Search Results (102)

Background/Objectives: The transition to higher education is a critical phase of human development that makes adolescents and young adults particularly vulnerable to mental health problems, such as depression, anxiety, and stress. This study aimed to evaluate the psychometric properties of the Portuguese version of the Depression, Anxiety and Stress Scale-21 Items (DASS-21) among first-year undergraduate nursing students. Methods: A methodological study was conducted with 225 undergraduate nursing students, aged 17 to 18 years, from a higher education institution in central Portugal. Data were collected using the Google Forms platform. Confirmatory factor analysis was conducted to test three competing models: a single-factor model, a three-factor correlated model, and a second-order factor model. Reliability was assessed using composite reliability, and validity was evaluated using average variance extracted and the Fornell–Larcker criterion for discriminant validity. Results: Factor analyses revealed that the three-factor correlated model fit the data best overall, showing superior fit indices compared to the competing models (χ²/df = 2.37; CFI = 0.90; and RMSEA = 0.08; TLI = 0.88 and SRMR = 0.04). Composite reliability was high across all tested models, ranging from 0.84 to 0.94. The analysis of score distributions by category revealed a high prevalence of severe or extremely severe symptoms of anxiety, stress, and, to a lesser extent, depression. A statistically significant association was found between higher symptom severity and prior familiarity with mental illness. Conclusions: The DASS-21 proved to be a valid and reliable instrument for assessing psychological distress in higher education students. These findings underscore the urgent need for mental health programs in higher education institutions that focus on early detection and intervention, particularly for students initiating their studies and those with a history of mental health problems. Full article

To support novice learners, the Java programming learning assistant system (JPLAS) has been developed with various features. Among them, code writing problem (CWP) assigns writing an answer code that passes a given test code. The correctness of an answer code is validated by running it on JUnit. In previous works, we implemented a code plagiarism checking function that calculates the similarity score for each pair of answer codes based on the Levenshtein distance. When the score is higher than a given threshold, this pair is regarded as plagiarism. However, a method for finding the proper threshold has not been studied. In addition, AI-generated codes have become threats in plagiarism, as AI has grown in popularity, which should be investigated. In this paper, we propose a threshold selection method based on Tukey’s IQR fences. It uses a custom upper threshold derived from the statistical distribution of similarity scores for each assignment. To better accommodate skewed similarity distributions, the method introduces a simple percentile-based adjustment for determining the upper threshold. We also design prompts to generate answer codes using generative AI and apply them to four AI models. For evaluation, we used a total of 745 source codes of two datasets. The first dataset consists of 420 answer codes across 12 CWP instances from 35 first-year undergraduate students in the State Polytechnic of Malang, Indonesia (POLINEMA). The second dataset includes 325 answer codes across five CWP assignments from 65 third-year undergraduate students at Okayama University, Japan. The applications of our proposals found the following: (1) any pair of student codes whose score is higher than the selected threshold has some evidence of plagiarism, (2) some student codes have a higher similarity than the threshold with AI-generated codes, indicating the use of generative AI, and (3) multiple AI models can generate code that resembles student-written code, despite adopting different implementations. The validity of our proposal is confirmed. Full article

Background: Sedentary behavior is prevalent among female college students and may negatively affect motor competence—a key component of physical literacy and lifelong health. However, limited research has compared motor proficiency across distinct physical activity patterns in this population. This study aimed to examine differences in motor proficiency between sedentary and regularly active female college students. Methods: A cross-sectional study was conducted with 292 female undergraduates (aged 18–21 years). Participants were retrospectively classified into a sedentary behavior group (SBG; n = 124) and a regular exercise group (REG; n = 168) according to the International Physical Activity Questionnaire–Short Form (IPAQ-SF). Motor proficiency was evaluated using the Bruininks–Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Group differences were analyzed using multivariate analysis of variance (MANOVA) and independent-samples t-tests. Results: The REG demonstrated significantly higher scores in manual coordination, body coordination, and strength and agility (all p < 0.01), whereas no significant difference was observed in fine motor control. The REG also exhibited a higher total BOT-2 score (p < 0.01; Cohen’s d = 0.56). Conclusions: Regular physical activity was associated with higher motor proficiency among female college students. As this study used a cross-sectional design, causal relationships cannot be inferred. Nonetheless, these findings highlight the potential importance of promoting active lifestyles in higher education to enhance motor competence and contribute to long-term public health. Full article

