Student participation is essential to philosophy since dialogue is at the center of philosophical activity: it provides students an opportunity to articulate their philosophical ideas, it helps them connect philosophy to their practical experience, it serves as an opportunity for instructors to take an interest in their students’ views, and it promotes intellectual virtues like courage and honesty. However, lectures can serve many of the same functions, albeit in different ways, e.g. a lecturer can engage other historical philosophers (...) so as to illustrate various dialogues in the history of philosophy. This paper argues that both student participation via dialogue and traditional lecturing play important roles in university education and attempts to offer guidance on how to strike a balance between lecture-driven and student-driven instruction. (shrink)

Postural instability marks a prevalent symptom of Parkinson’s disease. It often manifests in increased body sway, which is commonly assessed by tracking the Center of Pressure. Yet, in terms of postural control, the body’s Center of Mass, and not CoP is what is regulated in a gravitational field. The aim of this study was to explore the effect of early- to mid-stage PD on these measures of postural control in response to unpredictable visual perturbations. We investigated three cohorts: 18 patients (...) with early to mid-stage PD [Hoehn & Yahr stage ; 1.94 ± 0.70]; a group of 15 age-matched controls ; and a group of 12 young healthy adults. Participants stood on a force plate to track their CoP, while the movement of their entire body was recorded with a video-based motion tracking system to monitor their CoM. A moving room paradigm was applied through a head-mounted virtual reality headset. The stimulus consisted of a virtual tunnel that stretched in the anterior-posterior direction which either remained static or moved back and forth in an unpredictable fashion.We found differences in mean sway amplitude and mean velocities of CoP and CoM between the groups under both conditions, with higher MSA of CoP and CoM for PD and higher mean velocities of both variables for PD and ECT when compared with YCT. Visual perturbation increased mean CoP velocity in all groups but did not have effects on mean CoM velocity or MSA. While being significantly lower for the young adults, the net effect of visual perturbation on mean CoP velocity was similar between patients with PD and age-matched controls. There was no effect of the visual perturbation on mean CoM velocity for any of the groups.Our simultaneous assessment of CoP and CoM revealed that postural control is reflected differently in CoM and CoP. As the motion of CoM remained mostly unaffected, all groups successfully counteracted the perturbation and maintained their balance. Higher CoP velocity for PD and ECT revealed increased corrective motion needed to achieve this, which however was similar in both groups. Thus, our results suggest increased effort, expressed in CoP velocity, to be an effect of age rather than disease in earlier stages of PD. (shrink)

The popularity and availability of global health experiences has increased, with organizations helping groups plan service trips and companies specializing in “voluntourism,” health care professionals volunteering their services through different organizations, and medical students participating in global health electives. Much has been written about global health experiences in resource poor settings, but the literature focuses primarily on the work of health care professionals and medical students. This paper focuses on undergraduate student involvement in short term medical volunteer work in (...) resource poor countries, a practice that has become popular among pre-health professions students. We argue that the participation of undergraduate students in global health experiences raises many of the ethical concerns associated with voluntourism and global health experiences for medical students. Some of these may be exacerbated by or emerge in unique ways when undergraduates volunteer. Guidelines and curricula for medical student engagement in global health experiences have been developed. Guidelines specific to undergraduate involvement in such trips and pre-departure curricula to prepare students should be developed and such training should be required of volunteers. We propose a framework for such guidelines and curricula, argue that universities should be the primary point of delivery even when universities are not organizing the trips, and recommend that curricula should be developed in light of additional data. (shrink)

En amont des terrains professionnels, il est intéressant d’analyser la participation que les centres de formation laissent à leurs usagers – les étudiants – dans l’élaboration des dispositifs formatifs qu’ils investissent. Ce que les formateurs favorisent comme attitudes estudiantines est fondateur dans la transmission de l’habitus professionnel, ainsi nous faisons l’hypothèse que l’expérience d’une place en tant qu’étudiant construit le regard qui sera ensuite porté sur la possible participation des usagers. Pour analyser la participation estudiantine, nous suivrons (...) le cheminement des évaluations qu’étudiants et formateurs font du dispositif dans leur prise en compte et dans leurs retombées pour l’avenir de la formation, à l’échelle d’un institut. Ainsi, nous montrerons que la fabrication des agencements formatifs revient aux formateurs. Dans le cadre d’une lecture foucaldienne en termes de pouvoir, les étudiants doivent toujours remettre leurs paroles et propositions aux formateurs qui, de manière discrétionnaire, décideront de l’avenir. La seule entité que l’étudiant peut produire, c’est lui‑même. Pour le reste, il n’a pas de participation réelle et directe à l’élaboration de ce qui le concerne. (shrink)

