scholarly journals Short-Term Information Technology Training Impact on Research Self-Efficacy of Undergraduate Students at Provincial Cambodian Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 88
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Information Technology ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Skills Training ◽  
Survey Method ◽  
Training Intervention ◽  
Short Term ◽  
Before And After ◽  
It Training ◽  
Computer Centers

This paper aims to assess the effectiveness of research self-efficacy short-term information technology (IT) skills training intervention administered to 3rd year and 4th year undergraduate students at three provincial Cambodian universities. The training intervention was conducted at the universities' computer centers where the internet could be accessed. The training lasted three weeks for 60 hours in total and covered topics such as using statistical analysis software, Massive Open Online Courses (MOOCs), and referencing software. The participants were 461 undergraduate students at universities during the 2018 academic year. The survey method used for this study was based on the “Research Self-Efficacy Scale” by Phillips and Russell (1994), which was administered before and after the training. The research used descriptive statistics and paired sample t-test for data analysis. The findings of the study revealed that the participants’ research self-efficacy perceptions increased after conducting the intervention. The results showed that there was a significant increase in mean score after intervention based upon a 5-point scale from 2.10 (SD = 0.68) before the intervention to 3.57 (SD = 0.54) afterward. These findings suggest that IT training intervention is beneficial for undergraduate students at provincial universities in Cambodia resulting in an improvement in research self-efficacy.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

scholarly journals Caregiver-guided pain coping skills training for patients with advanced cancer: Background, design, and challenges for the CaringPals study

2019 ◽  
Vol 16 (3) ◽  
pp. 263-272 ◽  
Author(s):  
Laura S Porter ◽  
Gregory Samsa ◽  
Jennifer L Steel ◽  
Laura C Hanson ◽  
Thomas W LeBlanc ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Family Caregivers ◽  
Advanced Cancer ◽  
Self Efficacy ◽  
Coping Skills ◽  
Skills Training ◽  
Training Intervention ◽  
Pain Coping ◽  
Coping Skills Training ◽  
Training Interventions

Background/Aims Pain is a major concern of patients with advanced cancer and their caregivers. There is strong evidence that pain coping skills training interventions based on cognitive-behavioral principles can reduce pain severity and pain interference. However, few such interventions have been tested for patients with advanced cancer and their family caregivers. This study aims to test the efficacy of a caregiver-guided pain coping skills training protocol on patient and caregiver outcomes. Methods A total of 214 patients age ≥18 with Stage III–Stage IV cancer and moderate to severe pain, along with their family caregivers, are being identified and randomized with a 1:1 allocation to the caregiver-guided pain coping skills training intervention or enhanced treatment-as-usual. Dyads in both conditions receive educational resources on pain management, and the caregiver-guided pain coping skills training intervention includes three weekly 60-min sessions conducted with the patient–caregiver dyad via videoconference. Measures of caregiver outcomes (self-efficacy for helping the patient manage pain, caregiver strain, caregiving satisfaction, psychological distress) and patient outcomes (self-efficacy for pain management, pain intensity and interference, psychological distress) are collected at baseline and post-intervention. Caregiver outcomes are also collected 3 and 6 months following the patient’s death. The study is enrolling patients from four tertiary care academic medical centers and one free-standing hospice and palliative care organization. The primary outcome is caregiver self-efficacy for helping the patient manage pain. Results This article describes challenges in the design and implementation of the CaringPals trial. Key issues for trial design include the identification and recruitment of patients with advanced cancer and pain, and the follow-up and collection of data from caregivers following the patient’s death. Conclusion The CaringPals trial addresses a gap in research in pain coping skills training interventions by addressing the unique needs of patients with advanced cancer and their caregivers. Findings from this study may lead to advances in the clinical care of patients with advanced cancer and pain, as well as a better understanding of the effects of training family caregivers to help patients cope with pain.

