harassment in higher education institutions. Specifically, we are interested in understanding the cultural particularities that may limit the effectiveness of strategies aimed at preventing the problem in this context. To obtain data, we conducted interviews with 63 students between 18 and 23 years of age enrolled in a private university located in Quito. The results obtained show that sexual harassment is perceived to be less present in the university context than in other public spaces. The student body shows a critical attitude regarding the normalization of this problem in the country and the lack of information on sexuality, harassment, and sexual violence. However, they adopt a passive attitude towards it in accordance with the social attitude they observe. In addition, the results indicate that sexual harassment affects women and LGTBI people significantly more. [ABSTRACT FROM AUTHOR]

Objective: To assess the predictive validity of Punjab Provincial Medical & Dental College Admission Test (MDCAT). Methods: A retrospective correlational study was conducted at the Fatima Memorial Hospital College of Medici ne & Dentistry in Lahore, Pakistan. Data were analysed from 415 medical students who had completed the MBBS program from 2018-2020. Bivariate and multivariable regression models were used to adjust for confounders such as age, gender, city of origin, and pre-medical performance. A novel performance-trajectory analysis was used to evaluate whether students with different preadmission MDCAT scores had different performance trajectories in medical school. Results: On simple bivariate analysis, there was a weak but significant (correlational coefficient 0.22-0.33, p<0.001) correlation between MDCAT scores and professional exam scores for all years of medical college. However, multivariable analysis of Matric/Fsc track showed no significant correlation (p > 0.05) between MDCAT and professional exam scores after the first two years. For O/A level students, there was no correlation between MDCAT and professional exam scores for any year of medical college (p>0.05). Trajectory analysis showed that students with exceptionally high MDCAT scores had a superior performance trajectory compared to those with the lowest quartile of MDCAT scores while students with average MDCAT scores had overlapping performance trajectories. Conclusion: For students from the Matric/FSc track only, there is a weak but significant correlation between MDCAT scores and professional exam scores for the first two years. No such correlation exists for O/A level students. Exceptionally high MDCAT scores are predictive of higher achievement in professional exam scores. [ABSTRACT FROM AUTHOR]

Background: The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. Methods: A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. Results: The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. Conclusions: Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries. [ABSTRACT FROM AUTHOR]

Background: Intimate Partner Violence (IPV) is the range of sexually, psychologically and physically coercive acts used against adult and adolescent women by a current or former male partner. It is a major public health problem globally. This study determined the prevalence, patterns and predictors of IPV amongst female undergraduates in Abia State. Methods: A cross-sectional study was conducted from January - February 2022 amongst 306 female undergraduates in Abia State. A mixed method of an online structured questionnaire created on Google forms & onsite self-administered questionnaire were deployed for data collection. Descriptive, bivariate and multivariate analyses were done using IBM SPSS Version 26.0. The level of significance was set at 5%. Results: A total of 306 respondents participated in the survey. The overall prevalence of IPV amongst female undergraduates was 51.2% (95% CI: 44.8-57.6%). Emotional abuse was the most common form of abuse 78.9%, followed by Physical abuse 42.0% and Sexual abuse 30.8%. Predictors of IPV reported include female earning/receiving more than their partner monthly (aOR = 2.30; 95% CI: 1.20–4.41); male (partner) alcohol consumption (aOR = 5.17; 95% CI: 2.46–10.88), being a smoker of cigarette/marijuana (aOR = 11.01; 95% CI: 1.26–96.25) and having witnessed domestic violence as a child (aOR = 3.55; 95% CI: I.56-8.07). Adverse effects such as unwanted pregnancies (12%), miscarriages (10%), eating/sleeping disorders (21%) and bruises (23%) amongst others were noted in some of the victims. Conclusion: Over half of all female undergraduates in Abia State have experienced IPV with emotional abuse being the commonest. Some Individual and relationship factors were identified as predictors of IPV. We recommend intensifying primary prevention campaigns against risk factors identified like smoking and alcohol consumption. [ABSTRACT FROM AUTHOR]

