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Cheng S, Deng L, Li J. The role of grit in thinking styles and academic major satisfaction. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:527-540. [PMID: 38877719 DOI: 10.1093/jdsade/enae022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 05/08/2024] [Accepted: 05/29/2024] [Indexed: 06/16/2024]
Abstract
Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students' academic experience. These findings contribute to the limited literature on DHH students' psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies.
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Affiliation(s)
- Sanyin Cheng
- Department of Philosophy and Social Development, Shandong University, Jinan, Shandong, China
| | - Li Deng
- Department of Philosophy and Social Development, Shandong University, Jinan, Shandong, China
| | - Jiaqi Li
- Department of Philosophy and Social Development, Shandong University, Jinan, Shandong, China
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Zanardo ABR, Ventura CAA. Cultural adaptation and validation of the Strategies to end seclusion restraint module of the QualityRights ToolKit. Rev Lat Am Enfermagem 2022; 30:e3553. [PMID: 35476011 PMCID: PMC9019899 DOI: 10.1590/1518-8345.5638.3553] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 01/04/2022] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to adapt to the Brazilian culture and validate the module "Strategies to end seclusion restraint" of the QualityRights toolkit of the World Health Organization on mental disorders to train health professionals in Brazil. METHOD it is a methodological study divided into three stages. The modules were translated from the original language (English) to the target language (Brazilian Portuguese) in the first stage. In the second, the translation was assessed by a committee of judges with seven experts. In the third stage, the assessment was conducted by mental health professionals (nurses, psychologists, and lawyers), in which seven mental health professionals participated. They assessed the material using the Suitability Assessment of Materials instrument. RESULTS in the assessment conducted by the experts (n=7), 8 items assessed obtained 100% approval and the other 6 items obtained lower approvals, with a total approval of 92%. Regarding the assessment by health professionals (n=7), 2 items had a maximum approval of 100% and the other had the approval of 86% each, with a total approval of 88%. CONCLUSION based on the results, it is considered that this module is adapted to the Brazilian culture and can be used to train Brazilian health professionals.
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Affiliation(s)
- Ana Beatriz Rizzo Zanardo
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador da OPAS/OMS para o Desenvolvimento da Pesquisa em Enfermagem, Ribeirão Preto, SP, Brasil
- Bolsista da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brasil
| | - Carla Aparecida Arena Ventura
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, Centro Colaborador da OPAS/OMS para o Desenvolvimento da Pesquisa em Enfermagem, Ribeirão Preto, SP, Brasil
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Zanardo ABR, Ventura CAA. Cultural adaptation and validation of the Strategies to end seclusion restraint module of the QualityRights ToolKit*. Rev Lat Am Enfermagem 2022. [PMID: 35476011 PMCID: PMC9019899 DOI: 10.1590/1518-8345.5638.3520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Objective to adapt to the Brazilian culture and validate the module “Strategies to end seclusion restraint” of the QualityRights toolkit of the World Health Organization on mental disorders to train health professionals in Brazil. Method it is a methodological study divided into three stages. The modules were translated from the original language (English) to the target language (Brazilian Portuguese) in the first stage. In the second, the translation was assessed by a committee of judges with seven experts. In the third stage, the assessment was conducted by mental health professionals (nurses, psychologists, and lawyers), in which seven mental health professionals participated. They assessed the material using the Suitability Assessment of Materials instrument. Results in the assessment conducted by the experts (n=7), 8 items assessed obtained 100% approval and the other 6 items obtained lower approvals, with a total approval of 92%. Regarding the assessment by health professionals (n=7), 2 items had a maximum approval of 100% and the other had the approval of 86% each, with a total approval of 88%. Conclusion based on the results, it is considered that this module is adapted to the Brazilian culture and can be used to train Brazilian health professionals.
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Affiliation(s)
- Ana Beatriz Rizzo Zanardo
- Universidade de São Paulo, Brazil; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Zanardo ABR, Ventura CAA. Adaptación cultural y validación del módulo Strategies to end seclusion restraint del ToolKit QualityRights*. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.5638.3552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumen Objetivo adaptar a la cultura brasileña y validar el módulo “Strategies to end seclusion restraint del ‘toolkit QualityRights’” de la Organización Mundial de la Salud sobre trastornos mentales para la capacitación de profesionales de la salud en Brasil. Método se trata de un estudio metodológico, dividido en tres etapas. En la primera, fue realizada la traducción de los módulos de la lengua original (inglés) a la lengua objetivo (portugués brasileño). En la segunda, fue realizada la evaluación de la traducción por un comité de jueces compuesto de siete especialistas. En la tercera etapa, fue realizada la evaluación por profesionales de la salud mental (enfermeros, psicólogos y abogados), de la cual participaron siete profesionales de la salud mental. Ellos evaluaron el material por medio del instrumento Suitability Assessment of Materials. Resultados en la evaluación realizada por los especialistas (n=7), 8 ítems evaluados obtuvieron 100% de aprobación y los otros 6 ítems aprobaciones menores, obteniéndose una aprobación total del 92%. En cuanto a la evaluación realizada por los profesionales de la salud (n=7), 2 ítems tuvieron aprobación máxima del 100% y los demás tuvieron aprobación del 86% cada uno, obteniéndose aprobación total del 88%. Conclusión con base en los resultados, se considera que este módulo está adaptado a la cultura brasileña, pudiendo ser utilizado para la capacitación de profesionales de la salud brasileños.
