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Morris PA, Lindsay KG, Agana P, Watson K, Willson D. National study of sleep health for student servicemembers/veterans. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-9. [PMID: 37966943 DOI: 10.1080/07448481.2023.2280778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 10/30/2023] [Indexed: 11/17/2023]
Abstract
Objective: Investigate sleep health for student servicemember/veterans (SSM/Vs). Method: Data from the National College Health Assessment was used, including 88,178 participants in 2018 and 67,972 in 2019. Propensity score matching was used to compare SSM/Vs (n = 2984) to their most similar non-SSM/V counterparts (n = 1,355). Responses were analyzed using a multivariate analysis of covariance (MANCOVA). Results: SSM/Vs reported significantly higher levels of some sleep health issues than the matched peer group, including more instances of trouble falling asleep, waking too early, and higher rates of insomnia and sleep disorders. However, SSM/Vs reported fewer days per week feeling sleepy and similar impacts of sleep issues on academics when compared to the peer group. Conclusion: Institutions of higher education should consider training faculty and staff to recognize impacts of poor sleep health for SSM/Vs to establish effective practices to support this unique population.
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Affiliation(s)
- Phillip A Morris
- Leadership, Research, and Foundations, University of Colorado at Colorado Springs, Colorado Springs, CO, USA
| | - Keston G Lindsay
- Human Physiology and Nutrition, University of Colorado at Colorado Springs, Colorado Springs, CO, USA
| | - Patience Agana
- Leadership, Research, and Foundations, University of Colorado at Colorado Springs, Colorado Springs, CO, USA
| | - Kathryn Watson
- Leadership, Research, and Foundations, University of Colorado at Colorado Springs, Colorado Springs, CO, USA
| | - Dale Willson
- Leadership, Research, and Foundations, University of Colorado at Colorado Springs, Colorado Springs, CO, USA
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2
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Vaknin-Nusbaum V, Rachevski I. Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers. JOURNAL OF LEARNING DISABILITIES 2023:222194231211947. [PMID: 37961890 DOI: 10.1177/00222194231211947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.
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Piano M, Diemer K, Hall M, Hui F, Kefalianos E, Lawford BJ, McKibbin G, Jarden RJ. A rapid review of challenges and opportunities related to diversity and inclusion as experienced by early and mid-career academics in the medicine, dentistry and health sciences fields. BMC MEDICAL EDUCATION 2023; 23:288. [PMID: 37106362 PMCID: PMC10139666 DOI: 10.1186/s12909-023-04252-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 04/12/2023] [Indexed: 05/11/2023]
Abstract
BACKGROUND Early- and mid-career academics in medicine, dentistry and health sciences are integral to research, education and advancement of clinical professions, yet experience significant illbeing, high attrition and limited advancement opportunities. OBJECTIVES Identify and synthesise published research investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences disciplines. DESIGN Rapid review. DATA SOURCES OVID Medline, Embase, APA PsycInfo, CINAHL and Scopus. METHODS We systematically searched for peer reviewed published articles within the last five years, investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences. We screened and appraised articles, then extracted and synthesised data. RESULTS Database searches identified 1162 articles, 11 met inclusion criteria. Studies varied in quality, primarily reporting concepts encompassed by professional identity. There were limited findings relating to social identity, with sexual orientation and disability being a particularly notable absence, and few findings relating to inclusion. Job insecurity, limited opportunities for advancement or professional development, and a sense of being undervalued in the workplace were evident for these academics. CONCLUSIONS Our review identified overlap between academic models of wellbeing and key opportunities to foster inclusion. Challenges to professional identity such as job insecurity can contribute to development of illbeing. Future interventions to improve wellbeing in academia for early- and mid-career academics in these fields should consider addressing their social and professional identity, and foster their inclusion within the academic community. REGISTRATION Open Science Framework ( https://doi.org/10.17605/OSF.IO/SA4HX ).
