Effects of Transition from Remote to In-Person Learning in University Students: A Longitudinal Study.

Previous studies have shown that the transition from the University environment to remote learning impacted student mental health. Our study aimed to investigate the effects of university environment on anxiety and depressive symptoms in health sciences students. Students at the Technical University of Manabí, Ecuador, with 6-10 in-person semesters, who shifted to remote learning and then returned to face-to-face learning were selected. Students responded to the General Anxiety Disorder-7 (GAD-7) and Patient Health Questionnaire-9 (PHQ-9). In addition, questions regarding social interaction, physical exercise, mood and sleep habits were also asked. This longitudinal study tracked 323 students during the return to in-person classes and term end. The results showed similar rates of anxiety (GAD-7, p = 0.011-p = 0.002) and depression (PHQ-9 p = 0.001-p = 0.032) among students at week 1 and week 15. Previous diagnosis of depression (OR, 0.171; CI 0.050-0.579, p < 0.005) was shown to correlate with depression levels in week 1, with no changes seen at follow-up. Anxiety levels were shown to be associated with a previous diagnosis of the disorder at week 1, but not at follow-up (OR 0.233; CI 0.085-0.643, p < 0.005). The return to in-person learning among university students maintained levels of anxiety and depressive symptoms, underscoring ongoing vulnerabilities to mental health disorders in this group.

Bridging the Gaps: The Transformative Effect of Coronavirus Disease 2019 (COVID-19) on Preventive Measures Among Medical and Health Sciences College Students in Madinah, Saudi Arabia.

Background The global impact of coronavirus disease 2019 (COVID-19) has disrupted the activities of medical and health profession education institutions. This study aimed to determine the impact of COVID-19 on medical and health profession education students' knowledge, attitudes, and practices toward preventive measures and their commitment to precautionary measures before, during, and after the pandemic. Materials and methods A cross-sectional study was carried out from January to March 2023 using an online, structured, validated questionnaire survey to gather information from medical and health sciences students from three universities, encompassing five colleges in Madinah, Saudi Arabia. The minimum required sample size was estimated using the Epi Info software as 380. The data was analyzed using IBM SPSS Statistics for Windows, Version 20.0 (Released 2011; IBM Corp., Armonk, New York, United States). Statistical tests including Student's t-test, chi-squared test, and analysis of variance (ANOVA) test were applied. Results The findings revealed that personal experiences with COVID-19 infection had a significant impact on students' attitudes and commitment to preventive measures (p<0.05). Among the participants, 172 students (45%) reported having contracted COVID-19. Students with clinical exposure showed a higher level of understanding and adherence to preventive measures (248 students, 68%), compared to pre-clinical students (198 students, 52%) (p<0.05). Positive attitudes were observed toward practices such as sneezing etiquette (289 students, 76%) and flu vaccination (314 students, 83%) (p<0.05). However, negative attitudes were observed toward mask-wearing (155 students, 41%) and social distancing (144 students, 38%), particularly among male students (p<0.05). Conclusion The study provided valuable insights into the impact of the COVID-19 pandemic on medical and health sciences students' knowledge, attitudes, and practices toward preventive measures and the importance of introducing COVID-19 prevention measures in the pre-clinical phase as well as mental health support to promote positive attitudes and enhance adherence to preventive measures.

Assessment of educational technology in lactation physiology by health students / Evaluación de tecnología educativa en fisiología de la lactancia por estudiantes de salud / Avaliação de tecnologia educacional de fisiologia da lactação por estudantes da saúde

ABSTRACT Objectives: to assess the suitability, facilitators, and barriers of using a video clip for teaching lactation physiology to health students. Methods: a cross-sectional study was conducted with online data collection at a higher education institution, using the Assistive Technology Assessment Instrument and open-ended questions. The sample consisted of 88 students. Results: the video clip was deemed suitable in all attributes. Facilitators identified included attractiveness, musicality, and ease of access. Barriers noted were the music's speed and the necessity for prior knowledge. The video clip achieved adequate scores for interactivity (1.71), purpose (1.77), relevance (1.64), and clarity (1.77). The overall average of the attributes was 1.72. Conclusions: the video clip can serve as an effective learning strategy to enhance hybrid education, potentially contributing to the promotion and support of breastfeeding. However, some barriers underscore the importance of prior knowledge for a complete understanding of the content.