Background: In Korea, there has been recent interest in nursing simulation education. In nursing, simulation education has many advantages, such as improving nursing students' problem-solving and judgment skills. Simulation education satisfaction is an indicator for evaluating educational performance from the learners' perspective and an important criterion for the development and progress of nursing education. Therefore, based on NLN/Jeffries simulation theory, this study aims to identify the relationship between simulation design and educational satisfaction and to confirm the mediating effect of flow. Methods: This cross-sectional study was conducted using 143 fourth-year nursing students who had participated in classes using simulations at three universities in Seoul, Daegu, and Jeonbuk. Data were collected from April 24 to May 3, 2023. Demographic data, simulation design scale (SDS), flow in simulation, and the educational satisfaction scale in simulation were collected via an online questionnaire. The collected data were analyzed through t-test, ANOVA, Scheffé test, and Pearson's correlation coefficient using SPSS 25.0. The mediating effect of flow was analyzed through the three-stage mediation effect procedure using hierarchical regression analysis and the Sobel test. Results: The simulation educational satisfaction had a statistically significant positive correlation with simulation design (r =.65, p <.001) and flow (r =.47, p <.001), and simulation design was positively correlated with the flow (r =.55, p <.001). The simulation design had a statistically significant effect on flow, which was the mediating variable (β = 0.55, p <.001). Additionally, simulation design had a statistically significant effect on simulation educational satisfaction (β = 0.56, p <.001). The significance of the mediating effect of flow on the relationship between simulation design and simulation educational satisfaction was investigated using the Sobel test, and the mediating effect of flow was found to be statistically significant (Z = 5.36, p <.001). Conclusion: The significance of the current study lies in its confirmation of the link between simulation design and simulation educational satisfaction, as well as the mediating function of flow. Nursing students can achieve simulation educational satisfaction through simulation-based education if simulation educators follow best practices that improve flow through well-organized simulation design. [ABSTRACT FROM AUTHOR]

Background: Clinical practicums are a core component of baccalaureate nursing education. Following the coronavirus pandemic, there have been extensive changes in the workforce environment that may potentially affect nursing students' experience and readiness for clinical practicums. Methods: A qualitative study was conducted to explore final-year nursing students' experiences and readiness for their final clinical practicum before becoming a registered nurse. A purposive sample of 24 final-year baccalaureate nursing students was included in this study. Individual semi-structured interviews were conducted face-to-face via Zoom. The data was analysed using an inductive thematic analysis approach. Results: Three themes depicting students' experiences and clinical readiness were elucidated. The themes included: (1) Experiencing multiple concerns, (2) requiring a network of support, and (3) easing the transition to professional practice. Students considered the final clinical practicum as challenging and demanding which evoked numerous concerns. Conclusions: Considering the stress that final-year nursing students experience, it will be important to devise strategies ranging from personal, relational, and environmental protective factors to enable their successful transition and completion of clinical practice. [ABSTRACT FROM AUTHOR]

Background: Immersive technologies such as smart glasses can benefit nursing training and clinical practice. In this paper, we explore the views of nursing graduate students about their experience with smart glasses. Methods: Nursing graduate students (n = 13) were recruited using purposeful sampling. First, a virtual reality intervention for hyperglycemia in nursing care was shown. This was an attempt to introduce people to the technology and start discussions about how it might be used in nursing care. After that, participants underwent online interviews. Thematic analysis was used to examine the data. Results: The study findings indicated that the use of smart glasses as an enjoyable learning experience and immersive games positively affects nursing students. In addition, it was determined that they had negative experiences such as costs, lack of infrastructure, and smart glass side effects. Conclusions: Smart glasses indicate good usability and availability in nursing education and potential for use in hospital nursing practice. [ABSTRACT FROM AUTHOR]

The aim of the study is to determine the connection between the attitude towards the forest and life satisfaction of students. The study was conducted on a sample of 650 students from Polish universities using The Satisfaction With Life Scale and an original questionnaire measuring the approach towards the forest–LAS scale. There are 3 subscales which measured: the perceived benefits from spending time in the forest; the degree of involvement in exploring the forest and working to its advantage; fears connected with the forest. The scale indicated good psychometric properties. Its reliability expressed by Cronbach's alpha coefficient is at the level of 0.90 (0.93 for Benefits scale; 0.87 for Involvement and 0.79 for Fears). The results of the statistical analysis have led to conclusions confirming the relationship between life satisfaction and the results of LAS scale. People satisfied with their lives are more involved in exploring the forest, they enjoy more benefits connected with forest recreation and express fewer fears. Forestry students are characterised by the highest involvement and the lowest level of fears connected with the forest. As far as life satisfaction is concerned, they are in the lead among Polish students just behind students of medical and artistic studies. [ABSTRACT FROM AUTHOR]

