[The student, the student group, the student advisor and the board of student advisors].
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Counseling↗
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Results for “students”
Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.
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Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.
This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.
Adolescent↗
Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students.
Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.
Achievement↗
Stereotyping between physical therapy students and occupational therapy students.
The purpose of this study was to examine the existence of preprofessional stereotypes in physical therapy (PT) and occupational therapy (OT) students at an urban midwestern university. Forty-two junior PT students and 42 junior OT students completed the Health Team Stereotyping Scale (HTSS) as a self-administered survey questionnaire. The students' total and individual word-pair scores on the HTSS were then compared. The first comparison, between the PT students' and the OT students' views of the PT profession, indicated that the PT students' assessment of the PT profession was more positive than that of the OT students. The second comparison, between the OT students' and the PT students' views of the OT profession, indicated that the OT students' perception of the OT profession was more positive than that of the PT students. Each student group chose both positive and negative descriptors for the other group. Some positive adjectives chosen by the OT students to describe PT students were "proud," "passive," and "precise." The PT students chose "casual" and "intentional" to positively describe OT students. Some negative adjectives chosen by the OT students to describe PT students were "overrated," "competitive," and "strict." The PT students described OT students as "passive," "dull," and "narrow." Both groups thought the other group was conventional and conservative. Awareness of the existence of positive and negative stereotypes may influence behaviors in preprofessional and professional environments.
Adult↗
Attitudes to social issues in medicine: a comparison of first-year medical students with first-year students in non-medical faculties.
The emphasis on academic achievement in medical student selection has given rise to the fear that students entering medicine may comprise a homogeneous group with tendencies towards academic and scientific pursuits rather than humanistic and person-oriented health care. The Attitudes to Social Issues in Medicine (ATSIM) scale was administered to first-year Australian medical students and first-year students in other faculties including students with significantly lower academic performance measured by high school examination scores. The medical student group was found to be less conservative towards general social issues than students enrolled in commerce and science faculties and scored equally with arts students. Greater conservatism was, however, apparent in those areas which most closely affect the doctor's role. Medical students were less positive than other student groups in their attitudes towards increased government control of the medical profession, the contribution of allied health professionals and the importance of social aspects of illness. On attitudes to issues such as prevention and doctor-patient relationships which do not challenge the knowledge base or traditional role and status of the medical profession, however, medical students demonstrate equal or greater concern compared with other student groups.
Attitude of Health Personnel↗
Interactions between severely mentally retarded students and other students in integrated and segregated public school settings.
Severely mentally retarded target students (n = 245) from 14 school districts in 9 states were observed in integrated and segregated social groups in 1981 and 1982. The rate of social bids directed by these students to other students and by other students to them was significantly higher in integrated social groups than in segregated social groups. In addition, a higher rate of positive bids was directed by nonretarded students to severely retarded students in comparison to bids from other handicapped students in integrated groups. Nonretarded students responded to social bids from severely retarded students more frequently than did other retarded students. The implications of the results of integration for severely retarded students are discussed in terms of increased social interaction opportunities and the generalized usage of social skills.
Adolescent↗
The effect of social contact on college students' attitudes toward severely handicapped students and their educational integration.
Research on integration suggests that the major benefit of educational integrated programmes is the facilitation of intergroup contact between mentally handicapped and non-handicapped students. The present study was designed to investigate the effect of different amounts of social contact with severely handicapped students on attitudes and emotional reactions of college students towards such students and their integration into mainstream education. The study was carried out in a tertiary college which has a link programme with a local school for pupils with severe learning difficulties. The results indicated that those participants who had social contact with severely handicapped students held more favourable attitudes and emotional reactions toward such students than did those who had no social contact with this group. The study concludes that the educational integration programmes can positively modify attitudes and emotional reactions of college students towards severely handicapped students. However, in order to implement an effective link or integration programme and to foster attitudes more favourable towards severely handicapped students, the study recommends that more opportunities for intergroup contact and social interaction between non-handicapped and handicapped students need to be provided.
Adaptation, Psychological↗
Health care use by human immunodeficiency virus-infected students at a California student health service.
We report characteristics of 16 college students with human immunodeficiency virus (HIV) infection but without the acquired immunodeficiency syndrome who received care at a student health center at a major university in California. Sociodemographic and clinical data and medical expenditures were obtained retrospectively from medical charts and computerized billing records. All 16 students were men who had sex with men, and 3 had also used intravenous drugs. Dermatologic conditions, upper respiratory tract infections, gastrointestinal conditions, anemia, lymphadenopathy, sexually transmitted diseases, and ophthalmologic conditions were more frequent among HIV-infected students than among the general student population using the health center. On average, HIV-infected students visited the student health service about 3 times more often and incurred charges about 10 times higher than the general population of students visiting the health center. Student health centers, which have been at the forefront of developing strategies for HIV prevention, education, and counseling, must also develop treatment programs for HIV-infected students.
Adult↗
Remediation of mutually aversive interactions between a problem student and four teachers by training the student in reinforcement techniques.
This study tested the effect of a social reinforcement training procedure for a problem student on the verbal and nonverbal approval and disapproval of four of the student's teachers. A design incorporating aspects of a multiple baseline within an extended reversal design (ABABA) was employed. Data were taken on the four teachers' approval and disapproval of a student regarded as a major discipline problem and the target student's approval and disapproval of the four teachers during baseline 1, experimental condition 1, baseline 2, experimental conditon 2, and a postcheck or baseline 3 condition six weeks after experimental condition 2. Results showed that increased student approval and decreased disapproval were attributable to training procedures. The increased student approval increased three of the four teachers' approval and decreased the disapproval of all four teachers. Six weeks after experimental condition 2, both approval and disapproval by three of the four teachers and the student and disapproval by all four teachers and the student remained changed over baseline conditions. Student and teacher approval and disapproval were highly correlated at statistically significant levels.
