IntroductionEngaging undergraduates in the research process is one of the most rewarding aspects of being a professor because it more deeply connects us to our work and helps shape the professional futures of students by immersing them in the culture of research (including peer-to-peer mentoring and authoring publications; Russell, Hancock, & McCullough, 2007). But there is a real trick to working with undergraduates in a way that both shapes students’ futures and produces high-quality, publishable research because mentors must invest a (...) great deal of time developing undergraduates’ technical and writing abilities, and this effort is time not spent on the research itself. In this article, we describe a powerful, flexible approach that makes the production of publishable research possible. For context, we teach and conduct research at a small liberal arts college with a population of just over 2000 undergraduates. Research at primarily undergraduate institutions (PUIs) does not benefit a system of graduate students, post-docs, and paid research staff, so we have found it necessary to developed a structured, team-based approach to faculty-student research that provides excellent mentorship and produces publishable research (see Detweiler-Bedell & Detweiler-Bedell, 2013). Importantly, this team-based model can be put into practice with a broad array of students, including underrepresented and first-generation students. What we have learned in adopting this approach reflects... (shrink)

Background:Nurses and nursing students appear vulnerable to moral distress when faced with ethical dilemmas or decision-making in clinical practice. As a result, they may experience professional dissatisfaction and their relationships with patients, families, and colleagues may be compromised. The impact of moral distress may manifest as anger, feelings of guilt and frustration, a desire to give up the profession, loss of self-esteem, depression, and anxiety.Objectives:The purpose of this review was to describe how dilemmas and environmental, relational, and organizational factors contribute (...) to moral distress in undergraduate student nurses during their clinical experience and professional education.Research design:The research design was a systematic literature review.Method:The search produced a total of 157 articles published between 2004 and 2014. These were screened with the assessment sheet designed by Hawker and colleagues. Four articles matched the search criteria (one quantitative study and three qualitative), and these were separately read and analyzed by the researchers. The process of review and analysis of the data was supervised by a colleague experienced in moral distress who provided an independent quality check.Ethical consideration:Since this was a systematic review, no ethical approval was required.Findings:From the analysis, it emerged that inequalities and healthcare disparities, the relationship with the mentor, and students’ individual characteristics can all impact negatively on the decisions taken and the nursing care provided, generating moral distress. All these factors condition both the clinical experience and learning process, in addition to the professional development and the possible care choices of future nurses.Conclusion:Few studies dealt with moral distress in the setting of nurse education, and there is a knowledge gap related to this phenomenon. The results of this review underline the need for further research regarding interventions that can minimize moral distress in undergraduate nursing students. (shrink)

The essay speculates that women's underrepresentation in the philosophy major (though not in lower division philosophy courses) is connected with the clash between the schema for philosophy and the schema for woman. The result is that female students have difficulty envisioning themselves as philosophers and thus have a weaker attachment to the discipline. I also suggest that this schema clash encourages female students to take isolated experiences of sexism or gender imbalance in the classroom as representative of philosophy. At the (...) end I suggest some possible strategies for de-gendering philosophy. (shrink)

There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. Our (...) empirical work on our own undergraduate conference demonstrates that properly designing the conference as a High-Impact learning activity does, as expected, benefit underserved student populations, including women. Additionally, the study also revealed unexpected opportunities to intervene on student learning. Third, we argue, also in line with our data, that undergraduate conferences occupy a previously taxonomically unrecognized grouping among recognized High-Impact Practices. (shrink)

Within the last ten to fifteen years, models emerged for describing and developing undergraduate research and inquiry. This article discusses four examples of modelling didactical issues around undergraduate research and inquiry. The aim of the first part of this article is to scrutinize the epistemological and the didactical purpose of these models. As essential dimensions of undergraduate research and inquiry are neglected, two new models are developed. The first puts the coordination of theory and evidence in the (...) centre and determines three different horizons of significance in the field of science. In relation to these horizons, the second model highlights the broader societal context of scientific practices. The role of research and science in society is recognized here on the one hand as an affirmative process of institutionalization of approved knowledge, and on the other, as practices of criticizing and breaking away from established forms of knowing, testing, evaluating, and approving. Concomitantly, the education of students through and within scientific practices of research and inquiry is interpreted against the backdrop of two opposite trajectories influencing students’ ambitions to engage with problems of science. Didactics of higher education therefore need to distinguish between long-term and short-term goals. It is argued that the latter concretizes the former. This understanding of teaching is corroborated against the backdrop of the concept of learning as ‘enculturation’ in science. The argumentation refers back to insights by Lev S. Vygotsky, Ludwik Fleck and Michael Polanyi. (shrink)

Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the (...) personal nature of ethical decision making. The discussion focuses on the use of the short story as a model for developing such cases for classroom use. (shrink)

The fast growing rates of plagiarism among students in higher education has become a serious concern for academics around the world. Collecting data through semi-structured interview, this qualitative study is an attempt to investigate a group of EFL undergraduate students’ viewpoints on plagiarism, the extent to which they are informed about it and the reasons triggering them to plagiarize. Responses revealed shallow understanding of plagiarism in its various forms. The findings indicated a range of contributing factors including: instructors’ ignorance (...) towards plagiarism, limited writing and research skills, peer pressure, pressure to submit high-quality assignments and ease of plagiarizing. The results highlighted the need for practical policies and cohesive framework to raise students’ awareness at initial stages in order to minimize the prevalence of plagiarism at later points. Developing rich writing and referencing skills should be considered seriously by course instructors and the common leniency towards undergraduate students’ instances of plagiarism must be replaced by more serious attitude that encourages innovative and genuine research practice. The implications of findings can help academics to take the required steps in decreasing cases of plagiarism among students. (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)

Visual analytics (VA) combines the strengths of human and machine intelligence to enable the discovery of interesting patterns in challenging datasets. Historically, most attention has been given to developing the machine component—for example, machine learning or the human-computer interface. However, it is also essential to develop the abilities of the analysts themselves, especially at the beginning of their careers. -/- For the past several years, we at the University of British Columbia (UBC)—with the support of The Boeing Company—have experimented with (...) various ways of preparing undergraduate students for VA. Although inspired by the need to prepare students to become visual analysts, the result turned out to be fairly general in scope, applicable to other analytical approaches, as well as more general research. In hindsight, this makes considerable sense. Although the visual component of VA is necessary, it is insufficient; many analytical activities at the human end involve nonvisual skills, such as effective decision-making and the ability to quickly focus on the relevant parts of a problem. -/- The result of this experimentation is a third-year undergraduate course titled Cognitive Systems 303 (COGS 303) that focuses on “VA unplugged”—that is, on developing investigative abilities prior to training on the VA systems themselves. It was felt that if students focused on developing basic analytical habits of thought prior to learning VA systems, these habits would be reinforced by subsequent practice on “live” systems. (shrink)

The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may (...) help oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance. (shrink)

Previous research has shown that student plagiarism is the product of interplay between individual and situational factors. The present study examined the relationship between these two sets of factors with a particular focus on variables linked to students’ academic context namely, their perception of peer behaviors, their experience of adversities in academic life, and their year of enrollment. So far, these situational features have received scant attention in studies of plagiarism conducted in most of Europe. A survey was carried out (...) in a European higher education institution, involving a sample of 427 undergraduates. The data was analyzed via both conventional univariate and bivariate statistical analysis, and multivariate, multilevel modeling. The results suggest that awareness of peer plagiarizing and the experience of hardships in academic life, rather than level of academic achievement or year of study, are significantly related to plagiarizing, whereas heightened perception of the seriousness of plagiarism is associated with a lower likelihood of this type of behavior. The study also shows that students who plagiarize are more likely to be involved in other types of academic misconduct. (shrink)

Contemporary universities are engaged in multiple activities, which are often disconnected and subject to powerful external influences. Undergraduate research projects have been posited as a means of enhancing undergraduate education and improving the integration of research and teaching. However, engagement with the core research activity of the institution is not easily achieved. Greater integration between disparate activities within the university is hindered by the dynamics of the higher education field, pressures on academic staff and students, and funding policies. (...) Expanded undergraduate involvement in externally funded research projects could engender connectivity between disconnected parties and with learning contexts often considered external to the university. (shrink)

This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for (...) a particular perspective on learning--transactional constructivism--which is consistent with the philosophy of John Dewey and supported by current theory and research in learning science. Transactional constructivism, a combined approach, builds on the strengths of two competing views: psychological constructivism and the sociocultural perspective. Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses: *overviews the philosophical and theoretical underpinnings of the teaching model that is the focus of the volume; *presents a summary of Dewey's educational philosophy and connects his work to current theory and research in learning science; *examines psychological constructivism, one of the basic positions within the range of learning theories that takes a constructivist perspective; *offers a case study example of a course designed and taught from this perspective; *reviews the sociocultural and the transactional constructivist perspectives; *explores the quality of dialogue and disciplinary discourse in the classroom--an issue that is critical to the success of models derived from a transactional constructivist perspective on learning; and *explores broader issues related to reform in higher education. This volume is a vital resource for all professionals involved in undergraduate education. (shrink)