Background: nursing students are required to think reflectively in both real and simulated clinical practice. Although the Reflective Thinking instrument is reliable in its measurement of reflective thinking, its validity is unknown. Method: confirmatory factor analysis was undertaken in an iterative manner within a non-equivalent control-group study to measure nursing students’ reflective thinking and satisfaction with high-fidelity simulation. The validity and reliability of the Reflective Thinking instrument was tested. Results: the resulting instrument consisted of 15 items across four factors. The (...) final model was plausible as it demonstrated ‘goodness of fit’; however, it had neither convergent or discriminatory validity, nor reliability. Internal consistency was fair to reasonable for the four subscales. Conclusion: the testing of the Reflective Thinking instrument using confirmatory factor analysis is a vital initial step in the modification of this instrument. Further development using exploratory factor analysis will enhance the instrument’s relevance within high-fidelity simulation. (shrink)

The development of speech language therapy students into clinicians is an area of increasing interest as educators focus on how knowledge, skills and attitudes are taught and learnt within the profession. The personal journeys of students through experiences of service learning have potential to further our understanding of the impact of civic engagement on the student experience and their learning. This paper explores the journeys of first year speech and language therapy students through a Thematic Analysis of reflective letters (...) written by students to themselves at the beginning and completion of a service learning module. Analysis demonstrates development of interpersonal and preclinical skills as well as an understanding of attitudes and values inherent in the social model of disability. The skills and attitudes developed by the students through participation in the Conversation Partner Scheme are consistent with social model principles that support therapists to fully address the long-term, real life needs of clients with aphasia (the acquired communication disorder that frequently follows stroke). The interface between the social model of disability and the role of service learning in nurturing the attitudes and values which underpin this model are explored. (shrink)

This paper reports an instructor and her students’ experiences with ethics in conducting action research in a university teacher-training class. The nature of educational action research suggests the dual roles of the instructor and students, the former as both a researcher and a practitioner, and the latter as both research participants and learners. However, in following an ethics procedure to allow students to opt out of the research project anonymously but, at the same time, not to deny their access to (...) learning opportunities, both the instructor and students experienced tensions as they tried to separate and switch roles for research and teaching/learning. Instead of benefiting from the research to explore and reflect on learning, many students complained about their sense of being used as research participants. The article suggests new ethics review procedures to support and help action research to generate valuable results in teaching and learning. (shrink)

While the need to protect vulnerable research participants is universal, conceptual challenges with the notion of vulnerability may result in the under or over-protection of participants. Ethics review bodies making assumptions about who is vulnerable and in what circumstance can be viewed as paternalistic if they do not consider participant viewpoints. Our study focuses on participant vulnerability in Scholarship of Teaching and Learning (SoTL) research. We aim to illuminate students’ views on participant vulnerability to contribute to critical analysis of the (...) role and processes of ethics review. Additionally, we aim to highlight the importance of seeking the views of participant communities, especially in research environments beyond ethics review’s medical origins. Thirty-four students from a health-related faculty at a university in Aotearoa New Zealand, participated in five focus groups. Participants discussed factors affecting their potential participation in research drawing upon a series of vignettes based on examples of published SoTL projects. Themes, generated using reflexive thematic analysis, built a participant-informed picture of vulnerability. Findings indicate that students do not generally consider themselves vulnerable and instead consider participation in SoTL research through an agentic lens. Students expect that participation will be voluntary, not negatively impact their grades, and not single them out so that others could judge them. Our study also highlights the value students place on relationships with one another and teaching staff and the implications these have for SoTL research participation and future professional practice. This research challenges research ethics committees to think further about vulnerability in the context of SoTL whilst highlighting the importance of providing opportunities for research participants more broadly to explore and vocalize their views as members of participant communities. (shrink)