Short-Term Effectiveness of Job Search Skills Training: Comparisons by Summer Work Experience Participation

2020 ◽  
Vol 64 (2) ◽  
pp. 86-96
Author(s):  
Jennifer L. Cmar ◽  
Michele C. McDonnall
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Self Efficacy ◽  
Intervention Group ◽  
Search Behavior ◽  
Skills Training ◽  
Short Term ◽  
Job Search Behavior ◽  
Quasi Experimental ◽  
Foster Youths

We utilized a quasi-experimental pre-test–post-test design to assess the effects of job search skills training on job search knowledge, job search behavior, job search behavior self-efficacy, and job search outcomes self-efficacy. We also examined differences in outcomes based on participation in a vocational rehabilitation agency-sponsored summer work experience (SWE) program. Participants were 92 youth with visual impairments, ages 15 to 22 years, from three U.S. states. The intervention was an intensive job search skills training program involving 35 to 40 hr of content; 42 youth also participated in an SWE program for approximately 6 weeks. Intervention group participants significantly improved in job search knowledge, job search behavior, and job search behavior self-efficacy in contrast to comparison group participants, but results for job search outcomes self-efficacy did not differentiate the two groups. SWE participation by itself was related to increases in both self-efficacy measures, and participation in the intervention plus the SWE was related to larger increases in job search behavior self-efficacy. Results indicate that job search skills training and SWE programs may have differential effects on short-term outcomes. Rather than finding jobs for youth, practitioners could foster youths’ competence, confidence, and preparation for the future by teaching job search skills and encouraging independent job-seeking.

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals Short-Term Research Experience (SRE) in the Traditional Lab: Qualitative and Quantitative Data on Outcomes

2018 ◽  
Vol 17 (4) ◽  
pp. ar64 ◽  
Author(s):  
David I. Hanauer ◽  
Justin Nicholes ◽  
Fang-Yu Liao ◽  
Aaron Beasley ◽  
Heather Henter
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Research Experience ◽  
Short Term ◽  
Repeated Measures Design ◽  
Personal Investment ◽  
Matching Technique ◽  
Before And After ◽  
Survey Results

The San Diego Biodiversity Project introduces undergraduate students at four different 2- and 4-year schools to a short-term research experience (SRE) that was implemented as a module in the last third of a traditional laboratory course. The study assesses the qualities of this SRE for students using three different methods. Twenty-one participants were interviewed about their experiences in the traditional and research components of their course. In a repeated-measures design, 124 participants took the Persistence in the Sciences (PITS) survey immediately before and after their participation in the SRE. Finally, using a propensity score matching technique, PITS survey results for SRE students were compared with those for students in a course-based research experience (CRE). Student perceptions of the traditional lab and the SRE are different—students appreciate learning basic processes and procedures in the traditional lab, but they express having personal investment in and a sense of participating in science in the SRE. Significant increases were found for the variable of Project Ownership in the SRE condition over the traditional lab, but SRE outcomes were lower than CRE outcomes. Although the SRE may not provide the benefits of a CRE, it is a serious option for expanding access to authentic research.

scholarly journals Short-Term Learning Effects of a Cardiopulmonary Resuscitation Program with Focus on the Relationship between Learning Effect and Trainees’ Perceived Competence

Healthcare ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 598
Author(s):  
Kazunori Akizuki ◽  
Hideki Koeda
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
Skill Acquisition ◽  
Chest Compression ◽  
Life Support ◽  
Perceived Competence ◽  
Learning Effects ◽  
Short Term ◽  
Before And After ◽  
The Relationship

High-quality education and training are essential for effectively improving the quality of cardiopulmonary resuscitation (CPR); however, the relationship between the acquisition of motor skills and learners’ psychological characteristic has not been investigated fully. Therefore, we investigated the relationship between intrinsic motivation for training, self-efficacy for CPR, and CPR skill acquisition through training. Twenty health sciences undergraduate students participated in a 3-hour basic life support course. Their chest compression skills were assessed before and after the course. The main outcome of this study was the chest compression score, with changes in the score from pretest to posttest regarded as the short-term learning effects from training. The chest compression score was significantly higher after the course (median 53.5%, interquartile range [IQR] 39.8–83.0) than before the course (median 14.0%, IQR 0–43.3, p < 0.001). Furthermore, we found a significant correlation between perceived competence after the training and changes in the chest compression score from pretest to posttest (r = 0.483, p = 0.031), but other psychological indices did not correlate with changes in the chest compression score. A significant correlation was noted between trainees’ perceived competency and the short-term learning effects of CPR training. We suggest instructors focus on psychological components of training, including trainees’ perceived competence.

scholarly journals Structured Nasal Packing Module Training Using Intubation Mannequin For Undergraduate Students