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Affiliation(s)
- Marianne Piano
- Department of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, 200 Berkeley Street, Carlton, VIC 3053 Australia
- National Vision Research Institute, Australian College of Optometry, Melbourne, Australia
| | - Kristin Diemer
- Department of Social Work, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Michelle Hall
- Department of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Centre for Health, Exercise and Sports Medicine, University of Melbourne, Melbourne, Australia
| | - Flora Hui
- Department of Optometry and Vision Sciences, Melbourne School of Health Sciences, University of Melbourne, 200 Berkeley Street, Carlton, VIC 3053 Australia
- Centre for Eye Research Australia, Department of Surgery, Royal Victorian Eye and Ear Hospital, University of Melbourne, Melbourne, Australia
| | - Elaina Kefalianos
- Department of Audiology and Speech Pathology, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Belinda J. Lawford
- Department of Physiotherapy, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Centre for Health, Exercise and Sports Medicine, University of Melbourne, Melbourne, Australia
| | - Gemma McKibbin
- Department of Social Work, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
| | - Rebecca J. Jarden
- Department of Nursing, Melbourne School of Health Sciences, University of Melbourne, Melbourne, Australia
- Austin Health, Melbourne, Australia
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Timmerman JR, Volpe V. Aspects of campus climate and mental health threats: The role of hypervigilance. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:695-704. [PMID: 33830884 DOI: 10.1080/07448481.2021.1904954] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Objective: This study sought to examine if hypervigilance is one mechanism through which aspects of less supportive campus climates are associated with mental health symptoms for college students. Participants: Data from 386 undergraduate college students attending a small college in the northeastern United States were collected. Methods: Participants completed online surveys which employed established measures of study variables. Results: Hypervigilance mediated the association between subjective social status and symptoms of anxiety and depression; lower subjective social status was associated with greater hypervigilance and greater hypervigilance was associated with more symptoms of anxiety and depression. Less sense of community was also directly associated with more anxiety, depression, and somatic symptoms. Conclusions: Hypervigilance may be an adaptive strategy to protect against psychosocial harm for low status members of the campus community, but may damage longer-term mental health. Implications for higher education administrators are discussed.
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Affiliation(s)
- Joanna R Timmerman
- Department of Education and Counseling, Villanova University, Villanova, Pennsylvania, USA
| | - V Volpe
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, USA
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Aquino KC, Scott S. Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4297. [PMID: 36901305 PMCID: PMC10001939 DOI: 10.3390/ijerph20054297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 02/22/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
Utilizing national survey data, this paper details the academic and access challenges created by the pandemic for students with disabilities, as perceived by disability resource professionals. Data included in this paper capture disability support service challenges at two unique timepoints during the COVID-19 pandemic-May 2020 [n = 535] and January 2021 [n = 631]. Disability resource professionals reported there was difficulty in the initial months of the pandemic for students to provide documentation of a disability to receive accommodations, use assistive technology in the new remote academic setting, and receive testing accommodations within the remote environment. While access and resources improved for students with disabilities over time, a portion of the surveyed disability resource professionals noted no observed improvement in students' with disabilities communication with instructors as well as a worsening of conditions for students with disabilities throughout the pandemic related to access to counseling and mental health services. In addition to highlighting key obstacles faced by this student group during the pandemic, this paper provides recommendations and implications for institutions to better serve this student group, including how institutions of higher education can coordinate a holistic approach to support student mental health.
