scholarly journals Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study

2021 ◽  
Vol 9 (1) ◽  
pp. 230-245
Author(s):  
Lokesh Ramnath Maharajh
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
First Year ◽  
Focus Group Study ◽  
Group Discussions ◽  
Negative Attitudes ◽  
First Year Students ◽  
Tertiary Institutions ◽  
Informal Group ◽  
Students Attitudes

Plagiarism is a matter of great concern to those who teach in higher education. The increase in technology has resulted in plagiarism becoming a source of anxiety for many students. Universities are continually being called upon to devote more time and resources to combating plagiarism. However, what of their understanding of students’ attitudes towards and understandings of plagiarism? It is critical to understand student perceptions towards plagiarism to develop approaches to combat plagiarism. This paper reports on a focus group study that generated qualitative data on students’ perceptions of plagiarism. Informal group discussions were held with first-year students to show how plagiarism appears from the undergraduate student's perspective. An interview schedule was developed to provide an overall direction for the discussion. The schedule followed a semi-structured, open-ended format to enable participants to set their agenda. The analysis revealed that students lack understanding of plagiarism, have certain assumptions about plagiarism, and have negative attitudes towards assigned tasks. This paper argues that there is merit in understanding students’ perspectives regarding plagiarism to develop successful strategies to promote academic integrity and prevent plagiarism. The paper concludes with a recommendation that lecturers at tertiary institutions need to teach explicitly plagiarism, how to avoid it, and referencing.  

scholarly journals Nursing students’ attitudes towards ICT in education and clinic in Denmark

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Raymond Kolbæk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
First Year ◽  
Learning Context ◽  
First Year Students ◽  
Methodical Approach ◽  
E Learning ◽  
Students Attitudes ◽  
Group Interviews

It is well known that in an era of emerging use of ICT in nursing education and health care it is important to have knowledge of the attitudes towards ICT within the profession. However, nursing students and nurses have been notoriously reluctant to embrace/implement ICT in their work and studies.This paper focuses on the construction of ICT-habitus amongst bachelor nursing students displayed by four positions of attitudes that describe the ICT-habitus of the group of nursing students included [under consideration] in the study. Quotes from the students are used to support and illustrate the findings. The methodical approach was based on Pierre Bourdieu’s multi-faceted data collection approach and Steiner Kvale’s technical guidelines for interviewing were used for conducting focus group interviews.In order to carry out the construction a mapping of ICT implementation in the Danish primary and secondary education and nursing education from 1970 – 2001 was undertaken. A questionnaire concerning attitudes towards ICT in Healthcare was conducted amongst first year students and focus group interviews were completed. A bibliography and other sources has been included. These datasets made it possible to construct the field of ICT in nursing education and +to construct nursing students' ICT habitus and ICT capital, which was were categorized in four descriptive positions, called "The endorser", "The sceptic", "The adversary" and "The critical".These positions can be used for developing strategies for implementing ICT and development of e-learning in educational and clinical settings for nursing students, thereby contributing with new knowledge and understanding of the ICT-based learning context and the processes within.

scholarly journals Nursing students’ experience with clinical placement in nursing homes: a focus group study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kristin Laugaland ◽  
Kari Kaldestad ◽  
Elin Espeland ◽  
Brendan McCormack ◽  
Kristin Akerjordet ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nursing Homes ◽  
Focus Group ◽  
Role Models ◽  
Clinical Placement ◽  
First Year ◽  
Ageing Population ◽  
Focus Group Study ◽  
First Year Students ◽  
Healthcare Needs