The relevance of the problem under study is due to the need to improve the practical skills and competencies of students in the course of training in order to prepare them for competition with other job seekers in employment. In this regard, this article is aimed at identifying the expediency of students’ participation in competitive selections and grants as a factor that creates conditions for effective practice-oriented learning. The leading method for the study of this problem is a pedagogical (...) experiment, which allows us to comprehensively consider the relationship between students’ participation in competitions and their further self-realization and development as young professionals. The article presents the results of monitoring the behavior of students who received an offer to participate in the university-wide competitive selection of student projects, implemented as part of the Program for Supporting Applied Research and Development of Students and Postgraduates of Petrozavodsk State University. The materials of the article can be useful for teaching staff in building a scheme for teaching students and services involved in the recruitment of personnel for large and medium-sized companies that require young professionals to have practical work skills, teamwork skills and creativity. (shrink)

With the worldwide spread of the Internet, human activity has become permeated by digital media, which shapes communication and interaction and speeds up the improvement of the experience and diffusion of museum exhibitions. Contemporary museums must understand their audiences, especially with respect to online preferences and surfing involvement experiences. Museums are changing in an effort to attract young netizens to access and use museum resources. Virtual museums are increasingly using digital exhibitions to preserve and apply their collections and establishing online (...) community platforms to interact with young people. This study investigates the underlying mechanism of online community characteristics that enhance audiences’ emotional resonance and involvement. Results from a questionnaire survey of Taiwan undergraduate students show that perceived relevance and esteem improve their emotional resonance, which can attract new people and maintain existing relationships within their communities. Following flow theory, maintaining community relationship characteristics increases emotional resonance, which, in turn, enhances user involvement, but we found only small significant effects of emotional resonance on involvement. These findings illuminate the mechanism of the attitudinal relationship building and maintenance for online museum communities and advance the practical contributions of online museum community use and effects. (shrink)

This study presents a series of theoretical aspects and empirical results obtained after some scientific research conducted on values (instrumental, terminal and religious) and on the political involvement of students from the university. The study was conducted using the statistical survey method in the aftermath of the general elections that took place in November 2008, among the student body of “Al. I. Cuza” University of Iasi, Romania. The analysis underlined the fact that pupils placed a great importance on values (...) and, considering the way they were ranked, the students are believed to have transmitted a specific signal on behalf of a social category that is struggling to be noticed in the context of the present Romanian society. The analysis also highlights the fact that the students’ political participation is not significantly correlated on a statistical level to the extent of their adhesion to the values studied in the survey. (shrink)

While simulation has been a staple of Social Studies curricula since the 1960s, few current studies have sought to understand the mechanisms behind how simulations may influence students’ learning and behavior. Learning theories around student engagement – specifically interest development theory (Hidi & Renninger, 2006) – may help explain students’ commitment to future political action. To incorporate this theory into the democratic education literature, this study asks: Do situational interest and simulation frequency uniquely contribute to students’ commitment to vote (...) in the future? Data included 260 students from 19 classrooms, 9 teachers, in 9 schools, recruited as part of a larger mixed-methods study on Project Based Learning. Hierarchical Linear Modeling (HLM) techniques were used to examine the relationship between individual outcomes and predictors across different classrooms and teachers. Analysis of data suggests both frequency of simulations and situational interest directly predict students’ commitment to vote but do not uniquely contribute to the outcome. Findings suggest situational interest may play an important role in influencing students’ learning and future political behavior. (shrink)

This paper describes a pilot study of a new model for narrative medicine training, “community-based participatory narrative medicine”, which centers on shared narrative work between healthcare trainees and patients. Nine medical students and eight patients participated in one of two, five-week-long pilot workshop series. A case study of participants’ experiences of the workshop series identified three major themes: the reciprocal and collaborative nature of participants’ relationships; the interplay between self-reflection and receiving feedback from others; and the clinical and pedagogical implications (...) of the CBPNM model. Principles and proposed outcomes of the CBPNM model are presented. (shrink)

The relationship between students and higher education is seen to have become increasingly transactional. We approach the study of the student–HE relationship in a novel way, by focusing on students’ behaviour post-university, rather than on student narratives. Conceptually, the article builds on multidimensional views of student engagement and the differentiation between psychological transactional contracts – where students who achieve better academic results are more likely to donate – and relational contracts – where students donate more following engagement (...) in social experiences. Making use of longitudinal data on donation behaviour from over 50,000 alumni from an English university over two decades, we find that while students who get better degree outcomes are more likely to donate, the association between participation in social experiences and donations is much stronger. This questions prevalent transactional models of HE and underlines the limitations of purely consumerist views of the relation between students and higher education institutions, even in the marketized UK context. (shrink)

