Search Results (12)

Background: Competency in providing high-quality, comprehensive patient care is essential for newly qualified dentists. Dental curricula are designed to equip graduates with necessary skills to develop competencies. Outplacement training has been incorporated into most dental curricula to provide broader clinical experience in a real-world situation. Methods: This cross-sectional study aimed to assess (1) the perceived confidence of final-year dental students (FYDSs) at an Australian university with reference to the Australian Dental Council (ADC) professional competencies for newly qualified dentists; (2) the association between perceived confidence and the timing of outplacement training; and (3) students’ perceptions on outplacement training in developing their competencies. Two online surveys were administered to a cohort of FYDSs at the end of the first and second trimesters. ‘Survey 1’ was based on the ADC competency requirements (2022) and assessed aims 1 and 2. The five domains assessed were (1) communication and leadership; (2) critical thinking; (3) health promotion; (4) scientific and clinical knowledge; and (5) person-centred care. ‘Survey 2’ assessed students’ perception on outplacement training and was administered towards the completion of their outplacement to assess aim 3. Results: Students’ perceived competency levels were high across all domains. Those with prior tertiary education were more confident in communication and leadership, health promotion, and scientific and clinical knowledge than students with secondary qualifications. The perceived confidence in professional competencies among FYDSs had no significant association (p > 0.05) with the location or the sequence of outplacement. The thematic analysis of survey 2 responses reported the guidance and constructive feedback received from supervisors while managing cases in a real-life setup as a significant contributor to their confidence development. Conclusions: FYDSs reported a satisfactory level of perceived confidence in professional competencies. Both in-house training and outplacement equally improve the levels of competency development. FYDSs perceive outplacement training as a positive integral component in the development of skills. Full article

Background/Objectives: All countries face a shortage of qualified nurses. Based on the social cognitive career theory (SCCT), it is assumed that individual and environmental aspects are interlinked and determinants in career choice and vocational behaviors. This study aims to determine if nursing students differ in their perceptions of nursing as a career. Furthermore, this study wants to determine if the students in a cluster differed in their outcome expectations, job satisfaction, and informal workplace learning. Methods: This study employed a mixed-methods design consisting of two phases: the first involving a pre-study with experts (N = 10) and the second comprising a cross-sectional questionnaire survey. The goal of the pre-study was to find relevant characteristics of the nursing profession. In a cross-sectional study with an online questionnaire, 230 nursing students (N = 230) participated. An inclusion criterion was that participants were enrolled in vocational training to become a nurse. In the questionnaire validated scales were used to ask participants about the characteristics of the nursing profession, their perceptions of nursing as a career, outcome expectations, informal workplace learning, and job satisfaction. Analysis: Data analysis included descriptive statistics (e.g., percentage distributions), hierarchical cluster analysis, and analysis of variance (ANOVA). Results: The LCA results based on Schwarz’s BIC showed a two-cluster solution (Akaike Information Criterion (AIC) 251.984, Bayesian information criterion (BIC) 265.296, and adjusted Bayesian information criterion (aBIC) 252.622). The results of the ANOVA showed significant differences regarding outcome expectations (F = 22.738; <0.001), the perception of nursing as a career (F = 36.231; <0.001), and the engagement in informal workplace learning activities (F = 20.62; <0.001). For job satisfaction, no significant differences were found. Conclusions: Nursing vocational education and training is a vital socialization process in which supervisors can arrange a positive learning climate. Full article

Academic writing is a vital element in any post-graduate study. Therefore, it is crucial to harness all the tools and capabilities available to serve this purpose. These capabilities include the digital tools that characterize the current era. This paper aims to explore post-graduate students’ perceptions of the use of social media platforms to enhance academic writing during the COVID-19 pandemic who are enrolled in the Master of Educational Technology in our institution, Saudi Arabia. The study followed a qualitative research methodology and used semi-structured interviews with ten students to gather data. Thematic analysis was applied. The results showed that post-graduate students value the role of the use of social media platforms in enhancing their academic writing. The findings also showed the advantages, disadvantages, and obstacles of the use of social media platforms in enhancing their academic writing. The implications of this study can inform post-graduate supervisors to reconsider the benefits of social media platforms as high-value communication tools in enhancing the skills of academic writing. Thus, they may adopt, employ, and blend them with traditional methods of communication in their efforts to develop their students’ academic writing skills. Using social media platforms for learning academic writing during the COVID-19 pandemic may mirror the fourth goal of sustainable development. The implications of the study over post-pandemic postgraduate education have been discussed. Full article