Abstract Background A renewed interest in nursing homes as clinical placement settings for nursing students has been prompted by the growing healthcare needs of an ageing population. However, if future nurses are to be enthusiastic about working in this healthcare context, it is essential that higher education institutions that educate nurses and nursing homes that provide placement experiences to students do so with a supportive, positive, and enriched approach. Methods To explore first-year nursing students’ placement experience in nursing homes, we conducted an exploratory qualitative study in three city-based nursing homes in western Norway. Thirteen first-year nursing students participated in the study. Three focus group interviews were conducted to explore the students’ placement experiences. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results The analysis describes five themes relating to first-year students’ placement experience in nursing homes; (1) variations in utility of pre-placement orientation and welcome at placement site; (2) a challenging learning environment; (3) spending considerable placement time with non-registered nurses; (4) considerable variability in supervision practices; and (5) a vulnerable and demanding student role. Conclusions The research provides insight into the contextual characteristics encountered by first-year students that influence the quality of their placement experiences. Consequently, these characteristics impede access to important role models who lend support to a student’s growth and professional development, preventing full utilisation of the learning potential offered in nursing homes. Hence, we propose that targeted efforts are warranted to foster positive placement experiences and enhance students’ clinical education in nursing homes.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

scholarly journals Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”

2017 ◽  
Vol 37 (2) ◽  
pp. 44-54
Author(s):  
Ruth V. Walker ◽  
Alexandra I. Zelin ◽  
Carolyn Behrman ◽  
Rachel Strnad
Keyword(s):  
Student Perceptions ◽  
Academic Advising ◽  
State Institution ◽  
Transition To College ◽  
Guidance Counselors ◽  
First Year ◽  
Perceived Effectiveness ◽  
First Year Students ◽  
Individual Interviews ◽  
School Guidance

University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

scholarly journals The Unexpected Rewards of Qualitative Research in Assessment: A Case Example

2015 ◽  
Author(s):  
Penny Singh
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
Focus Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Tertiary Institutions ◽  
Learning Opportunity ◽  
Face To Face ◽  
Oral Assessment ◽  
Oral Component

This paper reports on the inclusion of an oral component of assessment in science at two tertiary institutions in South Africa. The purpose of this paper is not to report on the results of the assessments conducted, but to focus on some of the unexpected rewards of conducting qualitative research in assessment. Using focus group discussions within a qualitative framework allowed me insights into the thoughts and experiences of the students and assessors, making the benefits of oral assessment apparent. These benefits included how assessment can be used as a learning opportunity, the advantages of homogeneous versus heterogeneous groups, and the benefits of face-to-face interaction, all of which led to improved relationships between students and assessors.

scholarly journals Expectations and Prospects of Young Adult Caregivers Regarding the Support of Professionals: A Qualitative Focus Group Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4299
Author(s):  
Hinke M. van der Werf ◽  
Wolter Paans ◽  
Geertjan Emmens ◽  
Anneke L. Francke ◽  
Petrie F. Roodbol ◽  
...  
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Focus Group ◽  
Emotional Support ◽  
Chronically Ill ◽  
Focus Group Study ◽  
Group Discussions ◽  
Study Program ◽  
Education Professionals ◽  
Adult Caregivers

There is a lack of service provision for young adult caregivers (18–25 years of age). This study aims to describe the expectations and prospects of young adult caregivers regarding support from health and education professionals. A qualitative focus group design was used. Twenty-five young Dutch adults (aged 18–25 years) who were growing up with a chronically ill family member participated in one of seven focus groups. Qualitative inductive analysis was used to identify codes and main themes. Two overarching themes with five sub-themes emerged from the focus group discussions. The overarching themes are: the ‘process of approaching young adults’ and the ‘types of support these young adults require’. The process of approaching young adults contains the sub-themes: ‘recognition, attention, and listening’, ‘open-minded attitude’, ‘reliability’, and ‘respecting autonomy’. The types of support this group requires contains the sub-themes: ‘information and emotional support’. Health and education professionals should first and foremost be aware and listen to young adult caregivers, pay attention to them, have an open-minded attitude, respect their autonomy, and have the knowledge to provide them with information and emotional support. Further research could yield comprehensive insights into how professionals can meet these requirements and whether these results apply to male young adult caregivers and young adult caregivers not enrolled in a healthcare-related study program.