ABSTRACT‘Active citizenship’ is currently a popular term in citizenship education policy discourse. Despite this policy interest, there is no agreement about the meaning of ‘active citizenship’. This article draws on data from the IEA Civic Education Study to explore how students themselves construct ‘active citizenship’. The results show that students have quite sophisticated conceptions of citizenship responsibilities although their attitudes are gendered. They seem committed to political obligations rather than social obligations and they do not seem inclined to take advantage (...) of their political rights or become involved in protest activities of any kind. (shrink)

The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s perspective on emotion regulation and Reinders’ and Butz’s concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school, technical upper secondary school, and specialized upper secondary school. The results of studies conducted with the use of Difficulties in Emotion Regulation Scale and Social Participation (...) Questionnaire indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type. (shrink)

The purpose of this research is to determine the variables influencing college students' engagement in swimming activities, as well as the significant themes that often appear in these occurrences. A descriptive research design was used to identify the factors influencing college students' perception of participating in swimming activities. Descriptive research is a type of nonexperimental study that aims to describe the features of phenomena as it occurs. It was found out that participating in swimming activities provides various benefits, some of (...) these include helping build endurance, muscle strength, and cardiovascular fitness, enhanced swimming skills, and maintaining a healthy weight. As a result, the implementation of active recreational activities in schools must be reinforced, not simply for the purpose of participation, but also because students are driven to do so. And these activities must be carried out not just on school grounds, but also at home and in the community. (shrink)

Contemporary social reform promotes rapid social transformation, and social practice has a special educational function in higher education. However, research shows weak willingness to participate in social practice among college students. Using the mixed research method, 438 completed questionnaire surveys on perceived environmental support were collected from college students. The influence of perceived environmental support on Chinese college students’ willingness to participate in social practice was analyzed using partial least squares structural equation modeling, and an empirical test was conducted. The (...) findings are as follows: Perceived environmental support significantly impacts students’ participation attitude and perceived behavioral control. Participation attitude and perceived behavioral control significantly influence participation intention, but behavioral norms have no significant influence. Participation intention and perceived behavioral control significantly influence actual behavior. This study provides the theoretical basis of perceived environmental support for future research on social practice participation intention and offers some theoretical guidance for the implementation of social practice in China. (shrink)

School-based Physical Education is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students’ perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups of students with: (...) disabilities, high grades, or low grades in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs are boosted. Allocating resources to support the development of students’ socio-cognitive skills seem to have potential for overall positive school outcome. (shrink)

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al., the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools, technical upper secondary schools, and specialized upper secondary schools. Three questionnaires were used: The Dimensions of Identity Development Scale, which measures five identity dimensions according (...) to the concept of Luyckx, Schwarz, Berzonsky et al., Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski, enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 authored by A. Senejko, to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative. (shrink)

The inclusion of attendance and participation in course grade calculations is ubiquitous in postsecondary syllabi, but can penalize the silent or anxious student unfairly. I outline the obstacles posed by social anxiety, then describe an assignment developed with the twin goals of assisting students with obstacles to participating in spoken class discussions, and rewarding methods of participation other than oral interaction. When homework assignments habituating practices of writing well-justified questions regarding well-documented passages in reading assignments are the (...) explicit project of weekly class meetings, participation increases on the part of all students. My focus shifted away from concern that I must get students to talk more, and turned instead to ensuring their marks reflected their learning rather than their speaking. Students’ improved engagement as a result of the assignment bears out evidence in the literature for active learning and for alternatives to taking attendance and quantifying participation. (shrink)

We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience (...) and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues and mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about whether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains. (shrink)

Background: Nursing students experience ethical conflicts and challenges during their clinical education. These may lead to moral distress and disturb the learning process. Objectives: This study aimed to explore and to evaluate the nursing students’ ethical challenges in the clinical settings in Iran. Research design: This was a mixed-methods study with an exploratory sequential design. Participants and research context: A total of 37 and 120 Iranian nursing students participated in the qualitative and quantitative phases, respectively. Ethical considerations: The ethical committee (...) of Kerman University of Medical Sciences, Iran, approved the protocol of the study. Findings: Three main categories were extracted from qualitative data including Low attention of nurses to the patients’ preferences; Lack of authority; and Inadequate support. A total of 97% of the students had more than one ethical challenge in clinical settings and 48% of them stated that their challenges did not resolve. The total score of perceived ethical challenges was 62.03 ± 9.17, which was moderate. The highest mean score related to the “Low attention of nurses to the patients’ preferences” subscale. Discussion: The finding confirmed most of the existing results of other international researches about the frequency and kinds of baccalaureate nursing students’ ethical challenges. Conclusion: Identifying student ethical challenges helps teachers to manage their clinical learning process better. This study may provide a view for the nurses, clinical educators, and managers toward nursing students’ ethical challenges and their impact on nursing students’ clinical experiences. (shrink)