This research considers the perceptions of doctoral supervisors relating to their experience of supervising students within a single case study university in the United Kingdom (UK). A survey of supervisors was undertaken that elicited quantitative and qualitative data, which were analysed and compared with the responses from postgraduate research students from the same institution, obtained through the annual national postgraduate research experience survey. This new understanding was important to elicit as it provided us with valuable insights into various aspects of the doctoral students’ experience from a supervisory viewpoint, highlighting both strengths and areas that require improvement. By addressing the identified areas of concern, and building upon the areas of strength, the university will be able to enhance the doctoral supervision process, and so create a more positive and supportive postgraduate research environment in the future. One of the most interesting aspects to emerge from this research is the gap in perception between the supervisors’ own views and those of their doctoral students, for example regarding communication. To greater understand the identified phenomena, it is recommended that this research should continue as a longitudinal study with the survey being repeated on a biennial basis. Full article

Providing safely managed sanitation/hygiene requires key competencies for education, training, service delivery, enterprise development and management, product and infrastructure design and development, construction and installation, governance, financing, research, etc. These strategic sanitation capacities will have to be built from higher education’s academic and professional programmes structured and designed to produce skilled and knowledgeable professionals and practitioners. This study aims to investigate the quality of the sanitation/hygiene management content of Environmental Health programmes; the adequacy of the existing central curricula; and the perception of environmental health sanitation/hygiene-trained professionals to determine the next phase for building knowledge and capacity of sanitation professionals in Nigeria through higher education institutions. A multi-level mixed method concurrent study was used for sampling and data collection with a multi-level perception analysis to examine the perceptions of students, lecturers and graduate alumni, as well as employers/supervisors and clients/service users of sanitation/hygiene-related graduates. The main findings of this paper show a limited understanding of the concepts of contemporary issues of sanitation/hygiene management like sustainable sanitation, citywide inclusive sanitation, regenerative sanitation, circular bioeconomy, etc.; the central/national teaching and curricula were found to be seriously out of date; and clients/service users were dissatisfied with the skills and knowledge levels of the graduates. The study concludes by recommending a national sanitation management higher education pathway to guide the provision of integrated sanitation/hygiene management education at higher education institutions (HEIs), to build an effective, efficient, competent and sufficient workforce for the country. Full article

The mental health of postgraduate research students (PGRs) is a growing area of interest to Higher Education Institutions (HEIs) and researchers and has important implications for PGR wellbeing, success, and attrition. This study aimed to explore PGR experiences of mental health during the pandemic, the supervisory relationship, and seeking support. Semi-structured interviews were conducted with 20 PGRs from across the UK. Questions invited PGRs to share their experience of supervision, the impact of supervision on their mental health, and any experience of discussing mental health with their supervisor(s). The experiences of supervision varied, as did the university responses to the pandemic and levels of supervisory support. A number of PGRs felt that their supervision experiences had negatively impacted their wellbeing and reported stigma and discriminatory practices. Themes identified included discourses, supervisory knowledge, university resources, and the research culture as key factors that impacted the mental health of PGRs. Supervisors often upheld perceptions of PhD life as being isolating, with negative impacts on wellbeing to be expected, setting expectations of overworking, anxiety, and stress. The move from pandemic to post-pandemic life posed both challenges and benefits. Issues of training on mental health awareness, university processes, and accessibility of services should be considered by HEIs. Full article

Undergraduate Research (UR) is an institutional program that introduces undergraduate students to scientific research. The program selects research projects proposed by advisors and students for execution. Despite the importance of knowing the stages of research activities in undergraduate research, only a few studies have evaluated data on this subject. Therefore, this study aims to outline an overview of UR in a Brazilian educational institution, considering the profiles of students and advisors, students’ scientific productions, and perceptions about the experience of both. The study was a mixed-approach case study conducted through a questionnaire and interviews. The sample consisted of 213 undergraduate students and 167 UR supervisors. The results show that the largest group of students were aged 21 and 22 (46.6%) and supervisors 33 to 38 years (38.9%). Regarding the scientific productions of students, those who participated twice or more in undergraduate research had higher indicators compared to those who were participating for the first time. Students’ perceptions of their evolution and perceptions of the advisors were mostly positive, with a greater number of responses classified as very good to good. Thus, the satisfaction of researchers in being part of this experience was perceived and the need to improve the scientific production indicators of students, mediated by the advisors stimulating the writing of articles, abstracts, and books, as well as participation in events and patent development, was shown. We conclude that undergraduate research activities promote the integral development of students’ academic, scientific, personal, and professional terms, which ultimately reflect critical and emancipatory actions in society. Full article