This study delves into the use of impoliteness strategies within emails sent by undergraduate and postgraduate students to their professors, aiming to discern the variance in their implementation based on (Culpeper and Hardaker’s. 2017. Impoliteness. In: Culpeper, Jonathan, Haugh, Michael and Daniel Kadar (eds.), The Palgrave handbook of linguistic (im) politeness, 199–225. Basingstoke: Palgrave) model. Data, comprising emails from University of Jordan students and semi-structured interviews, underwent analysis to identify impoliteness strategies and themes. Findings indicate a higher prevalence of (...) impolite strategies among undergraduates, totaling 58 instances compared to 38 among postgraduates. Particularly, undergraduates exhibit a greater tendency toward positive impoliteness. Thematic analysis of interviews unveils three contributing factors: work experience, participation in writing skills courses, and familiarity with formality levels. Notably, undergraduates’ lack of work experience contrasts with postgraduates’, often impacting their email etiquette. Moreover, postgraduates’ extensive enrollment in writing courses during MA studies fosters a more formal approach in communication with professors. The study underscores implications for future research, emphasizing the need to explore these dynamics further. By comprehending the influences on students’ email behavior, institutions can devise tailored interventions to promote effective and respectful communication within academic setting. (shrink)

The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral development scale. Findings are useful (...) in assessing outcomes, suggesting curriculum design and providing information for further research of moral reasoning with business students. (shrink)

Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, (...) organized by James Campbell and Richard Hart, was co-sponsored by the American Association of Philosophy Teachers. (shrink)

To successfully learn using open Internet resources, students must be able to critically search, evaluate and select online information, and verify sources. Defined as critical online reasoning, this construct is operationalized on two levels in our study: the student level using the newly developed Critical Online Reasoning Assessment, and the online information processing level using event log data, including gaze durations and fixations. The written responses of 32 students for one CORA task were scored by three independent raters. The resulting (...) score was operationalized as “task performance,” whereas the gaze fixations and durations were defined as indicators of “process performance.” Following a person-oriented approach, we conducted a process mining analysis, as well as a latent class analysis to test whether—following the dual-process theory—the undergraduates could be distinguished into two groups based on both their process and task performance. Using PM, the process performance of all 32 students was visualized and compared, indicating two distinct response process patterns. One group of students, defined as “strategic information processers,” processed online information more comprehensively, as well as more efficiently, which was also reflected in their higher task scores. In contrast, the distributions of the process performance variables for the other group, defined as “avoidance information processers,” indicated a poorer process performance, which was also reflected in their lower task scores. In the LCA, where two student groups were empirically distinguished by combining the process performance indicators and the task score as a joint discriminant criterion, we confirmed these two COR profiles, which were reflected in high vs. low process and task performances. The estimated parameters indicated that high-performing students were significantly more efficient at conducting strategic information processing, as reflected in their higher process performance. These findings are so far based on quantitative analyses using event log data. To enable a more differentiated analysis of students’ visual attention dynamics, more in-depth qualitative research of the identified student profiles in terms of COR will be required. (shrink)

The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral development scale. Findings are useful (...) in assessing outcomes, suggesting curriculum design and providing information for further research of moral reasoning with business students. (shrink)

Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the (...) personal nature of ethical decision making. The discussion focuses on the use of the short story as a model for developing such cases for classroom use. (shrink)

Background:This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation.Objectives:After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated.Research design:In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were (...) added using simple (yes/no) and Likert rating answer formats.Participants and research context:At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor’s program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey.Ethical considerations:The survey was voluntary and anonymous. Students were free to write their name and additional comments.Findings:Students consider ethical theories—as taught within the proposed framework—as practically applicable, useful, and transferable into practice.Discussion:Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem.Conclusion:The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to “frame” and “name” the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. (shrink)

Small-scale research projects involving human subjects have been identified as being effective in developing critical appraisal skills in undergraduate students. In deciding whether to grant ethical approval to such projects, university research ethics committees must weigh the benefits of the research against the risk of harm or discomfort to the participants. As the learning objectives associated with student research can be met without the need for human subjects, the benefit associated with training new healthcare professionals cannot, in itself, justify (...) such risks. The outputs of research must be shared with the wider scientific community if it is to influence future practice. Our survey of 19 UK universities indicates that undergraduate dissertations associated with the disciplines of medicine, dentistry and pharmacy are not routinely retained in their library catalogues, thus closing a major avenue to the dissemination of their findings. If such research is unlikely to be published in a peer-reviewed journal, presented at a conference, or otherwise made available to other researchers, then the risks of harm, discomfort or inconvenience to participants are unlikely to be offset by societal benefits. Ethics committees should be satisfied that undergraduate research will be funnelled into further research that is likely to inform clinical practice before granting ethical approval. (shrink)

