Prevalence of Key Forms of Violence Against Adolescents in the Arab Region: A Systematic Review

Purpose

This article presents a systematic review of the prevalence of violence against adolescents in the 22 countries of the Arab League.

A Retrospective Study of the Clinical Capstone Experience on Perceptions of Practice Readiness in Associate Degree Student Nurses and Preceptors

This Student Transitional Experience into Practice (STEP) study explored differences in perceptions of practice readiness expectations between associate degree student nurses and their preceptors after a clinical capstone experience. The STEP study is a quantitative, retrospective design, secondary data analysis using a practice readiness survey delivered to associate degree nursing students and their nurse preceptors. Student and preceptor perceptions of practice readiness varied significantly across skill competency domains.     

How organisational processes influence assessors’ experiences of marginal students’ performances in clinical assessments

BackgroundCompetence assessment has become the accepted modality of assessing practice based disciplines, such as nursing. However, assessment of clinical competence remains a challenge for assessors.AimThis study sought to describe assessors’ experiences of grading undergraduate students’ performances in clinical courses when that performance is marginal; not a clear pass or fail.MethodsFourteen semi-structured interviews and two focus groups were undertaken with university employed assessors from a pre-registration bachelor of nursing programme at a multi-campus Australian university.FindingsThematic analysis identified two distinct theme themes from the textual data: ‘human influences’ and ‘organisational processes’. The first theme of human influences was reported elsewhere. ‘Organisational processes’, including three emerging themes:time demands and pressures; assessment processes and learning and teaching practices, were identified as key impacts on assessors’ experiences of grading student clinical performances and is addressed in this paper. The impact of organisational policies and processes on the assessor around workload, teaching and learning practices and assessment processes were significant to assessors.DiscussionTertiary assessment processes were found to significantly influence, both in a positive and negative manner, assessors’ experiences of grading student performances in clinical courses. Provision of a holistic approach to clinical assessment that includes robust assessor support measures should be developed and implemented to enhance student success and assist assessors to meet their professional responsibilities.ConclusionTertiary institutions play a key role in supporting effective and meaningful assessment of clinical programme components. Through understanding the significance of the organisations’ role, key stakeholders can start to examine and enact measures to bolster the enabling factors and reduce the barriers to assessing student performances that are not a clear pass or fail.     

Systematic review: Predictors of students’ success in baccalaureate nursing programs

Nursing schools strive to select a diverse student population who are likely to succeed by ensuring timely student progression through the program and effective use of educational sources. The purpose of this systematic literature review is to explore the preadmission variables and selection criteria that predict student success in 4-year baccalaureate nursing programs in the U.S. Sixteen articles met the eligibility criteria, and six measures were used to define student success: (a) early academic success, particularly during the first and second year; (b) attrition; (c) timely completion of the program; (d) graduation; (e) performance in nursing courses; and (f) academic performance in other science courses. Typically, the core set of cognitive predictors used in the admission process in nursing schools were pre-nursing GPA, pre-nursing collegiate science GPA, and scores on standardized aptitude exams. This review suggests that it is challenging to isolate one single variable as the best predictor of student success; however, using a combination of variables can offer a reliable prediction method. More researchers should consider using a theoretical basis to guide their inquiry on this topic. Additionally, researchers should examine admission variables that are most relevant across programs.     

Exploring peer tutoring from the peer tutor's perspective

IntroductionChanging working practices, student numbers, workforce demands, and deficits, have created a need to consider new ways of radiography student training. One suggestion could be to implement Peer Assisted Learning (PAL) during clinical placements. PAL utilises social constructivist theories, where peer tutors teach lower or same level tutees, reinforcing and practicing material formally taught. The aim of this study was to trial an intervention of PAL, co-designed between the university and students and evaluated to identify opportunities and challenges.MethodsUsing participatory action research 8 final year student volunteers trialled a 3-week intervention, where they delivered PAL to first years, tutoring on first year radiographic clinical practice. Focus groups were held pre and post intervention to gather qualitative data.ResultsFocus group discussions were transcribed and collectively thematically analysed. Two students and the primary researcher took part in the analysis.ConclusionStudents identified benefits and challenges to PAL. Issue around preparing for and being a peer tutor are also discussed.Further study involving experiences of first year students and clinical colleagues is required.Implications for practicePeer-tutoring has potential benefits to students to facilitate the development of skills related to image analysis and critique as well as radiographic anatomy and patient positioning.     

The association between sport-related concussion and musculoskeletal injury in university rugby athletes

ObjectivesThe study aimed to analyse the association between Sports-Related Concussion (SRC) and Subsequent Musculoskeletal Injury (MSK) in United Kingdom university-aged rugby union players whilst considering the effects of sex, athlete playing position and injury location.DesignRetrospective cohort study. A period of 365 days with 0–90, 91–180 and 181–365 days sub-periods was analysed for the following variables; MSK injury incidence, occurrence, severity, injury location, playing position and sex.SettingInjury data was collected from the Sports Development Centre database at Loughborough University.ParticipantsA total of 408 injuries in 181 athletes (55 females and 126 males) were included.ResultsThe MSK injury incidence of SRC group was significantly higher than control and higher post-SRC than pre-SRC period over a 365-day period (p=0.012 and p=0.034, respectively). The odds ratios of MSK injury incidence between groups and between periods were 1.62 (95% CI, 1.10–2.25) and 1.57 (95% CI ,1.08–2.29). A SRC was not associated with a greater time loss from a subsequent MSK injury or a specific MSK injury location.ConclusionsAthletes with a second recorded injury were more likely to sustain a MSK injury if they had experienced SRC, however, there was no indication a SRC resulted in greater time loss from a MSK injury.