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Affiliation(s)
- Ana Beatriz Rizzo Zanardo
- Universidade de São Paulo, Brazil; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Rossini S, Mazzotta R, Kangasniemi M, Badolamenti S, Macale L, Sili A, Vellone E, Alvaro R, Bulfone G. Measuring academic satisfaction in nursing students: a systematic review of the instruments. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2021-0159. [PMID: 36117260 DOI: 10.1515/ijnes-2021-0159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 07/26/2022] [Indexed: 11/15/2022]
Abstract
Student academic satisfaction is one of the most important factors affecting the success and quality of a higher education institute and is an indicator about teaching and learning. This study aims to summarize and critically evaluate the instruments assessing academic satisfaction in nursing education. A systematic review was undertaken, PRISMA were used for the screening of studies. MEDLINE, Cochrane, Scopus and CINAHL were searched using MeSH terms; seven eligible articles were identified referring to five assessment tools. COSMIN was used for evaluation of the methodological of the instruments. The systematic review identified five satisfaction measurement tools used in nursing education. The analysis of the instruments rarely considered a confirmative validity structure, measurement error or criterion validity. The best available instrument was the Nursing Students Satisfaction Scale (NSSS) for validation methodology; however, it needs further validation studies that consider CFA, reliability, criteria validity, hypothesis testing and measurement error.
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Affiliation(s)
- Silvia Rossini
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Rocco Mazzotta
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Mari Kangasniemi
- Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland
| | - Sondra Badolamenti
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Loreana Macale
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | | | - Ercole Vellone
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Rosaria Alvaro
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
| | - Giampiera Bulfone
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy
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Batista RDS, Santos MSD, Melo EC, Moreira RC, Martins JT, Galdino MJQ. Burnout and academic satisfaction of nursing students in traditional and integrated curricula. Rev Esc Enferm USP 2021; 55:e03713. [PMID: 34133648 DOI: 10.1590/s1980-220x2020002003713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2020] [Accepted: 09/23/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To verify the prevalence of burnout and its relationship with the academic satisfaction of nursing students in traditional and integrated curricula. METHOD Quantitative, observational, cross-sectional, and analytical descriptive study with nursing undergraduates in two public universities. The data were collected in the classroom through a characterization survey, Maslach Burnout Inventory, and the Nursing Student Satisfaction Scale, and analyzed through inferential and descriptive statistics. RESULTS The participants included 301 undergraduate students. The prevalence of burnout in the traditional curriculum was 30.2%; in the integrated one, this was 16.2%. Academic efficacy (p=0.004), satisfaction with curriculum and teaching (p=0.011), and professional and social integration (p<0.001) were higher for students in the integrated curriculum. Satisfaction with the educational environment was higher in the traditional curriculum (p=0.012). Burnout was statistically associated with low academic satisfaction in all dimensions. CONCLUSION The prevalence of burnout has differed significantly among students in the analyzed curriculum models and is directly associated with academic satisfaction or lack thereof. Educators should develop preventive actions against burnout in future nurses focusing on the promotion of academic satisfaction.
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Affiliation(s)
| | | | - Emiliana Cristina Melo
- Universidade Estadual do Norte do Paraná, Departamento de Enfermagem, Bandeirantes, PR, Brazil
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Rahmatpour P, Peyrovi H, Sharif Nia H. Development and psychometric evaluation of postgraduate nursing student academic satisfaction scale. Nurs Open 2021; 8:1145-1156. [PMID: 34482656 PMCID: PMC8046041 DOI: 10.1002/nop2.727] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Accepted: 11/09/2020] [Indexed: 01/09/2023] Open
Abstract
AIM To develop and evaluate the psychometric properties of postgraduate nursing student academic satisfaction scale (PNSASS). DESIGN The mixed-method study was carried out in two phases; (a) item generation by hybrid concept analysis and (b) item reduction by psychometric evaluation of the developed scale. METHODS The initial item pool (N = 209) was prepared based on concept analysis results and similar instruments. A total of 402 postgraduate nursing students willingly participated in online data gathering from August 2019 to May 2020. The validity (face, content and construct) and reliability (stability and internal consistency) of the scale were assessed. RESULTS Exploratory factor analysis identified that the scale had four factors which explained 64.80% of the total extracted variance. The results of confirmatory factor analysis showed a good model fit. The reliability of scale was strong to excellent. The results showed that the PNSASS has suitable validity and reliability properties, which can be used to measure the academic satisfaction of postgraduate nursing students.