Background: Childhood bullying has been classified as a major public health concern by WHO, with negative effects on the health education and social outcomes of both bullies and victims. There is no current Kenyan data on the prevalence of face-to-face bullying and cyberbullying co-occurring in the same cohort of youth and how they are associated with different aspects of suicidality and socio-demographic characteristics. This study aims to fill these gaps in the Kenyan situation so as to inform current policy and practice. Methodology: This cross-sectional study involved 2,652 students from ten secondary schools in Kenya, selected from three regions representing different levels of public funded schools and socioeconomic spaces. The outcome variable was derived from the questionnaire which asked students questions related to self-harm, suicide thoughts, plans, and attempts. Predictor variables were based on response on experience of bullying in school, out of school, at home, and cyberbullying. Other variables such as gender, age, family background, and class were also collected from the self-reported questions. Data were analyzed using SPSS version 25, with descriptive summary statistics and chi-square tests used to examine variables, and logistic regression analysis used to determine the associations between suicidality and experience of bullying. Results: The mean age was 16.13 years. More than half of the participants were male, with the largest proportion living in rural areas. Face-to-face bullying was more prevalent than cyberbullying, with 82% of participants experiencing bullying and 68% experiencing it almost daily in the past six months. Both face-to-face bullying and cyberbullying were associated with suicidal thoughts, plans, and attempts. Predictors of suicidal attempts included being bullied outside of school and being a victim of group bullying, while being bullied every day and being bullied by adult men were predictors of suicidal attempts in cyberbullying. Conclusion: There is a high prevalence of face-to-face bullying both in and outside schools. There is also a high prevalence of cyberbullying. Both face-to-face and cyberbullying are associated with suicidality in Kenyan high school students. [ABSTRACT FROM AUTHOR]

To evaluate the effect of 16 weeks of different aerobic activity on physical fitness and executive functions in primary school students. 90 right-handed students from China (Boys = 46; Girls = 44) participated in our study and were randomly separated into four groups: 20 in the control group (Con), 23 in the physical activity group (PA), 25 in the intellectual activity group (IA), 22 in the physical activity and intellectual activity group (PA + IA). The students in PA, IA and PA + IA group received aerobic exercise program lasted 40 min daily, 4 days a week for 16 weeks, regular physical activity in the PA group, intellectual activity in the IA group, physical activity couple with intellectual activity in the PA + IA group, respectively. All the students participate the experiment for body composition, physical fitness (cardiopulmonary fitness, muscle strength, speed sensitivity, flexibility quality), executive functions and saliva analysis test before and after 16 weeks. There was no significant effect of 16 weeks different aerobic exercise interventions on body composition before and after exercise interventions among four groups in children (p > 0.05). The results were obtained by inter-group and intra-group comparisons that different exercise interventions (physical activity, intellectual activity, physical combine with intellectual activity), all can significantly improve physical fitness parameters (cardiopulmonary fitness, muscle strength, speed sensitivity and flexibility quality), and executive functions parameters (inhibitory control, working memory, reaction time cognitive flexibility), as well as the concentration of saliva GH and IGF-I (p < 0.05) in children. Our experiment further demonstrated that the improvement effect of the two exercises together is more significant than that of the single exercise ways. Both physical and intellectual activity can effectively improve physical fitness and executive function in children, and the improvement effect of the two exercises together is more significant than that of the single exercise ways. [ABSTRACT FROM AUTHOR]

The problem of increasing the effectiveness of the educational process in the Physical Education and Sport specialty at the Faculty of Educational Sciences and Arts, part of the Sofia University “St. Kliment Ohridski” is particularly timely, considering that the specialty is very recent – it was launched at Sofia University during the academic year of 2009/2010. On the other hand, there is a relentless competition in this field among the other universities in the country. In order to optimise the educational process in the specialty, the opinion of the students is extremely important, as a way for the lecturers to get relevant feedback. The goal of the study is to research the work done with the students and on this basis to make an attempt to optimise the educational process of the specialty. The study used a survey conducted on February 08, 2023 with a card containing a total of 32 questions. The results were analysed and presented based on analysis of the frequency (f) and percentages (%). The data gathered by the survey was processed in MS Excel. [ABSTRACT FROM AUTHOR]