Adolescent↗
Specialties chosen by medical students who participated in a student-run, community-based free clinic.
Since 1974 the Hispanic medical and premedical students at the University of California, Davis, have operated a free clinic in a Hispanic community in Sacramento with the support and assistance of the family practice department. Using National Residency Matching Program data for the years 1978-1982, we compared the specialties selected by the students who had participated in Clinica Tepati for elective credit with those selected by all other graduating students. Almost all of the Clinica Tepati students (96.5 percent) selected one of the primary care specialties--family practice, pediatrics, and internal medicine--with 55.2 percent selecting family practice. These specialty choices of the Clinica Tepati students were significantly different from those of the other students. No cause-and-effect relationship can be determined when studying a self-selected group of students, yet the large percentage of the Clinica Tepati students selecting primary care does point toward such community-oriented experiences having some value in motivating or reinforcing a student's choice of primary care as a career goal.
California↗
Strategies for improving health care for foreign students and dependents. Report of the National Association for Foreign Student Affairs-American College Health Association Joint Task Force on Foreign Student Health Care.
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Adult↗
[Student nurse--student or labor force? Congress of international student nurses in Oslo].
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Congresses as Topic↗
The ethical implications of medical student involvement in the care and assessment of patients in teaching hospitals--informed consent from patients for student involvement. Part I: A description of the origin and implementation of policies governing medical student interaction with patients and compliance with Federal and JCAH guidelines.
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Ethics, Medical↗
The ethical implications of medical student involvement in the care and assessment of patients in teaching hospitals--informed consent from patients for student involvement. Part II: A description of student behavioral practices and perspectives on the issue of informed consent for their involvement in patient care and assessment.
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Ethics, Medical↗
Student health advisory committees--an overview of a vehicle for student participation in student health programs.
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California↗
Health concerns of high school students and teachers' beliefs about student health concerns.
Information about health concerns of adolescents can assist in assessment and treatment of their particular medical problems. Because teachers are important figures in the lives of young people, their beliefs about student health concerns are often solicited. A survey to assess adolescent health concerns and teachers' beliefs about student health concerns was conducted in two urban high schools on a sample of 831 students and 146 teachers. An assessment of 22 health concerns among the students revealed that a moderate level of concern existed on virtually every issue (the mean percentage "very concerned" was 55%), with black students and girls reporting more concern about many topics. In contrast, teachers significantly underestimated the level of concern of the students by an average of 13%, consistently having inaccurate beliefs about the types and level of student concerns. Students are concerned about health issues and are in need of health education and counseling in these areas. Teachers are not always aware of the level and types of student health concerns and may not be good sources of information about adolescent health.
Adolescent↗
Preregistration nursing student attrition and strategies to improve student retention in university; an umbrella review.
BACKGROUND: Attrition among preregistration nursing students remains a persistent international challenge, contributing to nursing workforce shortages. Although extensive research has examined factors influencing student attrition and retention, the evidence is fragmented across review-level literature, limiting clarity regarding priority and evidence-informed retention strategies. AIM: To synthesize review-level evidence on factors associated with preregistration nursing student attrition and to identify strategies that support student retention in university-based nursing programs. METHODS: An umbrella review was conducted in accordance with the Joanna Briggs Institute methodology. Six electronic databases were systematically searched for peer-reviewed literature reviews published in English between January 2016 and October 2025. Eligible reviews focused on undergraduate preregistration nursing students in face-to-face university programs. Methodological quality was appraised using the JBI critical appraisal checklist. Findings were synthesised using narrative and thematic approaches. RESULTS: Seventeen literature reviews were included. Attrition was consistently described as multifactorial, influenced by academic preparedness, psychosocial wellbeing, socio-demographic factors, and institutional support. Retention strategies reported across reviews were predominantly relational, developmental, and sustained over time, including mentoring, tutoring, academic skills development, psychosocial support, and interventions that foster belonging. Faculty engagement and holistic approaches were repeatedly associated with improved student persistence. However, the evidence base was largely descriptive, with limited experimental evaluation of intervention effectiveness. CONCLUSION: Preregistration nursing student retention is best supported through multifaceted, sustained strategies that begin at admission and extend throughout the curriculum. While current evidence highlights consistent patterns of effective support, further rigorous research is required to evaluate retention interventions and extend evidence to flexible nursing education pathways.
Humans↗
Conceptual systems of undergraduate nursing students as compared with university students at large and practicing nurses.
Phase I of a longitudinal study compared characteristics of abstractness-concreteness of junior-level baccalaureate nursing students at the University of Colorado with characteristics of practicing nurses and other college students. Three measurement instruments were used: Harvey's Conceptual Systems Test, the Role Survey, and the Self-Esteem Questionnaire. Nursing students were found to be more abstract than practicing nurses; no difference was found on abstractness-concreteness between nursing and the other students. More nursing students than practicing nurses or other students were found to have a need for structure and order. And, nursing students showed higher overall expanded role orientation than practicing nurses. Phases II and III of the study will examine nursing students' changes in abstractness-concreteness during the second and third years of study.
Adult↗