Manikin-based simulation is widely used in undergraduate medical education to develop clinical reasoning and communication skills. The Borich Needs Assessment Model has been applied in fields such as nursing and global health to identify gaps between perceived importance and performance, but it has not been used to evaluate simulation-based learning in undergraduate medical education. We applied the Borich model to assess student perceptions of competencies developed in an established simulation curriculum and to inform future simulation curriculum development. A cross-sectional survey was administered to first-, second-, and fourth-year medical students at the University of Hawaii John A. Burns School of Medicine. Students rated eight SNAP competencies for importance, self-reported performance, and perceived influence of simulation. Weighted discrepancy scores were calculated using the Borich model. Faculty completed a parallel survey to compare competency prioritization. Among 164 student respondents, all competencies were rated as highly important. The greatest performance and influence gaps were reported for “Apply knowledge covered in the unit or rotation to simulation cases” (MWDS = 1.37 and 1.61, respectively). Priorities varied by student year, and agreement between faculty and student rankings was limited. The findings highlight a perceived gap between simulation curriculum and knowledge application. The Borich model effectively identified performance gaps and can support targeted simulation curriculum refinement. Full article

Nowadays, Flutter with the Dart programming language has become widely popular in mobile developments, allowing developers to build multi-platform applications using one codebase. An increasing number of companies are adopting these technologies to create scalable and maintainable mobile applications. Despite this increasing relevance, university curricula often lack structured resources for Flutter/Dart, limiting opportunities for students to learn it in academic environments. To address this gap, we previously developed the Flutter Programming Learning Assistance System (FPLAS), which supports self-learning through interactive problems focused on code comprehension through code-based exercises and visual interfaces. However, it was observed that many students completed the exercises without fully understanding even basic concepts, if they already had some knowledge of object-oriented programming (OOP). As a result, they may not be able to design and implement Flutter/Dart codes independently, highlighting a mismatch between the system’s outcomes and intended learning goals. In this paper, we propose a guided self-study approach of integrating documentation, code, visual output, and exercise in FPLAS. Two existing problem types, namely, Grammar Understanding Problems (GUP) and Element Fill-in-Blank Problems (EFP), are combined together with documentation, code, and output into a new format called Integrated Introductory Problems (INTs). For evaluations, we generated 16 INT instances and conducted two rounds of evaluations. The first round with 23 master students in Okayama University, Japan, showed high correct answer rates but low usability ratings. After revising the documentation and the system design, the second round with 25 fourth-year undergraduate students in the same university demonstrated high usability and consistent performances, which confirms the effectiveness of the proposal. Full article

Objective: This study aimed to evaluate food insecurity and associated factors during and after remote learning among undergraduates at Brazilian public universities. Methods: This is a comparative study of two cross-sectional studies; the first had its data collection from August 2020 to February 2021, and the second from May 2023 to December 2023. The questionnaire contained socio-economic variables, the Brazilian Food Insecurity Scale, the Diet Quality Scale, and the Perceived Stress Scale. Results: In total, 4799 undergraduates of Brazilian public universities responded in the first study, and 2897 responded in the second. Food insecurity was present in 36.5% of the students in 2020/2021 and 35.9% of the students in 2023. In the correspondence analysis, low income, poor health, stress and poor diet were associated with food insecurity in 2020/2021. Low income, reduced income, poor health, stress and diet quality were associated with food insecurity in 2023. Logistic regressions demonstrated that the year of collection, whether during or after remote learning, did not significantly contribute to food insecurity. However, students from low-income families had the highest AOR for food insecurity; no change in income or weight and lower perceptions of stress were associated with a lower AOR for food insecurity. Full article