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Affiliation(s)
- Pardis Rahmatpour
- Department of nursingSchool of Nursing and MidwiferyIran University of Medical SciencesTehranIran
| | - Hamid Peyrovi
- Nursing Care Research Center/School of Nursing and MidwiferyIran University of Medical SciencesTehranIran
| | - Hamid Sharif Nia
- School of Nursing and Midwifery, AmolMazandaran University of Medical SciencesSariIran
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Soares AB, Rodrigues IDS, Santos GGBD, Lima CDA. A Satisfação de Estudantes Universitários com o Curso de Ensino Superior. PSICOLOGIA: CIÊNCIA E PROFISSÃO 2021. [DOI: 10.1590/1982-3703003220715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo Este estudo exploratório qualitativo objetivou identificar as características que compõem a satisfação dos estudantes universitários com o curso superior. A amostra foi composta por 78 alunos de diferentes cursos de instituições públicas e privadas situadas no estado do Rio de Janeiro. Na coleta de dados, foi utilizado um questionário específico construído especialmente para este estudo, baseado na literatura pertinente. Para explorar os dados, foi realizada a análise do corpus textual por meio do software Iramuteq (versão 0.7 alpha 2). Os resultados evidenciaram características de satisfação e insatisfação dos alunos. A satisfação foi especialmente proporcionada pela figura do docente, indicando o papel dele como facilitador no desenvolvimento do conhecimento e das habilidades profissionais dos estudantes. A insatisfação se relacionou principalmente ao não oferecimento de diversos elementos pelo curso, dentre os quais destacam-se o papel do docente, a oportunidade de vivenciar aspectos práticos da profissão, a estrutura da Instituição e a qualidade da informação fornecida. Os achados oferecem subsídios para que as universidades possam melhorar suas práticas, elevando a qualidade dos cursos.
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Rahmatpour P, Sharif Nia H, Peyrovi H. Evaluation of psychometric properties of scales measuring student academic satisfaction: A Systematic review. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2019; 8:256. [PMID: 32002428 PMCID: PMC6967218 DOI: 10.4103/jehp.jehp_466_19] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Student satisfaction has an impact on student motivation, recruitment of new students, and retention of existing students. Hence, it is important for researchers and academic institutes to assess student academic satisfaction by valid and reliable scales. The aim of this study was to rigorously assess methodological quality and psychometric properties of scales measuring student academic satisfaction. METHODS In this systematic review, databases including Scopus, PubMed, ProQuest, ScienceDirect, and Web of Science, and two Persian databases were searched using relevant keywords such as academic satisfaction, student satisfaction, university satisfaction, campus satisfaction, academic life experience, validation, and psychometric and factor analysis from 1970 to December 2018. Considering eligibility criteria, studies were selected after titles and abstracts screening. The methodological quality assessment was performed by the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist and the Terwee quality criteria. RESULTS Of 814 retrieved articles, 13 studies were included in the study. Based on the COSMIN checklist, structural validity (84%), content validity (53%), and hypothesis testing (53%) were the most reported properties. One study reported cross-cultural validity, one for criterion validity, and none reported measurement error. CONCLUSION The results of our study showed that in spite of ≥48 years of development in student satisfaction scales; however, each scale has at least one "poor" psychometric property based on the COSMIN checklist. Quality appraisal of scales is necessary after developing and performing psychometric process.
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Affiliation(s)
- Pardis Rahmatpour
- Department of Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Hamid Sharif Nia
- Department of Nursing, School of Nursing and Midwifery Amol, Mazandaran University of Medical Sciences, Sari, Iran
| | - Hamid Peyrovi
- Department of Critical Care, Nursing School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
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Jamoulle M, Roland M, Bae JM, Heleno B, Visentin G, Gusso GDF, Godycki-Ćwirko M, Pizzanell M, Ouvrard P, La Valle R, Gomes LF, Widmer D, Bernstein J, Mariño M, Wagner HL, Rossi I. Ethical, pedagogical, socio-political and anthropological implications of quaternary prevention. REVISTA BRASILEIRA DE MEDICINA DE FAMÍLIA E COMUNIDADE 2018. [DOI: 10.5712/rbmfc13(40)1860] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
The concept of quaternary prevention, resulting from a reflection on the doctor-patient relationship, is presented as a renewal of the age-old ethical requirement: first, a doctor must do no harm; second, the doctor must control himself/herself. The origin of the concept, its endorsement by the World Organization of Family Doctors (WONCA) and the European Union of General Practitioners (UEMO), its dissemination, and the debates to which it has given rise, are presented by a panel of authors from 10 countries. This collective text deals more specifically with: the bioethics of prevention, the importance of teaching Quaternary prevention and factual medicine, the social and political implications of the concept of quaternary prevention, and its anthropological dimensions.
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