Advantages and disadvantages of undergraduates undertaking part?time employment are indicated from the western literature, together with discussion of the nature, amount and effects of part?time employment. A study is reported of a university in China, using a cross?sectional survey which investigates the characteristics of undergraduates holding a part?time job, the reasons for taking part?time jobs, the positive and negative impacts of taking part?time jobs, the balance between positive and negative impacts, and the characteristics of the employment that undergraduates undertake. Important (...) differences are reported between findings of western studies and those of the university in China. Implications are drawn for further research and development. (shrink)

Sport is an emotional experience. Studies have shown that high emotional intelligence (EI) is associated with better sports performance, though different aspects of sports experience and their relationship with EI are still unclear. This study examined the possible relationships between sports experience and EI dimensions of undergraduate athletes. Likewise, according to the differences described in the literature between men and women, the secondary aim was to identify the possible relationship between EI and sports experience in both subgroups. A total (...) of 1784 [712 men (39.9%), 1072 women (60.1%); mean age = 21.3 years, SD = 4.2)] undergraduate athletes completed the Trait Meta Mood Scale and a sports experience questionnaire. Comparisons between groups were performed using Mann–Whitney-Uand H-Kruskal–Wallis tests and correlations between variables were analyzed using Spearman correlation. We found that the number of different sports practiced and the number of years practicing sports were positively associated with emotional repair (ER). However, the number of years practicing sports was negatively associated with emotional attention (EA). Male athletes who trained more and had a higher competitive level were more likely to show higher ER. In any case, it is necessary to take into account that all the associations were weak. Our study suggested that athletes tend to attend to and value their feelings and use positive thinking to repair their negative moods. (shrink)

Annotation Contains 17 contributions which together aim to speed the process of epistemological reform of undergraduate science teaching in order to align it with the social constructivist reform goals of the science education community. Chapters include impressionistic accounts, studies of recent transformative teaching endeavors, and radical new approaches to learner-sensitive science teaching. Of likely interest to graduate teaching students, science educators, and the educational discourse community. Annotation c. Book News, Inc., Portland, OR (booknews.com).

Introduction Comparative psychology can generally be defined as the branch of psychology that studies the similarities and differences in the behavior of organisms. Formal definitions found in textbooks and encyclopedias disagree whether comparative psychologists restrict their work to the study of animals or include the study of human behavior. This paper offers an opinion on the major problem facing comparative psychology today – where we will find the next generation of comparative psychology students. Something must be done before we lose (...) access to an entire generation of psychology undergraduates. It is not enough to say that comparative psychology is being “absorbed” in other academic units such as “integrative biology”, “integrative study of animal behavior”, “evolutionary psychology”, “comparative cognition”, or “animal cognition.” Indeed, many of these topics are not primarily studied in psychology departments, wherein comparative psychology students have traditionally received joint training in the principles of behavior and comparative analysis, as applied to both humans and other animals. Consider, for example, the difference between comparative psychology and comparative cognition. Comparative cognition includes features of comparative psychology, but they are not identical. Comparative cognition represents a very specific theoretical position whose validity is based on certain suppositions such as the belief (by definition) that the internal cogni... (shrink)

In Australia, paramedics are obliged to practice ethically. Graduates of baccalaureate degrees in paramedicine should therefore possess a common grounding in ethics to meet the professional capabilities expected of registered paramedics. However, there is a lack of clarity regarding ethics education for paramedicine students, including what is taught, how it is taught, and how it is assessed. This paper explores ethics education for paramedicine students in Australia, how it aligns with current professional expectations, and how it may be enhanced. Point-in-time (...) data regarding ethics education was collected from websites of fifteen Australian universities offering undergraduate baccalaureate degrees in paramedicine. Data collection was supported by consultation with academics from several institutions. Content analysis was utilised to categorise and analyse data to explore similarities and differences in curricula. Similarities included approaches to learning and teaching and the use of case-based learning, with variability found across teaching staff profiles and content areas. Findings suggest it is time for collaboration to develop a model ethics curriculum for paramedicine students in Australia. (shrink)

