Creative Solutions for Today's Students

This chapter will explore the connection between diversifying health profession student demographics, diversifying challenges these students face, and the new obstacles presented by shifting curriculum delivery to remote and hybrid learning during the coronavirus disease 2019 (COVID-19) pandemic. The chapter will explore challenges that may seem especially difficult to address in a remote learning model: the desire to develop community among fellow learners when in a hybrid or fully remote program and when learners are from varied backgrounds; cultivating in students coping mechanisms to manage anxiety from the economic uncertainty of today's world, balancing commitments between educational pursuits and other responsibilities (e.g., child or parent care, etc.); and facilitating learning for students with physical and/or mental disabilities or chronic medical conditions.

MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE

<p>Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.</p>

Medical students’ perceptions of play and learning: A qualitative study (Preprint)

BACKGROUND In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health professions education. Yet, decisions for if, when, how and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in current scientific literature. OBJECTIVE The objective of our study was to explore students’ perceptions of play in leisure time, and of GBL, as part of a mechanistic, bottom-up approach towards evidence-informed design and implementation of GBL in health professions education. METHODS We conducted six focus group discussion in medical and dentistry students, which were analysed using thematic analysis. RESULTS A total of 58 students participated. We identified four major themes based on the students’ perception of play in leisure time and on the combination of play and learning. Our results indicate that while play preferences were highly various in our health profession student cohort, pleasure was the common ground reported for playing. Crucially, play and the serious act of learning seemed paradoxical, indicating that the value and meaning of play is strongly context-dependent for students. CONCLUSIONS Four key points can be constructed from our study: (1) Students play for pleasure. Perceptions of pleasure vary considerably among students; (2) Students consider play as inefficient. Inefficiency will only be justified when it increases learning; (3) Play should be balanced with the serious and only be used for difficult or tedious courses; (4) Game-based learning activities should not be made compulsory for students. We provide practical implication and directions for future research. CLINICALTRIAL Ethical approval was obtained via the Netherlands Association for Medical Education (NVMO, 2019.1.11)

Challenges of the Teaching Profession: Student Teacher Wiev of the Status of Teachers in the Society and Their Own Engagement with Their Future Profession

Some people view teaching as a mission, many others consider it as just another job. Teaching profession is publicly perceived as socially valuable and important, a job essential for the development of fundamental societal and human values. However, in 2019 Croatia, one still cannot speak of teaching as a profession. The public perceives teacher's expected high level of enthusiasm as a basic quality of an educator, rather than expecting a high degree of professionalism. Consequently, unlike education policies in some European countries, the historical development of the upgrade to the teaching profession in Croatia is somewhat lagging behind. The text analyses the status of teachers and the acceptance of the educational profession in Croatia as well as the working conditions in the Croatian education. We present research results of attitudes towards the teaching profession and the social status of teachers expressed by students enrolled in the Faculty of Teacher Education, University of Rijeka. The main objective of the research was to determine the attitudes of students on the current status of teachers in Croatia, concurrently examining the level of their readiness to actively engage in achieving better social and material status of teachers. The research was conducted in 2018 using the survey method. The results confirmed that the respondents possess developed awareness of the deficiencies in the Croatian school system and the underpaid teaching staff. Aware of the basic weaknesses in the education policy, respondents expressed their willingness to engage in solving these problems. The results also clearly pointed to the need for an essential educational reform to improve the status of the teaching staff.

EDUCATION OF ACCOUNTING PROFESSIONS AND STUDENT PERSEPTOIN TO INTEREST CAREER PUBLIC ACCOUNTING

The purpose of this study is to find out: 1) To determine whether there is an influence of Accounting Profession Education to the career interests of public accountants students accounting skills program STIE AUB Surakarta. 2) To know whether there is influence of Student Perseption to career interest of public accountant student of accountancy program of STIE AUB Surakarta. This research is a descriptive quantitative research. The population of this research is the final year accounting student STIE AUB Surakarta. The sample of this research is 200 students taken by proportional sampling. Data collection techniques used were questionnaires and documentation. Data analysis technique is done by multiple linear regression. The results of this study are as follows: (1) Accounting Profession Education has a significant influence on the public accountant's interest in the amount of 0.000, 2) Student Perseption has a significant influence on entrepreneurship intentions towards entrepreneurial intentions of 0.003. Based on the calculation of the coefficient of determination can be said that 20.7% interest in careers public accountant STIE AUB Surakarta students can be influenced by the variables education accounting profession, student Perseption. Furthermore, the rest is 79.3% influenced by other factors, namely socio demographic factors, attitude factors, and contextual factors. Keywords: Accounting Profession Education Student Perception and Interest in Public Accountant Career

Holding children for procedures: An international survey of health professionals

Children undergoing clinical procedures can experience pain and/or anxiety. This may result in them being unwilling to cooperate and being held still by parents or health professionals. This study aimed to capture an international perspective of health professionals’ reported practices of holding children still for clinical procedures. An online questionnaire was distributed through network sampling to health professionals working with children aged under 16 years of age. A total of 872 responses were obtained from Australia ( n = 477), New Zealand ( n = 237) and the United Kingdom ( n = 158). Responses were from nurses ( n = 651), doctors ( n = 159) and other professionals ( n = 53). Health professionals reported children as held still for clinical procedures quite often (48%) or very often (33%). Levels of holding varied significantly according to country of practice, profession, student status, length of time working within a clinical setting, training received and the availability of resources in the workplace. Health professionals who gained permissions (assent from children and/or consent from parents) before procedures were less likely to hold children still for a clinical procedure than those who did not. Holding children still for procedures is an international practice, which is influenced by training, access to guidance, country of practice and profession. Children's permission and parental consent is often not sought before a child is held for a procedure to be completed.