Undergraduate research (UGR) is a valuable experience that can potentially enhance the quality of graduates, and raise awareness of the importance of research and its impact on career development. These outcomes, however, depend on the environment under which students conduct research. The present study assessed the staff and students’ perspective of UGR in an intensive teaching setting at the college of Medicine and Health Sciences (COMHS), Sultan Qaboos University (SQU), Oman. We assessed the perception of supervisors (n = 90) and students (n = 314) of UGR and factors that hinder the research experience. Satisfaction towards UGR among supervisors and students was good (mean = 72.4 ± 13.0) and moderate (mean = 57.8 ±14.2), respectively. The students reported a good satisfaction towards the relevance of UGR (mean = 71.34 ± 20.0), the research skills acquired (63.43 ± 18.9), and interaction with research supervisors (68.47 ± 23.5). Female students were more positive towards UGR than males. The students’ grade in the UGR module was the only independent factor influencing their satisfaction. Similar to the students, supervisors were highly satisfied with the relevance of UGR (mean = 84.4% ± 20.7), the module structure (mean = 73.3 ± 14.6), workload (mean = 73.3 ± 14.6) and the students’ performance (71.8% ± 18). However, supervisors were less positive about the students’ acquired skills (mean = 69.0% ±12.8) and available logistics to support UGR (mean = 67.8% ± 16.3). In summary, supervisors and students in COMHS, Oman, (SQU) regard UGR as valuable and recognize its relevance. Supervisors were more likely than students to report a lack of resources to run UGR. Thus, resources should be maintained to inspire supervisors and sustain an active research environment to inspire students. Full article

Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators’ perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor’s support as well as instructional and technology support, among others. It is concluded that administrators find themselves in “a continuum” in terms of the need for different types of support. Implications for further research are discussed. Full article

In the early stages of the 2019 coronavirus pandemic in Spain, the Spanish health system was overwhelmed, mainly due to a lack of personnel, and many hospital centers collapsed by following avalanche of patients with COVID-19; this meant that the National System of Health called for fourth-year nursing students to come to the hospital as health care personnel. Our aim was to describe the perceptions and experiences of a sample of nursing students during the early stages of the outbreak. We conducted a qualitative study with an empirical-phenomenological approach. Twenty nursing students in their final year of study in Spain were recruited using purposive and snowball sampling. They participated in in-depth interviews between 20 April and 10 May 2020. The interviews were transcribed and then analyzed using Haase’s adaptation of Colaizzi’s phenomenological method. Four main themes emerged from data analysis: “social responsibility and pride as a health worker”, “pressure caused by working with COVID-19 patients”, “feeling defenseless and let down”, and “personal growth as a health worker”. These main themes were further divided into 11 theme categories. Due to an intense work day for several days in a row, the students were tired and mentally exhausted. Even so, they managed to overcome any difficulties, demonstrating their professional dedication and resilience. Greater preparatory support should be provided to safeguard the well-being of these future healthcare providers. More intensive preparatory training is necessary for health sciences students to facilitate crisis preparedness and effective crisis management. It is necessary to implement support from healthcare systems, including sufficient personal protective equipment, as well as contracts that accurately reflect the work they do. It is necessary for nursing supervisors to have effective communication in the performance of their functions with nursing students; this dialogue helps to clearly explain which are the functions that students must perform when they are carrying out their internships. There is also a need for preparatory training in managing infectious diseases such as COVID-19. Full article

The doctoral defense is an important step in the doctoral journey and an essential requirement for obtaining a doctoral degree. Past research on the doctoral defense has focused solely on national practices. In this work, I investigate the potential link between the doctoral defense format based on its major and minor elements and the perception of the defense by the student. For this purpose, I first reviewed the different defense formats used internationally to extract the different elements of the doctoral defense, and the literature on students’ perceptions of the doctoral defense. Then, I carried out an international survey which received 297 responses, of which 204 were completed surveys which I used for the analysis in this article. I first analyzed the outcomes of the survey using qualitative and quantitative methods, and then cross-correlated the outcomes of defense format with the outcomes of student perception. From this analysis, I observed that the defense elements that positively impact the student’s perception are: publication of the thesis before the defense, receiving committee feedback before the defense, knowing the recommendations of one or more committee member in advance, having the supervisor present in the audience or as part of the committee, using a dress code, and including a laudatio. The final conclusion of this work is threefold. The first conclusion is that the details of the defense format impact most the students’ perception. The second conclusion is that doctoral students, on average, value the defense as a positive experience. The third conclusion is that the defense format cannot influence two important aspects of how a student perceives the defense: the student’s inner life and experience during the defense, and the behavior of the committee members. Full article

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. Full article