PurposeThe purpose of this paper is to examine whether, when teaching professional ethics, the educational interventions have any effect on improving students' moral decisions. One method often used to measure change is the well‐established defining issues test – an American test based on Kohlberg's stage theory.Design/methodology/approachUsing this test, two before‐and‐after studies were carried out on cross‐cultural cohorts of first year computing undergraduates which both received the same lectures, debates and moral‐decision‐making exercises.FindingsOne study showed a significant increase in moral judgment whilst (...) the other showed a decrease. Both studies indicated mean scores far below the American averages.Research limitations/implicationsAs both studies involved relatively small sample sizes, the results are indicative rather than conclusive. However, they bring to light issues associated with the test, in both American and non‐American research, indicating that lower than average mean scores could be due to cross‐cultural and situational variations.Practical implicationsThe paper questions the premise of stage theory as a method for measurement within a cross‐cultural context; and the usefulness of measuring one component of moral development in isolation.Originality/valueThe paper proposes that tests based on more discipline‐specific skills, rather than stage theory, would be of greater use in evaluating student levels of moral development. (shrink)

Undergraduate projects may contribute new knowledge, but commonly their main purpose is an exercise in learning and applying simple research methods. They are usually short term and a first step into the research field. Support for undergraduate research experience is simple enough. However, integral to the research process is ethical scrutiny. A high standard of conduct of research is essential. The question of whether undergraduate student projects should be subject to full ethical review, to the same extent (...) as that undertaken for full scale academic work, is a matter of debate. The purpose of this study was to explore the views of academics on the nature and extent of ethical review considered appropriate for undergraduate research projects. This was done in order to identify which side of the above debate was favoured. Participants were undergraduate research project supervisors, drawn from a range of disciplines where research on human subjects is undertaken. A series of focus groups were undertaken, transcribed and subjected to thematic analysis. There was general consensus that some consideration should be given to the ethical issues relating to student projects. However, participants were limited in their explicit identification of such issues, with only extreme examples being specifically described. Some favoured a ‘light touch’ proportional to the size of the project as appropriate, while others considered the level ethical scrutiny not related to the size, duration or outcome of the work. Opinions were divided on where responsibility ultimately lay. Some considered it to belong at departmental, faculty or institutional level, but others held the individual supervisor accountable. The degree of involvement of undergraduate research in ethical review and approval is clearly an issue amongst academics. This study helps raise awareness of these issues and promotes debate on the appropriate level and format of review needed for undergraduate research training. (shrink)

An issue that affects the academic engagement, performance, health and wellbeing of university undergraduates is bullying. Substantial literature has examined the predictors of bullying perpetration, but there is little research on the contributions of internet-related factors and the propensity to take risks in bullying. We examined the roles of IGD, risk-taking behavior, and internet addiction in social bullying. Four instruments were used for data collection, namely: Young Adult Social Behavior Scale, the Internet Gaming Disorder Scale, Domain-Specific Risk-Taking Scale, and the (...) Internet Addiction Test Scale. Participants were 552 undergraduate students from the University of Nigeria, Nsukka consisting of 143 males and 409 females. Results of regression analysis showed that gaming disorder and risk-taking behavior had positive associations with social bullying. Thus, the more people grow addicted to internet gaming and takes more risks, the more they are likely to become bullies. Internet addiction had no significant association with social bullying. Efforts should be made to minimize the rate of dysfunctional internet use, GD and risk-taking behaviors of undergraduates in order to curtail bullying perpetration. (shrink)

IntroductionThe COVID-19 pandemic was soon declared a global health threat and had significant economic and health implications. Unprecedented government measures brought massive shifts in teaching-learning pedagogy in nursing to curb the infection. The study was conducted to explore the predictors of pandemic fatigue among nursing undergraduates and mediating role of individual resilience and coping styles during the third wave in India.MethodsThis online survey included 256 undergraduate nursing students studying at Tertiary Care Teaching Hospital in North India. Lockdown/Pandemic Fatigue Questionnaire, (...) Brief Resilience Scale, and Coping Behavior Questionnaire were used to collect the information. Appropriate descriptive and inferential statistics were applied to compute the results.ResultsNursing undergraduates reported a moderate level of fatigue during the restrictions imposed at the time of the third wave. Students’ year of study, tested positive during pandemic, and post-COVID-19 hospitalization were found associated with higher fatigue status. Advanced age and higher personal resilience status were associated with lower fatigue levels. Resilience status and second year of study were reported as independent predictors of pandemic fatigue in students.ConclusionFindings suggest that lockdown-related fatigue was common in nursing undergraduates. Considering negative consequences on mental health, routine psychosocial screening of the nursing students should be conducted. Recommending stress-relieving measures should be enforced to help nursing undergraduates to combat lockdown-induced exhaustion. (shrink)

