scholarly journals Consumption of benzodiazepines without prescription among first-year nursing students at the University of Guayaquil, school of nursing, Ecuador

2008 ◽  
Vol 16 (spe) ◽  
pp. 634-639 ◽  
Author(s):  
Nivia Pinos Paredes ◽  
Adriana Inocenti Miasso ◽  
Carlos Renato Tirapelli
Keyword(s):  
Nursing Students ◽  
Data Collection ◽  
Memory Loss ◽  
Public University ◽  
Nursing School ◽  
Quantitative Approach ◽  
First Year ◽  
First Year Students ◽  
School Of Nursing ◽  
The University

This study aimed to determine the consumption of benzodiazepines without prescription among first-year students from a nursing school of a public University in Ecuador. This is a descriptive, transversal and explanatory study with a quantitative approach. A questionnaire was used for data collection. The population studied was of 181 students. The results showed that 10.5% of the students had consumed benzodiazepine without prescription once in their lives. Of these, 6.1% consumed benzodiazepine in the last year, and 3.9% are currently consuming it. The diazepam was the most consumed BZD without prescription and pharmacies, were the place of higher access. The main reasons for the benzodiazepine consumption were: insomnia, anxiety, stress, depression, family and economical problems. The use of benzodiazepines with non-medicinal purposes is related to problems such as memory loss, retirement syndrome and sedation. When benzodiazepines are consumed jointly with alcohol or other drugs they can lead to coma or death. This study shows the serious consequences benzodiazepines cause when used by nursing students in Ecuador.

scholarly journals A Multiyear Curriculum-Integrated Information Literacy Program Increases the Confidence and Research Skills of Nursing Students, Although Not as Much as Expected

2015 ◽  
Vol 10 (1) ◽  
pp. 72 ◽  
Author(s):  
Elaine Sullo
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Literacy Program ◽  
First Year ◽  
First Year Students ◽  
Web Based ◽  
School Of Nursing ◽  
Confidence Levels ◽  
Undergraduate Nursing ◽  
Integrated Information

A Review of: Farrell, A., Goosney, J., & Hutchens, K. (2013). Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. Journal of the Canadian Health Libraries Association, 34(3), 164-175. doi: 10.5596/c13-061 Objective – To evaluate nursing students’ information literacy (IL) confidence and competence after a four year implementation of a curriculum-integrated information literacy program. Design – Web-based and paper-based information literacy questionnaire. Setting – Two Schools of Nursing in Newfoundland, Canada. Subjects – 422 undergraduate nursing students. Methods – A 20-item questionnaire was distributed to nursing students at two School of Nursing programs. Questions were designed to test one or more of the nine learning outcomes set forth for the IL program. At one School of Nursing, web-based questionnaires were sent via email, while paper-based questionnaires were distributed in class at the second School of Nursing. Main Results – Because response rates were low at one of the nursing schools, these questionnaire responses were not examined, nor were they included in the data analysis. The 422 completed questionnaires were divided into groups based on the number of IL sessions attended. The class of 2011 attended two out of three IL sessions, the class of 2012 attended all three IL sessions, and the classes of 2014 and 2015 did not attend any IL classes. There were 109 responses from class of 2011 students, 98 from class of 2012 students, and 215 from the classes of 2014 and 2015 (98 and 117, respectively). Results were reported according to the two main goals of the study – evaluating confidence levels and IL skills. Regarding confidence level, the class of 2012 felt more prepared than the other classes to begin evidence-informed practice (EIP). When asked about their confidence in the ability to perform research tasks, confidence levels rose between first year students and the class of 2011, but decreased between the class of 2011 and class of 2012. In regard to information literacy skills, when asked to identify appropriate tools for locating scholarly research articles, only 2.8% of the first year students correctly identified two resources. Within the class of 2011, 33.9% could correctly identify tools, while 57.1% of the class of 2012 correctly identified appropriate tools. For a series of questions that asked if students could make appropriate decisions about the use of scholarly and popular literature, there was overall improvement between the first year students and fourth year students. Several questions asked students about their understanding of different study types; students in all classes had difficulty with these questions. Additionally, there were questions related to identifying components of PICO (problem/population, intervention, comparison, outcome), and none of the students in the first year classes or in the 2011 class were able to correctly identify all four parts although 11.2 % of the class of 2012 identified all components correctly. Students were asked to create an answerable question using the PICO format, and 11.9% of the class of 2011, along with 11.2% from the class of 2012 and 3.7% from the first year class were able to do so. When asked to identify criteria for evaluating websites, 28.4% of students in the class of 2011 and 30.6% of the class of 2012 were able to list three correct criteria. Only 8.3% of the first year students answered this question correctly. Finally, students were given a research question and asked to select the best search statement; those who answered correctly included 28.4% of the class of 2011, 27.6% from the class of 2012, and 20.8% of first year students. Conclusions – The authors concluded that overall, IL skills improved from first to fourth year, although not as much as the anecdotal information from nursing faculty would indicate. This ongoing, four year study has prompted discussion on ways to improve the current IL component of the undergraduate nursing degree curriculum, and changes will be implemented in a future version of this curriculum.

scholarly journals Factors Affecting Academic Performance of Undergraduate Nursing Students

2019 ◽  
Vol 6 (1) ◽  
pp. 7-16
Author(s):  
Shaheen Fajar ◽  
M. Hussain ◽  
Hajra Sarwar ◽  
M. Afzal ◽  
Syed Amir Gilani
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Data Collection ◽  
Instructional Materials ◽  
Related Factor ◽  
School Factors ◽  
Cross Sectional ◽  
School Of Nursing ◽  
R Value ◽  
The University

Background: The performance of student play important role to quality education which produce quality graduates .So they took part in development of the country and become leader of that county, They are the backbone of their country (Feenberg, 2012). Most of the students do not make themselves attentive in subject duo to same reason like, school related issues, un-confident and unskilled teachers, insufficient services, and non-availability of instructional materials. Non-school issues involve poverty, low instructive fulfillment and lack of education of guardians and weakness and nutrition (Farooq, Chaudhry, Shafiq, & Berhanu, 2011). Objective: To determine the factors that affects the academic performance of students of Lahore school of Nursing, The University of Lahore, Pakistan. Methodology: A descriptive Cross-sectional Study Students of Lahore School of Nursing, the University of Lahore. Convenient sampling Technique was use for data collection. Participants who are enrolled in BSN (Generic and Post RN), Age was 18 years to 45years, Both Male and Female, married and unmarried students was including. except BSN (Post-RN) and BSN (Generic) was exclude for data collection Result: Gender of the participant has negative association with Education of participant as sig value is .000 and -.397. Gender of the participant has association with Marital status and has weak correlation as sig is .159 and r value is .123. Gender of the participant has association with student related factor and has negative correlation as sig is .397 and r value is -.074. Conclusion: In this study conclude that, most of the common contribution factors that affect academic performance of nursing students were related to teacher factor, student factor, home factor, school factors, significantly affect the academic performance of the nursing students.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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