“Implicit bias” describes the unconscious stereotypes and attitudes that all humans have hard wired in their brains. It can go awry when we have implicit biases based on race or ethnicity that are unrealized and unfair. Gen Z students are famously diverse, and they are proud of their diversity, but they are also uncomfortable talking about sensitive topics, including implicit bias. Legal Practice professors are in a unique position to work with their Gen Z students to identify and eliminate implicit bias because of our year-long course and the interactive nature of our class. This article discusses how implicit bias is innate in humans, how even our diverse Gen Z students are not immune to it, and how to address implicit bias in our Legal Practice class. We know from the research that Gen Z likes to work independently but also together, first coming up with their thoughts before sharing with others. To make discussions of implicit bias work with this cohort, various exercises can be done giving students the opportunity to work alone and then sharing their thoughts with the larger class. Once students have identified their own implicit biases, students can discuss them constructively with one another in a “Brave Space.” Brave Spaces ask students to be vulnerable with each other while relying on certain ground rules like engaging in civil dialogue, owning one’s intentions and impact on their classmates, and differentiating between a personal attack and an attack on a person’s idea. Coming to discussions of implicit bias from this perspective and with these guardrails can help students understand their classmates’ and their own implicit biases and work to correct them. [ABSTRACT FROM AUTHOR]

This essay examines how universities are responding to demands to educate students for climate action. I argue for a whole-of-university approach, in which sustainability becomes part of the mission of the university, and translates into reimagined forms of education, research, outreach, and management of the university operations. This approach runs counter to the most common response of universities, incremental to new demands, and is likely to take place only in institutions with greater capacity for innovation. Strategy and knowledge are key resources to support such innovation, drawing on the comparative analysis of the global experience of higher education, as there are already high rates of institutional innovation globally in educating for climate action. [ABSTRACT FROM AUTHOR]

Background: Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. Purpose: This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. Method: A quasi-experimental design was used, and secondyear nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the SelfDirected Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. Results: After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. Conclusions/Implications for Practice: A physical examination and health assessment course designed using the selfdirected learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes. [ABSTRACT FROM AUTHOR]

Using network analysis, we compared the BDI-II symptom groupings (i.e., communities), the ability of individual symptoms to associate with the others (i.e., centrality), the global strength of these associations, and the bridge symptoms that connect the communities in a sample of 279 depression patients (Mage = 49.9, SDage = 11.2) and in a non-clinical sample of 327 students (BDI-II score less than 19, Mage = 21.05, SDage = 1.82). The network of patients showed higher density, three communities (i.e., cognitive, affective-vegetative, and anhedonia-low energy), with sadness as the central and the strongest bridge symptom. The network of students was less consolidated, had unstable, and uninterpretable communities, with worthlessness as the central symptom, which was the strongest bridge among the communities. This study suggests some qualitative differences between depression symptoms in clinical and non-clinical populations, which manifest in their different places in networks. [ABSTRACT FROM AUTHOR]

Background & Objective: Medication errors are one of the most serious concerns in the process of treatment and patient care. According to the conducted studies, the proportion of medication error reporting among nursing students is relatively high. The present study aimed to assess the effect of the peer mentoring method on nursing students' medication errors. Materials & Methods: In this quasi-experimental study, 63 fifth-semester nursing students (starting in fall and winter semesters) of Abhar Nursing College were selected in 2022 and randomly assigned to two intervention and control groups based on the entry semester. Data collection tools included demographic and medication administration error (MAE) questionnaires. Initially, the mentor students were selected and participated in three sessions of group education. Thereafter, a joint meeting was held with the students, mentors, and clinical instructors, and while explaining the work method, the questionnaires were completed by the students. In the next phase, two mentors were placed in the group for every seven students, and during the three-week internship, they took responsibility for clinical education (with an emphasis on drug administration education) with the instructor. After one semester, the study participants completed the MAE questionnaire again. The collected data were analyzed in SPSS software (version 26) using descriptive and inferential statistics. Results: After the intervention, the mean score of medication errors in the intervention group decreased significantly, and a significant difference was detected between intervention and control groups. Therefore, students in the intervention group had fewer medication errors than their peers in the control group (P<0.001). Conclusion: The obtained results pointed to the effectiveness of the peer mentoring method in the mitigation of medication errors among nursing students. Therefore, it is recommended that this method be used in their clinical education, and future studies assess the effect of the virtual peer mentoring method on the occurrence of medication errors among these students. [ABSTRACT FROM AUTHOR]