The purpose of the study was to develop an understanding of how nursing students gained perspective on nursing care of diverse populations through watching documentaries in a cultural diversity course. The basis of this paper is our analyses of students’ written responses and reactions to documentaries viewed in class. The guiding theoretical frameworks for the course content and the study included postcolonial feminism, Foucauldian thought, and cultural safety. Krathwohl's Taxonomy of the Affective Domain was used to identify themes and determine (...) how undergraduate nursing students were progressing in achieving learning outcomes. Our findings suggest that while the use of documentaries serves as a tool for deepening students’ understanding of the realities of various populations, this activity, in the absence of critical reflection, may inadvertently promote stereotypes and further marginalize different people groups. Even though nursing students reflected on the importance of cultural safety in nursing, our findings indicate that their actions may not reflect this, especially since these students are in the early stages of the nursing program. Students need to be provided with a space where they can explore implicit biases evoked by exposure to new information about different people groups as a way of enhancing culturally safe care. (shrink)

The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch (...) in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. (shrink)

Background:Personal values influence nursing students’ development of professional values, which affect professional outcomes, and how nursing students react to different situations. Personal values can be shaped by different factors, including culture, gender, and age.Aims:To explore personal values held by nursing students, and to verify if and how gender and year of study affect nursing students’ personal values.Research design:A multicenter, cross-sectional study was used.Participants and research context:The whole population of nursing undergraduate students available at the time was recruited from eight (...) centers of two Universities, composing a sample of 947 students. Demographic data were collected and it was administered the Portrait Values Questionnaire.Ethical considerations:Ethical approval was obtained from the Institutional Review Boards of the University of the participating centers.Findings:The study sample was mainly composed of young (92.6%, n = 877), female (77.3%, n = 732), Italian (95.8%, n = 907), and unmarried (98.6%, n = 934) nursing students. The most important value for nursing students, consistently through the years of nursing school, was Self-transcendence, which has the motivational emphasis on helping others and selflessness. Then, we found that male students had higher levels of Power (p < 0.001) and Achievement (p = 0.031), while female students outscored male students in Benevolence (p = 0.005) and Security (p = 0.006). Year of study showed no statistically significant difference.Discussion:Nursing students express high levels in hetero-directed values. Male nursing students, although they choose a stereotypically feminine profession, outscored females in stereotypical masculine values such as dominance and success. This is the first study that describes the personal value profile of undergraduate nursing students, according to the Theory of Basic Human Values, and it is a starting point for future research.Conclusion:Nursing educators might want to consider the findings from this study while guiding students in developing awareness for their personal values. (shrink)

Cheating is fairly commonplace at both Tiers 1 and 2 AACSB accredited business schools. Distinct differences exist between Tiers 1 and 2 students with regard to cheating. Tier 1 students are more likely to cheat on written assignments, they believe sanctions impact cheating, and that a stigma is attached to cheating. Tier 2 students are more likely to cheat on exams, and nearly as likely to cheat on written assignments. Tier 2 students accept the notion that moral and ethical people (...) cheat. Tier 2 students who are Business Administration majors, those who are employed 40 h or more per week, married students, and married students with children are more likely to cheat. At both Tiers 1 and 2 schools Asian students are less likely to cheat, but resident members of fraternities and sororities and those who drink frequently are more likely to cheat. (shrink)

The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and (...) further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis. (shrink)

In the past two decades, feminists and other science critics have challenged the basic premises of positivist social science. These critiques and the alternative epistemologies they underwrite have not been fully addressed, no less integrated, into our undergraduate methodology curriculum. This article examines the peculiar challenges encountered by teachers of research methods in this time of epistemological transition, ambivalence, and skepticism. Relying on Harding's concept of strong objectivity, this article argues that feminist critiques can be fully reconciled with empirical (...) social science and suggests how this might be achieved within the context of the undergraduate curriculum. (shrink)

Ethicists, researchers and policy makers have paid increasing attention to the ethical conduct of research, especially research involving human beings. Research performed with and by undergraduates poses a specific set of ethical challenges. These challenges are often overlooked by the research community because it is assumed that undergraduate student researchers do not have a significant impact on the research community and that their projects are not host to research posing important ethical issues. This paper identifies several features characteristic of (...) research in undergraduate environments. The paper pays special attention to selective small liberal arts colleges, an important segment of higher education in the US, and advocates integrating instruction in research ethics wherever undergraduates are engaged in research. (shrink)