2020 ◽  
Vol 11 (SPL2) ◽  
pp. 267-270
Author(s):  
Shoba K ◽  
Anuradha P ◽  
Srinivasan K
Keyword(s):  
Undergraduate Students ◽  
Confidence Level ◽  
Primary Care Physicians ◽  
Skills Training ◽  
Nasal Packing ◽  
P Value ◽  
Project Proposal ◽  
Skills Lab ◽  
Hands On ◽  
Before And After

Nasal packing is a skill which all primary care physicians should possess. The current curriculum does not include this skills training in undergraduate studies. The aim of this study is to evaluate the efficacy of structured nasal packing module for 3rd MBBS students in the skills lab and to evaluate the improvement of student's confidence level in managing . Project proposal approval was obtained from the Institutional review board in Saveetha Medical College &amp; Hospital. After obtaininginformed consent, 114 students of III MBBS-Part I was included in the study. They were divided into 3 batches. Students were given study material and video at least one day before the session. A brief lecture followed by a demonstration of nasal packing was done. Students were allowed to practice nasal packing on mannequins in the presence of faculty. Confidence level questionnaire were given to assess their confidence level before and after practicing on mannequins. Question 1 was on instrument use, 2 on traditional anterior nasal packing, 3 on pack and 4 on postnasal pack with ’s catheter. The mean confidence level scores before and after hands on training on mannequin were 9.18 and 12.45 respectively. T-test and Wilcoxon Signed Ranks Test was done to compare the results. There was a statistically significant improvement in the confidence level of students following hands on training (p value: 0.000). Practicing nasal packing on mannequins improved the confidence level of students in managing patients with

scholarly journals Mediating Effect of It Tools Usage on the Relationship Between Academic Self-efficacy, Learning Attitude and Academic Performance

2020 ◽  
Vol 3 (3) ◽  
pp. 377-389
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Ayesha Abbas
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Public Schools ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Survey Method ◽  
Learning Attitude ◽  
It Usage ◽  
The Relationship ◽  
Academic Self Efficacy

Information technology has a powerful impact on our daily doings in all walks of life. Particularly in educational settings, the pyramid of learning attitude has been altered by the usage of technological tools in learning process and thus the performance of the students. However, comprehensive integration of information technology tools to enhance the learning is a deemed necessity of information age where adolescents are seemed as digital natives. Therefore, this study focused on measuring the mediating effect of information technology usage on the relationship of Academic efficacy &learning attitude and academic performance of the students in secondary schools. Multi stage sampling technique was used; 10% of secondary public schools were randomly selected from four randomly selected Tehsils of Sargodha as sample; at second stage, 20% of the 10th graders were selected from each school through stratified random sampling. Data was collected through questionnaire by using quantitative survey method. Path analysis was applied to study the mediating effect of IT usage on the relationship between academic self-efficacy and academic performance. Findings revealed that academic self-efficacy exert significant positive in direct effect on the academic performance mediated through IT usage. Similarly, academic attitude also found to have significant direct and indirect effect on the academic performance. Therefore, it is suggested that teachers should integrate the technology embedded activities in their teaching.

scholarly journals Improving psychiatric diagnosis in multidisciplinary child and adolescent mental health services

2011 ◽  
Vol 35 (12) ◽  
pp. 454-459 ◽  
Author(s):  
Daniel Michelson ◽  
Stephen Rock ◽  
Sophia Holliday ◽  
Gil Myers ◽  
Susan Tilki ◽  
...  
Keyword(s):  
Mental Health ◽  
Workforce Development ◽  
Self Efficacy ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Training Intervention ◽  
Training Support ◽  
Before And After ◽  
Adolescent Mental Health Service ◽  
Axis I

Aims and methodWe examined learning outcomes, practice impacts and implementation processes for a training intervention in diagnostic skills delivered to multidisciplinary child and adolescent mental health service practitioners (n = 63).ResultsTraining was viewed positively by most participants and associated with significant increases in practitioner self-efficacy, with the effect sustained at 8-month follow-up. A comparative audit before and after training indicated that clinicians were significantly more likely to assign an Axis I diagnosis following the training intervention. However, absolute rates of Axis I classification remained relatively low (< 40%) both before and after training. Practitioners were moderately successful at following through on personal plans for implementing new learning; inconsistent support for implementation was provided within teams.Clinical implicationsA brief training workshop may have limited effects in changing practitioners' behaviour so that diagnoses are made more promptly and appropriately recorded. Future workforce development initiatives should consider more comprehensive and diversified strategies, including targeted post-training support, if increased self-efficacy following training is to be translated into sustained changes in diagnostic practice.

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