RESUMEN Objetivos: evaluar la idoneidad, los facilitadores y las barreras del uso de un videoclip para enseñar fisiologia de la lactancia a estudiantes de salud. Métodos: se realizo un estudio transversal con recopilación de datos en línea en una institución de educación superior, utilizando el Instrumento de Evaluación de Tecnologia Asistiva y preguntas abiertas. La muestra consistió en 88 estudiantes. Resultados: el videoclip fue considerado adecuado en todos los atributos. Los facilitadores identificados incluyeron atractivo, musicalidad y facilidad de acceso. Las barreras señaladas fueron la velocidad de la música y la necesidad de conocimientos previos. El videoclip obtuvo puntuaciones adecuadas en interactividad (1.71), propósito (1.77), relevancia (1.64) y claridad (1.77). El promedio general de los atributos fue de 1.72. Conclusiones: el videoclip puede servir como una estrategia de aprendizaje efectiva para mejorar la educación híbrida, potencialmente contribuyendo a la promoción y el apoyo de la lactancia materna. Sin embargo, algunas barreras subrayan la importancia del conocimiento previo para una comprensión completa del contenido.

RESUMO Objetivos: avaliar a adequação, facilitadores e barreiras para o uso de um videoclipe para aprendizagem da fisiologia da lactação por estudantes da saúde. Métodos: estudo transversal com coleta de dados online em uma instituição de ensino superior, utilizando o Instrumento de Avaliação de Tecnologia Assistiva e questões abertas. A amostra incluiu 88 estudantes. Resultados: o videoclipe foi avaliado como adequado em todos os atributos. Facilitadores identificados incluíram atratividade, musicalidade e praticidade de acesso. Barreiras apontadas foram a velocidade da música e a necessidade de conhecimento prévio. O videoclipe obteve média adequada para interatividade (1,71), objetivo (1,77), relevância (1,64) e clareza (1,77). A média global dos atributos foi 1,72. Conclusões: o videoclipe pode ser utilizado como estratégia de aprendizagem que potencializa o ensino híbrido na formação, com potencial para contribuir com a promoção e apoio ao aleitamento materno. No entanto, algumas barreiras destacam a necessidade de conhecimento prévio para a compreensão total do conteúdo.

The perspectives of health sciences students the new way of learning: Mixed methods design.

Objectives: The study aimed to determine the following four differences between students in the fields of nursing and health systems management: (a) attitudes towards web-based learning, (b) online course anxiety, (c) online course self-efficacy, and (d) intentional use of technology for learning and find factors that influence students' intentional learning with technology. Methods: The study utilized an explanatory sequential mixed methods design. The study was performed according to the checklist for assessment and reporting of document analysis for mixed methods design and research in health professions education. We included students from the School of Health Sciences, including those studying nursing and health systems management. There were 304 students included in our study. Results: Students from health systems management had more positive attitudes toward web-based learning than nursing students. Health science students' years of study, online course self-efficacy, and web-based learning influence intentional learning with technology among students. The qualitative finding corresponds only with the qualitative result demonstrated that online course self-efficacy predicts the intentional use of technology for learning. Conclusions: It is needed to consider factors for designing effective online learning experiences in health science, enabling educators to enhance intentional technology-based learning for nursing and health systems management students through web-based learning optimization.

Adaptation, implementation, and evaluation of an online health sciences training program for brief smoking intervention: A pre-post study in four European countries.