Academic ethics among students at an undergraduate level are dictated by a variety of factors. Institutional cultures, personal preferences and notions of ethics, external factors, and peer-pressure are some of the factors that play an important role in the ethical behavior of an undergraduate student. The present study is an attempt to understand the student behavior in a three year old technical Institute in India. At a time when the higher technical education sector in India is rapidly expanding, (...) the study presents trends in undergraduate students regarding academic ethics. The study highlights the factors that are most important in governing ethical behavior of students, and allow for corrective measures at a formative stage in the Institute’s life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Changing Theories of Undergraduate Theatre Studies, 1945–1980Anne Berkeley (bio)IntroductionThe history of theatre study in American undergraduate education is a story of prodigious quantitative success. Although it took two centuries to secure the right to perform plays at American colleges, it took only eighty years for the curriculum to grow from a few isolated courses at the turn of the twentieth century to well over 14,000 in the (...) 1970s.1 By far the steepest growth occurred during the unprecedented expansion of higher education between 1945 and 1979. But academic theatre's meteoric rise after the war years conceals more problematic qualitative achievements. Throughout its ascendancy, vexing questions persisted concerning the quality, standards, and evaluation of theatre programs. In academic journals and books, theorists explored with alacrity broad opportunities for educational theatre in the university. But they also bickered constantly about objectives and practices and their role in academe, ultimately providing a decidedly ambivalent assessment of accomplishment.According to Oscar G. Brockett, the fundamental questions are, What place, if any, should theatre have in a university? and, For what are students being educated?2 This study traces answers to these questions given by scholars and educators between 1945 and 1979.3 It explores the connections between the scholarship about theatre studies and the programs that developed, what scholars and educators wanted it to become, and what it became in the context of liberal arts education. These years are important because they are the golden age of higher education, a time of unprecedented expansion. Following World War II the G.I. Bill greatly increased student enrollment, and academic and research programs surged. At this time, the [End Page 57] university's governing interests were established by the politics of the Cold War, and the desire to surpass the Soviet Union at everything motivated the expansion of higher education.4 The National Defense Education Act of 1958 and the Higher Education Facilities Act of 1963 (legislation made possible by a prosperous economy) injected vast financial resources into program development, and federal programs such as the National Endowment for the Humanities (NEH) and the National Endowment for the Arts (NEA) were established.An earlier study of theatre curriculum between, roughly, the Civil War and the Second World War provides a useful background against which to interpret the data for this later period.5 From the earlier study we learn that academic theatre suffered from religious hostility for two centuries but that by the end of the nineteenth century there were extracurricular dramatic clubs and productions. The emergence of the modern research university brought with it the expansion and diversification of knowledge, the differentiation of the colonial college's general curriculum into discrete disciplines, and the departmentalization of the curriculum. As principles and aims for liberal arts education, and the bachelor of arts degree, began to take shape, reconstruction of the curriculum included the introduction of departments of speech and literature, which included dramatic curricula.6 Academic theatre first began in classical and later modern language departments as a way of teaching literature in another language; later speech and English departments added courses in oral interpretation and playwriting.After George Pierce Baker opened the theatre department at Yale in 1925, theatre became an autonomous field of study in increasing numbers of universities. During this early period several developments took place: curriculum for theatrical studies developed out of extra-curricular theatre, theatre was identified and justified as a humanistic study, the seeds were planted for the university's eventual role in nonprofit and professional regional theatres, and the study of theatre as a legitimate academic discipline was developed. During this period, too, most theorists argued that theatre was one of the liberal arts and should be taught as part of the humanities. Late in the period there developed a small but increasingly vocal group of scholars and teachers who began to argue that theatre departments should teach technical skills of theatrical performance as well as humanistic inquiry. Thus was born the so-called craft or culture dichotomy: should educational theatre emphasize the crafts of performance or the humanism that prevailed in general (unspecialized) liberal study?The Forties and Fifties: The Curriculum Diversifies... (shrink)

Background:Nurses exposed to community health nursing commonly encounter situations that can be morally distressing. However, most research on moral distress has focused on acute care settings and very little research has explored moral distress in a community health nursing setting especially among nursing students.Aim:To explore the moral distress experiences encountered by undergraduate baccalaureate nursing students in community health nursing.Research design:A descriptive qualitative design was employed to explore the community health nursing experiences of the nursing students that led them to (...) have moral distress.Participants and research context:The study included 14 senior nursing students who had their course in Community Health Nursing in their sophomore year and stayed in the partner communities in their junior year for 6 and 3 weeks during their senior year.Ethical considerations:Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants.Findings:Nursing students are vulnerable and likely to experience moral distress when faced with ethical dilemmas. They encounter numerous situations which make them question their own values and ideals and those of that around them. Findings of the study surfaced three central themes which included moral distress emanating from the unprofessional behavior of some healthcare workers, the resulting sense of powerlessness, and the differing values and mindsets of the people they serve in the community.Conclusion:This study provides educators a glimpse of the morally distressing situations that often occurs in the community setting. It suggests the importance of raising awareness and understanding of these situations to assist nursing students to prepare themselves to the “real world,” where the ideals they have will be constantly challenged and tested. (shrink)