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning. Full article

Architectural education programs are rapidly expanding the use of immersive technologies worldwide. An increasing number of architecture schools have incorporated 360-degree videos as one of the accessible and cost-effective immersive tools. Despite their availability and ease of use, research on their effectiveness as a learning tool in architectural pedagogy remains limited and mostly focused on architectural design education. Few studies have discussed their application in theoretical courses and their potential to support cognitive understanding of architecture. Learning cultural heritage is considered a foundation of architectural theory. This study examines how the utilization of 360-degree videos, compared to conventional 2D videos, supports spatial cognition, learning performance and experience in cultural heritage education among undergraduate architecture students. An educational experiment was conducted with 89 students in their second year of the architecture degree at the Applied Science Private University, Jordan. Both 360-degree videos and conventional 2D videos were inserted as learning tools within the curriculum of History of Architecture 1 and 2 courses. A mixed-research-method framework, including observation and a post-test survey, was carried out. Using SPSS and Excel programs, the data were analyzed through a set of statistical analyses such as paired-sample t-tests, AHP, and basic descriptive analysis. The findings demonstrate that students were highly immersed and motivated when using 360-degree videos. Compared to conventional 2D videos, 360-degree videos enhanced students’ spatial cognition, performance, engagement, and participation levels in both face-to-face and online courses. These results suggest that 360-degree videos can serve as a sufficient, low-cost, and equipment-free learning tool, responding to the urgent need to utilize technologies in both theoretical and practical architectural pedagogy. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

The assessment of mathematical competence, particularly in real-world problem-solving contexts, has become increasingly crucial in high school educational evaluation. While traditional methods have shifted towards emphasizing problem-solving skills, they remain predominantly outcome-oriented, often failing to adequately capture the nuanced cognitive processes underlying students’ problem-solving behaviors. To address this gap, this study introduces a process-oriented assessment method leveraging eye-tracking technology. Fifty-three university students (primarily first- and second-year undergraduates) in China were recruited to solve six context-based mathematical problems of varying difficulty levels while wearing portable eye-tracking glasses, allowing for natural problem-solving behaviors in a paper-and-pencil test format. The study established a multidimensional model of eye movement features to evaluate problem-solving processes. Using China’s National College Entrance Examination (CNCEE) mathematics scores as the dependent variable, a Partial Least Squares Regression (PLSR) analysis achieved its best predictive performance (prediction R² of 0.271) based on multidimensional eye movement features when solving the most difficult problem. The first visual intake duration on problem-reading areas and key information regions emerged as significant contributors of the students’ CNCEE scores. These findings substantiate the potential of eye-tracking technology as a valuable tool for educational assessment, offering insights into the assessment of students’ mathematical competence and supporting the development of more comprehensive learning diagnosis and intervention strategies. Full article

In recent years, the role of flourishing in mental health has gained growing recognition, making the establishment of psychometrically and culturally validated instruments crucial for advancing theory and practice. The aim of this study is twofold: first, to adapt the Multidimensional Flourishing Scale for use in Turkey and investigate its psychometric properties; second, to explore the interrelationships between indicators of flourishing and psychological distress symptoms using network analysis. A total of 529 undergraduate students, comprising 316 females (59.7%) and 213 males (40.3%), with a mean age of 21.65 years (SD = 1.67), participated in the study. The Multidimensional Flourishing Scale, the Flourishing Scale, and the Kessler Distress Scale (K10) were utilized for data collection. Confirmatory factor analysis, Pearson correlation analysis, and the EBICglasso algorithm for network analyses were performed. The findings revealed that the Turkish version of the Multidimensional Flourishing Scale demonstrated a three-dimensional structure consistent with its original version, with satisfactory psychometric properties, including structural and convergent validity as well as reliability. Domain-level network analysis demonstrated that psychological well-being emerged as the most central node within the network, closely followed by psychological distress. Additionally, psychological distress was negatively associated with all domains of flourishing. At the item level, two symptoms of psychological distress, feeling depressed and feeling restless or fidgety, as well as three indicators of flourishing, feeling positive, feeling happy, and perceiving life as full of meaning, emerged as the most central nodes. These findings provide valuable insights into the central features of flourishing and psychological distress, which could potentially guide clinical practice. Further discussion and implications are elaborated upon in the study. Full article