Students' and teachers' acceptance of the COVID-19 vaccination may help boost the uptake of the vaccines in the general population because teachers and students serve as a source of information and campaign mechanisation for vaccination. This review aimed to map evidence on the prevalence and predictors of COVID-19 vaccine acceptance and hesitancy among teachers and students. After removing duplicates, a search in several databases (Dimensions, PubMed Central, JSTOR, Google Scholar, Google, the WHO Library, and HINARI) produced 2060 records. Through screening based on the inclusion criteria, 27 records were used for this review. A relatively high prevalence of vaccine hesitancy was found among teachers and students. Teachers and students in countries such as China, Egypt, the USA, and India however, reported relatively low levels of COVID-19 vaccine acceptance. Vaccine hesitancy depends on perceived adverse effects, safety, efficacy, and benefits among teachers and students, with male teachers and male students being more likely to accept the COVID-19 vaccine than their female counterparts. Moreover, we found that vaccine acceptance could result from trust in the healthcare system and pharmaceutical companies, sources of COVID-19 information, and trust in healthcare providers. Public health experts, academics, other scientists, and health practitioners are required to take a more distinctive, multidisciplinary, and structured approach that focused on communicating effective evidence-based information to combat misinformation concerning COVID-19 vaccines. [ABSTRACT FROM AUTHOR]

Background: Focusing on the health and wellness within educational settings is essential, as it plays a vital role in measuring the effectiveness of educational processes. Given the correlation between self-compassion and benefits of empathy on academic well-being, the present study investigated the mediating role of academic buoyancy in high school students. Methods: Using a descriptive-correlational approach, structural equation modeling (SEM) was employed to analyze the interplay between variables. Through multistage cluster sampling method, 384 high school students were selected between February and April 2023 in Ahvaz, Iran. The participants were asked to fill out School Related Well-Being Scale (SWBS), Self-Compassion Scale (SCS), Empathy Assessment Scale (EAS), and Academic Buoyancy Scale (ABS). The proposed model was evaluated using SEM. Statistical analysis was performed using SPSS Amos version 25. Results: Significant positive correlations were found between self-compassion and academic well-being (r=0.22, P=0.008), as well as between self-compassion and academic buoyancy (r=0.37, P=0.001). A positive correlation was also observed between the benefits of empathy and academic buoyancy (r=0.36, P=0.001). Furthermore, a significant positive correlation existed between academic buoyancy and academic well-being (r=0.59, P=0.001), along with significant indirect paths through academic buoyancy to academic well-being (P=0.010). Conclusions: The study findings supported the goodness of fit of the proposed model, suggesting its potential utility in developing interventions to enhance students' academic well-being. [ABSTRACT FROM AUTHOR]

Background: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co‐facilitation, delivery and participation in recovery education. Setting and Participants: This study evaluates the experiences of stakeholders involved in the co‐facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. Discussion: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co‐production and facilitating student learning. Support for equitable access to recovery education, including co‐production for both the public and staff, was identified as a challenge for the future. Conclusion: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. Patient or Public Contribution: This study utilised a co‐created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co‐production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language. [ABSTRACT FROM AUTHOR]

Objective To understand the prevalence and annual change trend of Internet addiction among students aged 11 and 22 in Inner Mongolia in 2019 and 2021, and to explore the influencing factors of Internet addiction behavior, so as to provide reference basis for the prevention of Internet addiction among students. Methods Students were selected from 12 cities of Inner Mongolia Autonomous Region by stratified cluster random sampling. Internet addiction disorder was determined according to the items of "surveillance and intervention of common diseases and health influencing factors of students in China". Logistic regression method was used to analyze the relationship between Internet addiction and behavioral factors. Results The prevalence of Internet addiction among students aged 11 to 22 years in Inner Mongolia in 2019 was 1.92%, 2.50%, and 2.21%, respectively. Logistic regression analysis showed that vocational high school (OR=1.347, 95%CI: 1.083-1.675), single parent family (OR=1.279, 95% CI: 1.090-1.500), reconstituted family (OR=1326, 95% CI: 1.041-1.690), bullying (OR=1.755, 95% CI: 1.443-2.135), depression (OR=3.557, 95% CI: 3.146-4.021), fighting (OR=3.374, 95% CI: 2.512-4.531), sugary drinks (OR=2.182. 95% CI:1.753-2.716), and eating fried food (OR=2.398, 95% CI: 1.908-3.014) were the risk factor of Internet addiction. Outdoor activities for 2 hours (OR= 0.620, 95% CI: 0.530-0.726), non-smoking (OR=0.553, 95% CI: 0.476-0.643), and non-drinking (OR=0.581, 95% CI: 0.507-0.666) were the protective factors of Internet addiction. Conclusion The current situation of Internet addiction among students in Inner Mongolia is not optimistic. Attention should be paid to bullying, depression, reconstituted families, fighting students, and vocational high school students. Outdoor activities for 1 to 2 hours a day, reducing the intake of sugary drinks and fried foods, and no smoking and drinking can effectively reduce the incidence of Internet addiction. [ABSTRACT FROM AUTHOR]

