scholarly journals Opinion of undergraduate health sciences students towards ethical issues related to HIV-positive persons in schools, workplaces and health centers

2012 ◽  
Vol 15 (1) ◽  
pp. 13-19
Author(s):  
Alfonso Apellaniz ◽  
Ricardo Manzanaro
Keyword(s):  
Ethical Issues ◽  
Health Sciences ◽  
Health Centers ◽  
Hiv Positive ◽  
Health Sciences Students

scholarly journals Frankenstein; or, the modern Prometheus: a classic novel to stimulate the analysis of complex contemporary issues in biomedical sciences

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Irene Cambra-Badii ◽  
Elena Guardiola ◽  
Josep-E. Baños
Keyword(s):  
Biomedical Research ◽  
Ethical Issues ◽  
Human Life ◽  
Empirical Studies ◽  
Scientific Progress ◽  
Health Sciences ◽  
Critical Discussion ◽  
Biomedical Sciences ◽  
Technological Advances ◽  
Health Sciences Students

Abstract Background Advances in biomedicine can substantially change human life. However, progress is not always followed by ethical reflection on its consequences or scientists’ responsibility for their creations. The humanities can help health sciences students learn to critically analyse these issues; in particular, literature can aid discussions about ethical principles in biomedical research. Mary Shelley’s Frankenstein; or, the modern Prometheus (1818) is an example of a classic novel presenting complex scenarios that could be used to stimulate discussion. Main text Within the framework of the 200th anniversary of the novel, we searched PubMed to identify works that explore and discuss its value in teaching health sciences. Our search yielded 56 articles, but only two of these reported empirical findings. Our analysis of these articles identified three main approaches to using Frankenstein in teaching health sciences: discussing the relationship between literature and science, analysing ethical issues in biomedical research, and examining the importance of empathy and compassion in healthcare and research. After a critical discussion of the articles, we propose using Frankenstein as a teaching tool to prompt students to critically analyse ethical aspects of scientific and technological progress, the need for compassion and empathy in medical research, and scientists’ responsibility for their discoveries. Conclusion Frankenstein can help students reflect on the personal and social limits of science, the connection between curiosity and scientific progress, and scientists’ responsibilities. Its potential usefulness in teaching derives from the interconnectedness of science, ethics, and compassion. Frankenstein can be a useful tool for analysing bioethical issues related to scientific and technological advances, such as artificial intelligence, genetic engineering, and cloning. Empirical studies measuring learning outcomes are necessary to confirm the usefulness of this approach.

scholarly journals Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

2021 ◽  
Vol 18 (10) ◽  
pp. 5233
Author(s):  
Yolanda Marcén-Román ◽  
Angel Gasch-Gallen ◽  
Irene Isabel Vela Martín de la Mota ◽  
Estela Calatayud ◽  
Isabel Gómez-Soria ◽  
...  
Keyword(s):  
Nursing Students ◽  
University Students ◽  
Perceived Stress ◽  
Psychological Health ◽  
Health Sciences ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Occupational Therapy Students ◽  
Health Sciences Students ◽  
The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

scholarly journals Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

2021 ◽  
Vol 18 (9) ◽  
pp. 4427
Author(s):  
Álvaro Borrallo-Riego ◽  
Eleonora Magni ◽  
Juan Antonio Jiménez-Álvarez ◽  
Vicente Fernández-Rodríguez ◽  
María Dolores Guerra-Martín
Keyword(s):  
Professional Training ◽  
Learning Experience ◽  
Health Sciences ◽  
Data Matrix ◽  
Quantitative Methodology ◽  
Clinical Placements ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

scholarly journals Sexual behaviour and knowledge about HIV/AIDS and sexually transmitted infections among health sciences students from Chile

2007 ◽  
Vol 83 (7) ◽  
pp. 592-593
Author(s):  
L Guerrero-Lillo ◽  
J Medrano-Diaz ◽  
F Perez ◽  
C Perez ◽  
A Bizjak-Gomez ◽  
...  
Keyword(s):  
Sexually Transmitted Infections ◽  
Sexual Behaviour ◽  
Health Sciences ◽  
Sexually Transmitted ◽  
Health Sciences Students ◽  
Hiv Aids

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

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