This study examined the influence of 7 high school esports developmental programs on student self-regulation, growth mindset, positive youth development, perceived general health and physical activity, and sport behaviour. A total of 188 students originally participated, with 58 participants completing both pre- and post-program information. At baseline, no significant differences were found between youth e-athletes and their aged-matched controls. The analysis for the observation period showed a significant interaction effect for the PYD confidence scale, with post-hoc comparisons showing a (...) significant decrease in the control group from pre- to post assessment whereas the esports group remained the same. Time main effects showed a decrease in the self-regulation motivation factor, PYD connection factor and PA for all participants. Overall, this study showed that students enrolled in their respective school esports program did not differ from those who did not in self-regulation, growth mindset, PYD, perceived health and PA, and sport behaviour. It was likely that all participants showed a decrease in motivation, connection, and PA due to COVID19 lockdown during the study period. This study is the first to investigate the longitudinal impact of student involvement in high school esports and showed that esports participation did not have a negative impact on any health or psychological factors. (shrink)

The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive (...) attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization. (shrink)

PurposesThis paper aims to discuss the relationship between college students’ sports participation, school bullying, emotional intelligence and self-esteem. At the same time, it explores the intrinsic mechanisms of school bullying, in order to provide a reference for reducing bullying phenomenon among college students, and pave the way for college students to lead happy, healthy and confident lives.MethodsA total of 1,317 students from four universities in Southwest China were selected as subjects for this survey. They were selected by stratified random (...) sampling, and the data needed was obtained using a structured questionnaire. The data was subsequently processed with statistical software SPSS19.0 and AMOS21.0.Results Sports participation has a significant and positive correlation with emotional intelligence and self-esteem, likewise, it has a significant negative correlation with school bullying. Emotional intelligence has a marked positive correlation with self-esteem, at the same time it has a significant negative correlation with school bullying. In addition, self-esteem is strongly negative correlated with school bullying. Sports participation has a direct effect on school bullying. Emotional intelligence and self-esteem also play a significant mediating role between sports participation and school bullying, and the chain mediating force of emotional intelligence—self-esteem also reaches a significant level.ConclusionSports participation affects school bullying among college students not only directly but also indirectly, such as through emotional intelligence, the mediating role of self-esteem, and the chain mediating role of emotional intelligence to self-esteem. Apart from sports participation, emotional intelligence is another key factor that affects college students’ school bullying. Therefore, while attaching great importance to college students’ sport participation, schools should also provide courses aimed at developing students’ emotional intelligence. (shrink)

Although research has examined factors influencing understanding of informed consent in biomedical and forensic research, less is known about participants' attention to details in consent documents in psychological survey research. The present study used a randomized experimental design and found the majority of participants were unable to recall information from the consent form in both in-person and online formats. Participants were also relatively poor at recognizing important aspects of the consent form including risks to participants and confidentiality procedures. Memory effects (...) and individual difference characteristics also appeared to influence recall and recognition of consent form information. (shrink)

Many tertiary-level courses assess students’ participation in tutorial or online discussions. However, in educational and pedagogical research literature, criteria for assessing students’ skills in engaging with peers remain unclear. This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers. The assignment focuses on students’ ability to utilise their critical thinking skills while engaging with peers on a particular topic. This includes abilities such as responding (...) to criticism, justifying one’s view and contributing to discussion. While the assignment is designed for a critical thinking course in a philosophy curriculum, the method and participation criteria may be adapted for assessment in other discipline areas. (shrink)