The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022- 2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being. [ABSTRACT FROM AUTHOR]

Background: Gastroesophageal reflux disease (GERD) is one of the most prevalent gastrointestinal disorders worldwide. It manifests when the lower esophageal sphincter malfunctions, causing the stomach's contents to reflux into the esophagus, lead to discomforting symptoms. Heartburn and regurgitation are the typical symptoms of GERD. This study aims to determine the prevalence of GERD and assess its risk factors. Materials and Methods: This cross-sectional study was conducted at IMSIU, Saudi Arabia. An online survey was distributed to the students' email addresses to determine the prevalence of GERD, its related risk factors, and understanding of its symptoms. Results: One thousand five hundred and thirty-three (1533) students participated in the survey. The prevalence of GERD was 34.6%. The majority (79.7%) of the respondent students had heard of GERD. Stress is believed to be a factor in developing GERD by 35.7% of students. Heartburn was the predominant symptom of GERD (76.2%). No association existed between the socio-demographic traits of those with GERD except for age and academic year. Conclusions: It is imperative to raise public awareness of the disorder's characteristics and its modifiable risk factors to prevent the emergence of GERD and its complications. [ABSTRACT FROM AUTHOR]

Background Attention deficit disorder refers to a neurodevelopmental disorder that has attracted great interest in recent decades with a prevalence of about 5% of children according to the DSM V. The vision constitutes "the modality of knowledge" since this meaning, primitive, offers perceptual experiences at the origin of the development of the first cognitive acquisitions. However, the repercussions of a disorder affecting vision are significant as to the. It is therefore important to distinguish it from an intellectual development disorder. Aims and Methods This study is intended to be descriptive and analytical. It aims to highlight the attention deficit in visually impaired children enrolled in the first year of primary school. Based on 6732 children, 1761 have a vision of less than 7/10, and only 85% of them benefit from automatic refraction at the optical unit, or 1497 children. Three devices were thus used: the test of entangled figures, the observation grid and the test of the two Zazzo dams. These devices make it possible to detect deficits in the attention and concentration of visually impaired students in school in relation to the decline in their level of visual acuity. The latter leads to attentional disorders resulting in concentration defects and distractibility. This decrease in attention occurs in proportion to that of visual acuity in visually impaired children. Results & Conclusion One of the major interests in assessing attention deficit in children with visual impairments is the development of a compulsory childcare program for pre-school child and an educational awareness plan for parents. [ABSTRACT FROM AUTHOR]

Many students in tertiary institutions have not followed the normal structure of writing their projects' abstracts. Despite lecturers' efforts to supervise students in order for them to follow projects' writing rules, there are disparities in the patterns of writing project abstracts by undergraduate students in Nigeria. This study investigates online abstract from students' projects submitted in partial fulfillment for the award of first degrees in Nigeria universities. It adopts Hyland's (2000) and Swales and Feak's (2009) Models of Move Analysis. The study also adopts a qualitative research design; with data collected at random from colleges with online abstracts of undergraduates' projects stored in the library on-line institutional repository. Findings reveal that universities in Nigeria has no agreed patterns of abstract structure for students' project; none of the projects has complete macro and micro patterns of abstract, and none has the concluding part of a standard abstract. The study concludes that Nigeria University students' abstract writing does not meet the acceptable global standard. However, universities should organize a project writing workshop with a greater emphasis on how to write an acceptable abstract. [ABSTRACT FROM AUTHOR]