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Affiliation(s)
- Katherine C. Aquino
- Department of Administrative and Instructional Leadership, St. John’s University, Queens, NY 11439, USA
| | - Sally Scott
- Association on Higher Education and Disability, Huntersville, NC 28070, USA
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Chee M, Davidian Z, Weaver KD. More to Do than Can Ever Be Done: Reconciling Library Online Learning Objects with WCAG 2.1 Standards for Accessibility. JOURNAL OF WEB LIBRARIANSHIP 2022. [DOI: 10.1080/19322909.2022.2062521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Michael Chee
- Library, University of Waterloo, Waterloo, Ontario, Canada
| | - Zia Davidian
- Library, University of Michigan-Flint, Flint, Michigan, USA
| | - Kari D. Weaver
- Library, University of Waterloo, Waterloo, Ontario, Canada
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Edwards M, Poed S, Al-Nawab H, Penna O. Academic accommodations for university students living with disability and the potential of universal design to address their needs. HIGHER EDUCATION 2022; 84:779-799. [PMID: 35079174 PMCID: PMC8776367 DOI: 10.1007/s10734-021-00800-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/01/2021] [Indexed: 06/14/2023]
Abstract
This paper reports on a faculty-wide investigation into the experiences of students requiring academic accommodations due to disability. Underpinned by the social model of disability and acceptance that universal design benefits the entire community, this study was conducted at a leading Australian university. A mixed methods approach was used to examine each of the three standard accommodations available: assignment extension, special consideration, and academic adjustment plans. Students living with disability were able to self-identify and to share their experiences relating to these procedures. As a result, data from 493 student survey responses and 9 subsequent follow-on interviews were analysed. At the same time, 10 disability support staff were asked about barriers and enablers faced by students. It was found that most students requiring assistance due to disability, identified as having a 'hidden' disability (learning, cognition or psychiatric conditions). It was also found that accommodations most often related to assessment. While students were most satisfied with academic adjustment plans developed with the support staff, self-perceived notions of stigma associated with disability negatively impacted upon interactions with peers and teaching staff. This study contributes to an emerging body of literature which considers the potential impact universal design might have on the student experience. It is argued that findings are particularly relevant as educators re-imagine university learning and teaching for a post-COVID world.
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Affiliation(s)
- Miriam Edwards
- Williams Centre for Learning Advancement, Faculty of Business and Economics, University of Melbourne, Melbourne, Australia
| | - Shiralee Poed
- School of Education, University of Queensland, Brisbane, Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia
| | - Hadeel Al-Nawab
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia
| | - Olivia Penna
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia
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Lovett BJ, Wood WLM, Lewandowski LJ. Differential Diagnosis of Sluggish Cognitive Tempo Symptoms in College Students. J Atten Disord 2021; 25:1251-1259. [PMID: 31904293 DOI: 10.1177/1087054719896856] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Objective: Sluggish cognitive tempo (SCT) refers to a set of symptoms that prior research has found to be related to several different psychological disorders, especially the predominantly inattentive presentation of ADHD. This study collected evidence relevant to the question of whether SCT is a distinct disorder. Method: College students (N = 910) completed measures of SCT, ADHD, depression, anxiety, sleep quality, and substance misuse. Results: Students reporting clinically high SCT (reporting at least five symptoms often or very often) had significantly higher levels and rates of other types of psychopathology. Moreover, when students reporting clinically significant levels of ADHD, depression, and anxiety symptoms, poor sleep quality, or hazardous levels of alcohol or cannabis use were removed, very few students reporting high SCT remained (only 4.8% of the original high-SCT group). Conclusion: SCT may be best thought of as a symptom set common to many types of psychopathology, and it may be caused by sleep problems or substance misuse as well.
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Harrison AG, Butt K, Armstrong I. Comparing Age- and Grade-Based Norms on the Woodcock-Johnson III Normative Update. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 2019; 79:855-873. [PMID: 31488916 PMCID: PMC6713978 DOI: 10.1177/0013164419834607] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
There has been a marked increase in accommodation requests from students with disabilities at both the postsecondary education level and on high-stakes examinations. As such, accurate identification and quantification of normative impairment is essential for equitable provision of accommodations. Considerable diversity currently exists in methods used to diagnose learning disabilities, including whether an impairment is normative or relative. This study investigated the impact on impairment classification if grade-based norms were used to interpret identical raw scores compared with age-based norms. Fourteen raw scores distributed equally across the adult range of the Woodcock-Johnson III Normative Update subtests were scored using norms for either age (18-29 years) or grade (13-17). The results indicate that raw scores receive a significantly lower standardized score (and thus percentile ranking) when grade-based norms are used. Furthermore, the difference between age- and grade-based scores increases dramatically as raw scores decrease, and there is a significant interaction between age and grade in the standard scores obtained. This study provides evidence to suggest that using different norms may result in different decisions about diagnoses and appropriate accommodations.
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