This study analyses the types and frequencies of ethical dilemmas and the rationale of ethical decision making in student nurses; it also evaluates their decision making. One hundred senior student nurses who were enrolled in a two-credit course in nursing ethics were asked to provide an informal description of a dilemma that they had experienced during their clinical practice. The results were as follows. The ethical dilemmas identified fell into four categories and were of 27 types. Those most (...) frequently experienced were ‘family giving up on a patient because he or she could not be cured’, and ‘not telling the truth to the patient’. The Korean Nurses’ Code of Ethics was applied, in particular the preamble, and the third, fourth, seventh and tenth clauses. The most common rule of ethics and principle applied in these nurses’ ethical decision making were veracity and nonmaleficence. With regard to the moral reasoning process, the primary concern was the welfare of the patients. These students were equipped with the ability to exercise critical and reflective thought when they experienced ethical dilemmas. (shrink)

In this paper, I explore the effects of religious denomination and patterns of church-going on the construction of political values for high-school students. I argue that religion plays a role in the formation of political attitudes among teenagers and it influences their political participation. I examine whether this relationship is constructed along denominational lines. From a theoretical perspective, previous research heralded the compatibility between Western Christianity and the democratic form of government. Samuel Huntington, in his famous Clash of Civilization, (...) argued that there is a natural symbiosis between Western Christianity and democratic forms of government, going insofar as to separate the world into religious civilizations. While, this approach essentializes religion as a fixed and immutable entity, Huntington also neglects the importance of dynamic historical, political and social contexts that can, and, in fact, do affect the functioning of religion in different countries, and hence their ability and willingness to accommodate democracy. Much research followed the Clash of Civilizations, either qualifying the central argument, by showing evidence of support for procedural democracy in most of the World, but without its liberal component or even arriving at the opposite conclusion that irrespective of religion, every country is “democratizable”. While I do not attempt to disconfirm fundamental huntingtonian thinking, I do raise the questions of how context can and does influence the intimate relationship between religion and politics. The analysis is conducted on survey data collected by the Center for the Study of Democracy (CSD) at Babes-Bolyai University with subjects of 14-15 years old, and the results show that, while Greek Orthodox students do not seem to differ in their political values form their Catholic and Protestant counterparts, they are more prone to participate politically. Nevertheless, their active participatory behavior is only more pronounced in what voting is concerned, an opposite effect being recorder for any other acts of political participation. (shrink)

In what ways is students’ participation in school related to their participation and becoming subjects across the school context and other contexts in which they participate? This is the question analyzed in this paper, based on observations of, and narratives and perspectives provided by, three 15-year-old ethnic minority boys and their teachers at a school in Denmark. Drawing upon Davies’ concept of teaching-as-usual, I explore exclusions and marginalization inside school before exploring how these can be seen as connected (...) to, and seemingly having an impact on, the lives the students lead outside school, with an understanding of this connection rooted in Holzkamp’s concept of conduct of everyday life. In this regard, I make use of concepts of recognition ) and viable life in order to point to how a lack of such within the school tends to drive the students away from the school context, while simultaneously driving them towards other contexts outside school, with gang related street communities being a particularly potential one. (shrink)

Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use of this particular approach to moral education ? despite (...) its ?Western? liberal roots ? in post-apartheid SA as it opens up a non-judgemental space to explore philosophically what students actually believe. Without moralising or slipping into moral relativism, such philosophical teaching increases student participation, autonomy and self-discipline, and at the same time develops moral reasoning and moral knowledge. Hence, it needs to be introduced as a pedagogy in institutions that educate future teachers. (shrink)

The study examines both general and Internet and Communication Technology (ICT) self-efficacy in cyber-victims, cyber-bullies, and cyber bully victims in comparison to un-involved students. Gender differences were also examined. A total of 1115 Pakistani university students from six universities participated in the study. Analyses were conducted on 950 complete cases (371 males, and 579 females). Data were collected on cyberbullying/victimization, general self-efficacy (GSE), ICT self-efficacy, traditional bullying/victimization, ICT usage, social desirability, and demographics. Multinomial logistic regression analysis indicated that ICT self-efficacy (...) significantly decreased the probability of being a cyber-victim and significantly increased the chances of being a cyber-bully whereas GSE appeared to have no role in predicting participant roles in cyberbullying after controlling for covariates (i.e., age, gender, traditional bullying, traditional victimization, social desirability, Internet usage, time spent on the Internet, and social networking sites (SNS). Findings of the study have important implications for developing and enhancing interventions with respect to the inclusion of ICT related skills in anti-cyberbullying programs. With respect to gender, findings showed that females reported a higher level of victimization while males reported higher perpetration on both traditional and cyberbullying. (shrink)