BACKGROUND: Tobacco cessation intervention has a positive impact on quality of care. For health professionals, limited competency in this area may be associated with poor training during their academic programs. There is a clear need to further develop and implement training programs to improve tobacco cessation knowledge, skills, and attitudes among healthcare students. OBJECTIVES: The aim of this study was to assess the effectiveness of the innovative online training program "Brief Intervention in Smoking Cessation" for healthcare students to improve their knowledge, skills, and attitudes. DESIGN: A pre-post evaluation study with a satisfaction assessment tool was used. SETTING: Seven universities from four European countries, including Belgium, Portugal, Spain, and the United Kingdom, participated. PARTICIPANTS: One thousand and seventy-two (1072) undergraduate students participated, with 851 completing the online program. METHODS: All participants completed the "Brief Intervention in Smoking Cessation" online program, which consisted of five theoretical modules, five videos, and three virtual simulation cases between January 2020 and June 2022. Knowledge was assessed by a multiple-choice test, and practical skills were assessed by a simulation algorithm, both of which were developed by education and smoking cessation experts. Competency was achieved when students successfully completed both assessments. Satisfaction was measured using an ad hoc 16-item questionnaire. Pre-post changes in knowledge were assessed using a paired Student's t-test. RESULTS: Eighty-six percent of the students achieved smoking cessation competency. Students significantly improved their knowledge score on a scale of 0 to 10 points, with a mean pre-program score of 3.79 vs a mean post-program score of 7.33 ([-3.7 - -3.4] p < 0.001), acquiring sufficient attitudes and skills (simulation mean of 7.4 out of 10 points). Students were highly satisfied with the program (8.2 out of 10) and recommended it to other students (8.4 out of 10). CONCLUSIONS: The "Brief Intervention in Smoking Cessation" online training program is effective for the acquisition of smoking cessation competencies among European health profession students.

eHealth literacy, internet use and health-related behaviour among health sciences students: a cross sectional study.

BACKGROUND: Health sciences students should have the necessary skills required to find health information from online resources. OBJECTIVE: To assess the eHealth Literacy Scale (eHEALS) and its association with internet use for health-related purposes, self-perceived health and health-related behaviour. METHODS: A cross-sectional study was conducted in a sample of 528 health sciences students. Sociodemographic data, questions related to internet use for health-related purposes, self-perceived health and health-related behaviour, and the eHEALS tool were collected. RESULTS: The overall mean eHEALS score was 3.19 ± 0.78. Students who consider access to health resources on the internet to be very important had the highest eHEALS scores (p = 0.015). There were significant differences between the participants' perceptions of the usefulness of the internet with regard to making health decisions (p < 0.001), the accuracy of information on the internet (p = 0.001) and the eHEALS scores. CONCLUSIONS: Health sciences students have a moderate level of eHealth literacy. Positive attitude towards internet use and positive self-perception of health are the most relevant factors associated with eHealth literacy. IMPACT STATEMENT: As future healthcare providers, students need to develop eHealth literacy skills in order to find reliable health information. A positive attitude towards internet use and a positive self-perception of health are factors associated with eHealth literacy. Educators should promote training programmes that ensure students are acquiring suitable skills in eHealth literacy.