Background: Nursing students’ readiness for clinical practicums is critical to nursing education. Concerns about students’ preparedness for clinical courses have emerged due to increased student-to-educator ratios and limited hands-on practice time. Moreover, feedback from clinical instructors reveals that many student nurses lack the necessary knowledge and skills for patient care, thereby raising questions about their readiness for clinical practicum. Purpose: This study investigates undergraduate nursing students’ readiness for clinical practicum in the UAE by examining their perspectives, the variation in clinical study plans across different contexts, and the evidence gathered from clinical evaluations. Methodology: A case study design was adopted, utilizing semi-structured interviews with 13 nursing students from a UAE nursing college. Additionally, two types of document analysis were conducted. First, 11 nursing curricula from high-ranking universities were analyzed to compare whether students received adequate laboratory courses for their clinical practicum. Second, 217 clinical evaluation reports from third- and fourth-year nursing students across 4 campuses of the UAE nursing college were reviewed. Findings: The study identified two key themes from the interviews: incomplete readiness for clinical practicum and the factors contributing to this incomplete readiness. Document analysis revealed that, unlike many American and Australian institutions, most universities lacked co-requisite laboratory courses. Clinical evaluation reports highlighted that some students, particularly in their fourth year, were inadequately prepared for clinical practice due to deficiencies in both clinical skills and theoretical knowledge. Conclusions: The findings indicate that many nursing students felt only partially prepared for their practicum, negatively impacting their confidence and competency. Moreover, adopting the American and Australian approach of pairing practicum courses with laboratory courses may better prepare students for clinical practicum. Recommendations for future research have been outlined. Full article

Background: Paramedics and firefighters frequently encounter critical incidents that require both deep learning and emotional processing. This study investigates how reflective writing facilitates these processes, addressing the need to understand professional development in high-stress environments. Methods: The research analyzed reflective writings from 57 second-year Management of Catastrophe Defense undergraduates who were active emergency service workers. Using Mayring’s qualitative content analysis, the study examined participants’ descriptions of critical workplace incidents, emotional responses, and long-term impacts. The theoretical framework combines Paul’s concept of transformative experiences, Schön’s reflective practice, and Jarvis’s experiential learning theory. Results: The analysis revealed three key dimensions: transformative experiences, the role of conversation with the situation in meaning making and the significance of whole-person learning in understanding emotional presence and absence, and the role of reflective writing in understanding learning processes. The study uncovered complex patterns in how professionals process critical incidents and manage emotions in high-stress environments. Conclusions: Reflective writing serves as an effective tool for processing experiences and developing professional resilience, although the process of engaging with traumatic memories through reflection presents its own complexities. These insights contribute to the understanding of learning processes and professional development in high-stress environments. Full article

Background/Objectives: Organ transplantation is a vital treatment for individuals with advanced chronic-degenerative diseases. However, the global shortage of donated organs remains a significant challenge. Improving knowledge and attitudes could positively impact this issue. This study assessed the knowledge and attitudes of nursing students regarding organ donation and transplantation. Methods: A cross-sectional study was conducted using a previously validated questionnaire administered to 235 second- and third-year undergraduate nursing students from two Italian universities. Results: The response rate was 67.3%. Only 40.4% of students felt adequately informed about transplants and brain death, while 12.8% would not authorise organ transplantation for a family member. Willingness to authorise organ procurement from family members in a brain-dead state was positively associated with being atheist or agnostic (χ² = 7.235; p = 0.022), being in the third year of study (χ² = 4.282; p = 0.039) and having positive self-assessed knowledge (χ² = 8.061; p = 0.005). Conclusions: Nursing students exhibited suboptimal knowledge and positive attitudes toward organ and tissue donation. However, there is a need for health policymakers to implement strategies to raise awareness of the importance of organ donation through school and community programmes and public education campaigns. Full article