Objective To examine medical students’ views on conscientious objection and controversial medical procedures.Methods Questionnaire study among Norwegian 5th and 6th year medical students.Results Five hundred and thirty-one of 893 students responded. Respondents object to a range of procedures not limited to abortion —notably euthanasia, ritual circumcision for boys, assisted reproduction for same-sex couples and ultrasound in the setting of prenatal diagnosis. A small minority would object to referrals for abortion. In the case of abortion, up to 55% would tolerate conscientious (...) refusals, whereas 42% would not. Higher proportions would tolerate refusals for euthanasia or ritual circumcision for boys.Discussion A majority of Norwegian medical students would object to participation in euthanasia or ritual circumcision for boys. However, in most settings, many medical students think doctors should not be able to refuse participation on grounds of conscience. A minority would accept conscientious refusals for procedures they themselves do not object to personally. Most students would not accept conscientious refusals for referrals.Conclusions Conscientious objection remains a live issue in the context of several medical procedures not limited to abortion. Although most would want a right to object to participation in euthanasia, tolerance towards conscientious objectors in general was moderate or low. (shrink)

University students are a key source of volunteers, and their volunteering reasons are an academic concern. Adopting a push-pull perspective, this study explores why China’s university students participated in long-term volunteer teaching in distant, unfamiliar locations. Data were drawn mainly from documents and interviews with 20 university students participating in year-long volunteer teaching in distant schools. Findings reveal that students’ participation resulted from the interplay of push factors causing them to leave (e.g., helping others) and pull factors (e.g., destinations (...) and projects) enticing them to come. The interplay was exhibited in two patterns: pull factors triggering the emergence of push factors, and the former being used to realise the latter. Such interplay was facilitated by the volunteering organisation’s mission, resources, and efforts to make its projects attractive. The study reflects that volunteering organisation and management in higher education institutions need to rethink how to gear their volunteering missions to suit students’ diverse motivations and develop their organisational features and resources to attract and retain volunteers. (shrink)

Researchers typically attempt to fulfill disclosure and informed consent requirements by having participants read and sign consent forms. The present study evaluated the reading levels of informed consent forms used in psychology research and other fields (medical research; social science and education research; and health, physical education, and recreation research). Two standardized measures of readability were employed to analyze a randomly selected sample (N = 108) of informed consent forms used in Institutional Review Board-approved research projects at a midwestern university (...) during the 1987-1988 academic year. Results indicate that informed consent forms are typically written at a higher reading level than is appropriate for the intended population and that there are no consistently significant differences in readability among areas of research or between college student and noncollege student participants. Due to the unacceptably high reading level of the consent forms, one must question whether participants can comprehend the information contained in the consent forms. (shrink)

There are many teaching techniques designed to elicit student participation in a philosophy classroom. In this paper I present a student-centered discussion model that makes the students directly responsible for most aspects of discussion. I used this model in a first year seminar devoted to the nature of art, and I explain how this collaborative model has certain advantages over other collaborative learning models, how I implemented it in the course, and the results I observed. The model (...) I discuss here is similar in some ways to other collaborative learning techniques, but I highlight some of its unique features and discuss how it might be implemented in other philosophy courses. (shrink)

This study investigated the attitudinal responses of 403 undergraduate students with respect to nine hypothetical marketing moral dilemmas. Participants varied by gender, major, and age.It was found that undergraduate women responded more ethically on the hypothetical marketing moral dilemmas, as hypothesized. Secondly, chosen major did not make a difference on cognitive, affective, or behavioral responses. Further, the overall means for each scenario were in the morally correct direction in every case. Also, all intercorrelations for each story were significant. Finally, whenever (...) there was a nonchance finding for age, the oldest participants answered more morally than the youngest subjects. (shrink)

One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today’s engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to (...) better understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. (shrink)