Introduction: Point-of-care ultrasound has become a universal practice, employed by physicians across various disciplines, contributing to diagnostic processes and decision-making. Aim: To assess the association of reduced (<50%) left-ventricular ejection fraction (LVEF) based on prospective point-of-care ultrasound operated by medical students using an artificial intelligence (AI) tool and 1-year primary composite outcome, including mortality and readmission for cardiovascular-related causes. Methods: Eight trained medical students used a hand-held ultrasound device (HUD) equipped with an AI-based tool for automatic evaluation of the LVEF of non-selected patients hospitalized in a cardiology department from March 2019 through March 2020. Results: The study included 82 patients (72 males aged 58.5 ± 16.8 years), of whom 34 (41.5%) were diagnosed with AI-based reduced LVEF. The rates of the composite outcome were higher among patients with reduced systolic function compared to those with preserved LVEF (41.2% vs. 16.7%, p = 0.014). Adjusting for pertinent variables, reduced LVEF independently predicted the composite outcome (HR 2.717, 95% CI 1.083–6.817, p = 0.033). As compared to those with LVEF ≥ 50%, patients with reduced LVEF had a longer length of stay and higher rates of the secondary composite outcome, including in-hospital death, advanced ventilatory support, shock, and acute decompensated heart failure. Conclusions: AI-based assessment of reduced systolic function in the hands of medical students, independently predicted 1-year mortality and cardiovascular-related readmission and was associated with unfavorable in-hospital outcomes. AI utilization by novice users may be an important tool for risk stratification for hospitalized patients. [ABSTRACT FROM AUTHOR]

Background: Anxiety and depressive disorders typically emerge in adolescence and can be chronic and disabling if not identified and treated early. School-based universal mental health screening may identify young people in need of mental health support and facilitate access to treatment. However, few studies have assessed the potential harms of this approach. This paper examines some of the potential mental health-related harms associated with the universal screening of anxiety and depression administered in Australian secondary schools. Methods: A total of 1802 adolescent students from 22 secondary schools in New South Wales, Australia, were cluster randomised (at the school level) to receive either an intensive screening procedure (intervention) or a light touch screening procedure (control). Participants in the intensive screening condition received supervised self-report web-based screening questionnaires for anxiety, depression and suicidality with the follow-up care matched to their symptom severity. Participants in the light touch condition received unsupervised web-based screening for anxiety and depression only, followed by generalised advice on help-seeking. No other care was provided in this condition. Study outcomes included the increased risk of anxiety, depression, psychological distress, decreased risk of help-seeking, increased risk of mental health stigma, determined from measures assessed at baseline, 6 weeks post-baseline, and 12 weeks post-baseline. Differences between groups were analysed using mixed effect models. Results: Participants in the intensive screening group were not adversely affected when compared to the light touch screening condition across a range of potential harms. Rather, participants in the intensive screening group were found to have a decreased risk of inhibited help-seeking behaviour compared to the light touch screening condition. Conclusions: The intensive screening procedure did not appear to adversely impact adolescents' mental health relative to the light touch procedure. Future studies should examine other school-based approaches that may be more effective and efficient than universal screening for reducing mental health burden among students. Trial registration Australian and New Zealand Clinical Trials Registry (ACTRN12618001539224) https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375821. [ABSTRACT FROM AUTHOR]

Today's public sphere is increasingly shaped by a dynamic, global, cross-cutting digital landscape, mostly ruled by social media and algorithms. Individuals are the raw material, the product, in this digital scenario, insofar as they generate and create information that coexists and is consumed alongside the information generated by the media outlets. In this context, this study focusses on an international sample from three countries (Spain, Colombia, and Costa Rica) to study the youngest information consumption, the trust they relay in media used to get informed, and their perceptions. The research was articulated from a quantitative methodological approach, focusing on a descriptive and correlational perspective. The results show interesting and innovative outcomes that point out that country origin does not constitute a significative factor when describing consumption patterns related to social media. It was confirmed in the study that these scenarios seem to become the new gatekeepers for young people, who barely consume traditional media such as press or radio broadcast. The lack of trust in the media that they consume to get informed is a matter of awareness, and digital literacy is described to be the most appropriated solution in a transformative normality in which young people do not consume information from traditional media. [ABSTRACT FROM AUTHOR]