Undergraduate health sciences students' response regarding COVID-19 pandemic in Saudi Arabia: an observational study.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic represents a major health problem, and its influences may persist with emerging viral variants. The current work was to evaluate the knowledge, attitude, and learning satisfaction of health sciences students (HSS) regarding the COVID-19 pandemic. METHODS: A questionnaire-based cross-sectional study was conducted from 20 February 2021 to 20 March 2021. Participants were undergraduate HSS at Prince Sattam bin Abdulaziz University in Al Kharj, Saudi Arabia. The questionnaire has been generated and distributed via online form. The questionnaire used was based on previous studies and included demographic information and knowledge, attitudes, perception, and learning satisfaction related to the COVID-19 pandemic. RESULTS: Out of the 400 questionnaires distributed to eligible students, the current study included a total of 330 HSS (82.5% response rate) from colleges of medicine (25.5%), dentistry (11.8%), pharmacy (33.6%), and Applied Medical Sciences (29.1%) of participants. The mean scores of knowledge, attitude, and learning satisfaction attained by students were 5.63 ± 0.65 out of 6, 4.22 ± 1.01 out of 5, and 11.28 ± 2.9 out of 19, respectively. Results show an association between the knowledge score of students and their age-group and specialty-college. Students with chronic diseases reported lower attitude scores and rate of COVID-19 vaccine-willingness. Younger HSS had a higher learning satisfaction score than the older participants. CONCLUSION: Overall, participants show high knowledge level and positive attitude toward COVID-19 but fair learning satisfaction during the pandemic. Further studies are needed to improve the learning satisfaction and attitude of HSS in the future.

Beyond mere respect: new perspectives on dignity for healthcare workplace learning.

Introduction: Although dignity in workplace learning in healthcare is gathering interest, we know little about stakeholders' conceptualizations in this area across professional groups. Dignity breaches in workplace learning are common, often with serious and long-lasting consequences for the affected. Conceptualizations shape behaviours and experiences. To prevent dignity violations in students' learning, it is thus important to understand stakeholders' understandings of the topic. This study therefore explores the dignity conceptualizations around workplace learning that students, placement educators and university staff hold across seven allied health professional groups. Methods: Using a social constructionist perspective, we conducted individual and group narrative interviews (n = 51) with students, placement educators and university workplace learning staff from seven allied health professional groups. We used the 5-step Framework Analysis to explore and develop themes, identifying differences and similarities across stakeholder groups. Results: We identified eight distinct, yet interrelated, dimensions of dignity from participants' narratives: dignity as respect, dignity as self-x (the various relationships we have with ourselves), dignity as feeling safe, dignity as understanding otherness, dignity as supporting others, dignity as equality, dignity as professionalism, and dignity as belonging. Dignity as respect was identified across all participants, although mutual respect and a culture of respect were only present in academic participants' talk. The remaining seven dimensions all present important factors extending our understanding of the construct of dignity. Discussion: In line with existing research, our study identifies the absence of an unambiguous, positive conceptualization of dignity in workplace learning among stakeholders. It adds novelty in two ways: by identifying dignity dimensions that require informed action beyond respecting others, and by revealing a tension between dignity as professionalism and dignity as equality. We suggest revising existing dignity concepts in workplace learning to address this tension and to reinforce that active care, team integration and skilled support are all non-negotiable elements of dignified behaviour within workplace learning.

Test anxiety and its determinants among health sciences students at Mattu University: a cross-sectional study.

Background: Test anxiety is a particular type of anxiety that is marked by physical, cognitive, and behavioural symptoms when taking and performing tests. It is defined as "severe stress" before, during, and after exams and other assessments. Test anxiety could cause poor academic performance and increase dropout rates. This study aimed to determine the levels of test anxiety and its determinants among health sciences students at Mattu University. Methods: An institution-based cross-sectional study was conducted among 421 selected students from June 1 to June 30, 2021. The study utilized the Westside Test Anxiety, the Oslo Social Support Scale, the Rosenberg Self-esteem Scale, and the Kessler Scale to assess test anxiety, social support, self-esteem, and psychological distress, respectively. The collected data were entered into EpiData version 3.1 and then exported to STATA version 14.0 for analysis. A linear regression model was used to determine factors associated with test anxiety. The multiple regression assumptions were checked for each variable. Statistically significant effects were assumed for a p-value of less than 0.05 at a 95% confidence interval in the multiple linear regression analysis. Results: A total of 416 (99%) participants were completed out of the 420 questionnaires administered. The mean score of test anxiety among participants was 25.3 (SD: ±5.51). Tobacco use (ß: 1.028; 95% CI: 0.709-1.347), khat chewing (ß: 0.115; 95% CI: 0.038-0.192), self-esteem (ß: -0.049; 95% CI: -0.062-(-0.036)), psychological distress (ß: 0.022; 95% CI: 0.017-0.027), and physical activity (ß: -0.162; 95% CI: -0.224-(-0.099)) were shown to have a significant association with test anxiety. Conclusion: Test anxiety was common in the study area. Current substance use (tobacco use and khat chewing) and psychological distress were discovered to be factors that exacerbated test anxiety, whereas self-esteem and physical activity were discovered to be factors that alleviated test anxiety. Therefore, students and stakeholders need to work to discourage those factors that increase test anxiety while promoting factors that alleviate it.