There are serious concerns about the commercialization of healthcare and adoption of the business approach in medicine. As market dynamics endanger established professional values, healthcare workers face more complicated ethical dilemmas in their daily practice. The aim of this study was to investigate the willingness of medical students to accept the assertions of commercialized healthcare and the factors affecting their level of agreement, factors which could influence their moral stance when market demands conflict with professional values. A cross-sectional study was (...) conducted in three medical schools in Turkey. The study population consisted of first-, third-, and sixth-year students, and 1,781 students participated in total. Students were asked to state if they agreed with the assertions of commercialized healthcare. Of all students, 87.2 per cent agreed with at least one of the assertions, and one-fifth of them agreed with more than half of the assertions. First-year students significantly agreed more with some assertions than third- and sixth-year students. Being female, having mid-level family income, choosing medicine due to idealistic reasons, and being in the third or sixth years of medical study increased the probability of disagreement. Also, studying in a medical school that included integrated lectures on health policies, rights related to health, and health inequities, along with early field visits, increased the probability of disagreement. This study suggests that agreement with the assertions of commercialized healthcare might be prevalent among students at a considerable level. We argue that this level of agreement is not compatible with best practice in professional ethics and indicates the need for an educational intervention in order to have physicians who give priority to patients’ best interests in the face of market demands. (shrink)

Background: Many studies have explored personal values in nursing, but none has assessed whether the predictions made by the theory of intergenerational value change are true for the different generations of nursing professionals and students. This theory predicts a shift in those personal values held by younger generations towards ones focussed on self-expression. Research question: The purpose of the study was to identify intergenerational differences in personal values among nursing professionals and nursing students and to determine whether generational value profiles (...) fit the predictions made by the theory. Research design: An exploratory comparative design with a cross-sectional survey method was used. Participants and research context: Participants were recruited from four public hospitals and 10 Primary Care Centres in medium-size cities in Spain. A sample of 589 nurses and 2295 nursing students participated in the study. An open survey method was used to collect data that were classified grouping reported values into categories following a method of value lexicon construction and analysed by contingency tables with Pearson’s χ2 and standardized residuals. Ethical considerations: Approval to conduct the study was obtained from the Deans of the nursing schools and the Directors of Nursing of the institutions. Anonymity was guaranteed, participation was voluntary and participants were informed of the purpose of the study. Findings: The results can be synthesized in two age-related trends in the reporting of values among three groups of participants. First, among younger nurses and students, some nursing core values (e.g. ethical and professional) decreased in importance, while other values centred on social relationships and personal well-being increased. Discussion and Conclusion: This study shows intergenerational change in personal values among both nursing students and young nursing professionals. Findings suggest the need to pay more attention to value training and professional socialization during the schooling period. (shrink)

This qualitative study examines the expectations and beliefs parents, students, and teachers have about the teaching of heritage histories in public high schools. Students from three heritage groups, as well as their parents and teachers, were interviewed to shed light on this complex, often silent, relationship. This study is grounded in literature about the purposes of history education, historical distance, and collective memory/heritage, which give shape to and help to explicate some of the more complex issues inherent in the teaching (...) of heritage histories. Participants included four Hmong students, three of their parents, and their teacher in St. Paul, Minnesota; eight Chinese students, nine of their parents, and their teacher in Elmdale, California; and five Jewish students, five of their parents, and their teacher in Maple Lake, Illinois. Findings indicate that the three stakeholder groups believe that the public school history classroom is an appropriate and desired place for heritage histories to be taught. This is complicated, however, by several factors: the placement of the heritage history narratives within larger curricular and mainstream narratives, how the teachers choose to incorporate the heritage narratives into the formal classroom curriculum, and the changing nature of historical and generational distance. (shrink)

Purpose: Discuss the relationship among college students’ media internalized pressure, social physique anxiety, weight control self-efficacy, and sports participation in providing a reference for promoting college students to develop healthy and confident living habits.Methods: Take Southwest University in China as the object, select the subjects by stratified random sampling, and process the data with SPSS19.0 and AMOS21.0 statistical software.Results: Media internalized pressure is positively correlated with social physique anxiety, weight control self-efficacy, and sports participation; social physique anxiety is (...) significantly positively correlated with weight control self-efficacy and sports participation, and weight control self-efficacy is significantly positively correlated with sports participation; media internalized pressure has a direct effect on sports participation, and social physique anxiety and weight control self-efficacy play significant mediating roles in the relationship between media internalized pressure and sports participation, respectively; the chained mediating force of social physique anxiety and weight control self-efficacy also reaches a significant level.Conclusion: Media internalized pressure can influence college students’ sports participation through the direct path as well as indirect paths such as social physique anxiety, the intermediary effect of weight control self-efficacy, and chained intermediary effect of social physique anxiety–weight control self-efficacy, and social physique anxiety is another key factor affecting college students’ sports participation except media internalized pressure. (shrink)

One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the (...) literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic success, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn’t bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this paper, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants. (shrink)