Influence of Training on First-Year Nursing Department Students’ Attitudes on Death and Caring for Dying Patients: A Single-Group Pretest–Posttest Experimental Study

2017 ◽  
Vol 78 (4) ◽  
pp. 335-347 ◽  
Author(s):  
Birgül Cerit
Keyword(s):  
Student Attitudes ◽  
First Year ◽  
First Year Students ◽  
Attitudes Toward Death ◽  
Dying Patients ◽  
Study Results ◽  
Collection Data ◽  
The Difference ◽  
Students Attitudes ◽  
Nursing Department

The study examined the influence of training on first-year nursing department students’ attitudes on death and caring for dying patients. Utilizing the experimental model, the study sample consisted of 81 first-year students attending the nursing department of a university. Death Attitude Profile-Revised and Frommelt Attitude toward Care of the Dying Scale were used for data collection. Data analysis included means, standard deviation, and t test for related samples. Student attitudes toward death were measured as 146.43 (16.741) and 152.75 (15.132) for pre- and posttraining, respectively. Student attitudes toward caring for dying patients were established to be 103.02 (7.655) during pretraining period and 111.02 (10.359) at posttraining period. The difference between pre- and posttests for mean attitudes toward death and caring for the dying patient was statistically significant. Study results determined that training was effective in forming positive student attitudes toward death and caring for dying patients.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

scholarly journals Healthy aging through the lens of community-based practitioners: a focus group study

2020 ◽  
Author(s):  
Rubee Dev ◽  
Oleg Zaslavsky ◽  
Barbara Cochrane ◽  
Thomas Eagen ◽  
Nancy F Woods
Keyword(s):  
Older Adults ◽  
Focus Group ◽  
Healthy Aging ◽  
Community Services ◽  
Focus Group Study ◽  
Group Discussions ◽  
Community Based ◽  
Holistic Model ◽  
Traditional Research ◽  
Facilitators And Barriers

Abstract Background Nearly one in every seven Americans is 65 years and older, facing day-to-day challenge of aging. Although interest in healthy aging is growing, most of the efforts are directed towards understanding the perceptions of older adults. Little is known about the perspectives of community-based practitioners who work with older adults and deliver programs to promote healthy aging. The purpose of this project was to expand knowledge on healthy aging by exploring the perspectives of community-based practitioners working directly with older adults. Methods We purposively sampled community-based practitioners (n=12, including nurses, physician, social workers, and other community services professionals), who then participated in one of three in-depth focus group discussions. Results Three core categories were identified: (1) characteristics of healthy aging; (2) healthy aging attainment; and (3) programs and activities for healthy aging. Participants identified a number of characteristics under person-specific, social, and spiritual dimensions of healthy aging. Healthy aging attainment was represented as facilitators and barriers, and programs and activities through promoting fitness and wellness. Conclusions Although practitioners’ perspectives had some overlap with traditional research and medical views on healthy aging, the unique and holistic model derived provides a more refined foundation for supporting healthy aging.

scholarly journals “We Want Spanish Songs!”: Resilience in Latinx Students’ Making of Counterspaces

2021 ◽  
Author(s):  
Xiaoying Zhao
Keyword(s):  
Focus Group ◽  
White Supremacy ◽  
Fourth Graders ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
The Face ◽  
English Hegemony ◽  
Students Attitudes ◽  
Critical Resilience

Abstract: As the Latinx student population in the U.S. continues to grow, LatCrit is a crucial lens to understand students’ experience and resilience in the face of White supremacy and English hegemony. This paper explores Latinx students’ critical resilience in their making counterspaces with their peers of other races. I conduct individual interviews and focus group discussions with 21 fourth graders. Through thematic analysis, I find racism manifests in the Latinx and the other students’ attitudes towards Spanish songs. But in focus group discussions Latinx students create counterspaces with non-Latinx students as they disrupt English dominance and deficit-based narratives about the Latinxs. I call for researchers and educators to recognize Latinx students’ critical resilience and create peer dialogue opportunities that allow diverse students to create racially exclusive and inclusive counterspaces.

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