Background:Academic ethical awareness is an important aspect especially for nursing students who will provide ethical nursing care to patients in future or try to tread the path of learning toward professional acknowledgement in nursing scholarship.Purpose:The purpose of this study was to explore academic ethical awareness and its related characteristics among undergraduate nursing students.Methods:This study commenced the survey with cross-sectional, descriptive questions and enrolled convenient samples of 581 undergraduate nursing students from three universities in South Korea. It was investigated (...) with structured questionnaires including general characteristics and academic ethical awareness related.Ethical considerations:This study was reviewed and approved by the Institutional Review Board at National University.Findings:Academic ethical awareness was the highest regarding behaviors violating the respect or confidentiality of patients and cheating on exams, while it was the lowest for inappropriate behaviors in class. From the result of general characteristics difference, male students showed higher score than female students in relative; first-year students showed higher score than other year students; the higher score was rated from students who were highly satisfied with their major than the other not satisfied with their major; and students with low academic stress showed higher ethical awareness score than persons with higher stress.Conclusion:Personal behaviors were rated with low ethical awareness in relative, but items related to public rules and actual effects on patients or others were rated with higher score. Nursing satisfaction and academic stress are main factors on ethical awareness. To improve overall ethical awareness level of nursing students, it is required to provide more education about the importance of personal behaviors in class and need to improve the understanding of how it will be connected with future situation and effect. (shrink)

The dependence of surgical training programmes on the supply of bodies by for-profit organisations places them at serious ethical risk. These risks, with their commodification of the bodies used in the programme, are outlined. It is concluded that this is not a satisfactory model for the trainees’ subsequent interaction with living patients and that a code of practice is required.

Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. This paper presents the analysis of the freshman course artifacts (baseline and course critical thinking assignments) and associated faculty scoring sessions for all three cohorts. A total of 649 first semester freshman students at least (...) 18 years old agreed to participate in the study. The majority were white males with a mean high school grade point average of 3.73, ACT composite score of 28.33, and final freshman engineering course grade of 3.57. There was a statistically significant positive relationship between the freshman course artifacts and the faculty scores. Data from the study are being used to enhance the critical thinking experiences for undergraduate engineering students. (shrink)

Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. This paper presents the analysis of the freshman course artifacts (baseline and course critical thinking assignments) and associated faculty scoring sessions for all three cohorts. A total of 649 first semester freshman students at least (...) 18 years old agreed to participate in the study. The majority were white males with a mean high school grade point average of 3.73, ACT composite score of 28.33, and final freshman engineering course grade of 3.57. There was a statistically significant positive relationship between the freshman course artifacts and the faculty scores. Data from the study are being used to enhance the critical thinking experiences for undergraduate engineering students. (shrink)

Background:Moral distress is considered to be the negative feelings that arise when one knows the morally correct response to a situation but cannot act because of institutional or hierarchal constraints.Objectives:To analyze moral distress and its relation with sociodemographic and academic variables in undergraduate students from different universities in Brazil.Method:Quantitative study with a cross-sectional design. Data were collected through the Moral Distress Scale for Nursing Students, with 499 nursing students from three universities in the extreme south of Brazil answering the (...) scale. The data were analyzed in the statistical software SPSS version 22.0, through descriptive statistical analysis, association tests (t-test and analysis of variance), and linear regression models.Ethical considerations:Approval for the study was obtained from the Research Ethics Committee at Universidade Federal do Rio Grande.Findings:The mean intensity of moral distress in the constructs ranged from 1.60 to 2.55. As to the occurrence of situations leading to moral distress in the constructs, the frequencies ranged from 1.21 to 2.43. The intensity level of moral distress showed higher averages in the more advanced grades of the undergraduate nursing course, when compared to the early grades of this course (between 5 and 10 grade, average = 2.60–3.14, p = 0.000).Conclusion:The demographic and academic characteristics of the undergraduate nursing students who referred higher levels of moral distress were being enrolled in the final course semesters, were at a federal university, and had no prior degree as an auxiliary nurse/nursing technician. (shrink)