Obesity and asthma at school entry: co-morbidities and temporal trends.

AIM: A decline in asthma prevalence from 2000 to 2005 was reported previously. The objective is to examine the temporal trends for the prevalence of obesity and other childhood disorders and consider the extent to which associations between asthma and other co-morbidities can be accounted for by body mass index. METHODS: Serial cross-sectional surveys of primary school entrants (n = 18,999) in the Australian Capital Territory between 2001 and 2005 were used. Asthma, recent respiratory symptoms and diabetes data were extracted from parental reports. Anthropometric measurements were obtained from health assessments by school nurses. Child obesity was defined using the age and sex-specific Cole criteria. Time trends for the prevalence of obesity and other disorders, and the association between 'current asthma' and co-morbidities were analysed using multiple logistic regression and other analyses. RESULTS: Obesity prevalence was 5.24% in 2001 decreasing to 3.60% in 2005 (test of linear trend P = 0.02). Overweight (adjusted odds ratio (AOR) 1.30 (95% confidence interval (CI) 1.16, 1.46), P < 0.001) and obese (AOR 1.36 (95% CI 1.13, 1.62), P = 0.001) children were more likely to report 'asthma ever'. Children with diabetes (AOR 9.35 (95% CI 3.11, 28.12, P < 0.001)) and attention deficit (AOR 3.39 (95% CI 2.04, 5.64), P < 0.001) were more likely to report 'current asthma'. CONCLUSIONS: The pattern of association with co-morbidities was different for asthma and obesity. The temporal decline/plateau effect in 'current asthma' could not be explained by concurrent body mass index changes. The decline in obesity was largely driven by the 2005 findings. Longer term trends need to be evaluated further.

Learning styles of first-year undergraduate nursing and midwifery students: a cross-sectional survey utilising the Kolb Learning Style Inventory.

It is important that educators understand their students' learning styles. In this study we investigate the learning styles of first-year undergraduate nursing and midwifery university students and whether these learning styles are influenced by student demographic characteristics. A cross-sectional survey including demographic questions and the Kolb Learning Style Inventory was utilised. There was a 78% response rate (n=345). The majority of first-year students investigated in this study were divergers (29.5%), followed by assimilators (28.8%), accommodators (23.9%) and convergers (17.9%). Female students had a higher reflective observation (RO) score than male students (p=0.0078). Those with English as first language showed a higher active experimentation score (p=0.0543) and a lower concrete experience (CE) score (p=0.0038). Australian citizens and permanent residents had a higher RO score (p=0.0560) and a lower CE score (p=0.0100) than migrants and international students. Nursing/arts students had a higher abstract conceptualisation (AC) score than nursing students (p=0.0013). Students enrolled in 4-5 subject units had a higher AC score than those enrolled in 1-2 units (p=0.0244). Nursing and midwifery students are mainly of the diverger and assimilating learning styles. Some student demographic characteristics show a significant influence on learning styles. This study has teaching and research implications.

Learning preferences of first year nursing and midwifery students: utilising VARK.

The diversity of first year students is increasing with new schemes promoting access to higher education courses. It is important to assess the learning styles of students in order to cater for their differing learning needs. The aim of this study was to profile first year nursing/midwifery students at two campuses of Australian Catholic University, to investigate their learning preferences and the effect demographic background has on these preferences. We designed a survey to collect demographic data and incorporated the VARK (visual, aural, read-write and kinaesthetic) questionnaire to investigate the students' preferred learning modes. The kinaesthetic score of our students was the highest (7.34 ± 2.67), significantly differing from the other three modes (p<0.001). Demographic factors such as gender and age group did not influence mean scores of each sensory modality. The predominant preference was quadmodal utilising all four learning styles. The distribution of students preferring to learn by unimodal, bimodal, trimodal and quadmodal styles varied between demographic groupings. The rural students had significantly higher visual and kinaesthetic scores compared to their metropolitan counterparts. Students attending the rural campus had higher visual and read-write scores. Visual and aural scores were significantly lower for students from non-English speaking backgrounds. These findings have significant teaching and research implications.