A Comparative Study of Practice, Perception, and Attitude of Undergraduate Healthcare Students towards Toothbrush Selection, Maintenance and Replacement in RAS Al-Khaimah, United Arab Emirates.

AIM: Oral hygiene is one of the most significant lifestyle-related determinants of well-being. Health sciences undergraduate students are not only future healthcare providers but also educators of society in maintaining the overall general health. The aim of the study was to assess the practice, perception, and attitude of healthcare students in RAS Al-Khaimah toward toothbrush selection, maintenance, and replacement. MATERIALS AND METHODS: A prospective cross-sectional study was conducted among medicine, dentistry, pharmacy, and nursing undergraduate students. The data on demography, practice, perception, and attitude was collected using a self-administered structured questionnaire. It was evaluated using the Chi-square test and Spearman's rho test. RESULTS: Out of 318 participating students of both genders, medicine (26.4%), dentistry (25.7%), pharmacy (35.8%), and nursing (12.0%) students showed satisfactory practice (51.8%) and perception (77.3%) of toothbrush selection, maintenance, and replacement. A significant difference (p = 0.000) in attitude was observed across the different disciplines. CONCLUSION: The study group demonstrated a satisfactory level of understanding regarding the selection, maintenance and replacement of toothbrush to ensure oral care and hygiene. Educating the health sciences students during their undergraduate studies with more general health topics such as oral hygiene is of utmost need, and community engagements, interdisciplinary learning approaches and curriculum updates can help to achieve this. CLINICAL SIGNIFICANCE: This study draws the attention for the inclusion of health-related topics in the curriculum that may impact on community health and education. How to cite this article: Bhongade BA, Ali AA, Makade CS, et al. A Comparative Study of Practice, Perception, and Attitude of Undergraduate Healthcare Students towards Toothbrush Selection, Maintenance and Replacement in RAS Al-Khaimah, United Arab Emirates. J Contemp Dent Pract 2023;24(12):974-980.

Design thinking como estratégia para fomento à educação interprofissional em saúde em Instituição de ensino superior / Design thinking as a strategy for fostering interprofessional education for health in a higher education institution / Design thinking como estrategia para el fomento a la educación interprofesional en salud en una Institución de enseñanza superior

O objetivo da pesquisa é apresentar os resultados de uma oficina, guiada pelo design thinking (DT), realizada com estudantes da área da Saúde para a produção de ideias de fomento à educação interprofissional (EIP) em Saúde em uma Instituição de Ensino Superior. Trata-se de uma pesquisa qualitativa, do tipo estudo de caso, realizada em junho de 2022. A oficina pedagógica baseou-se nas fases do DT: descoberta, interpretação, ideação e experimentação, e foi apoiada pelo uso de nove estratégias. Participaram seis estudantes de Enfermagem, um estudante de Saúde Coletiva e um de Farmácia. Como resultado, dois protótipos foram criados. Verificou-se que as fases e estratégias utilizadas no DT foram oportunas e eficientes para o debate da EIP. Os protótipos elaborados serão executados em continuidade à pesquisa. (AU)

This article presents the results of a design thinking workshop with health students to generate ideas for fostering interprofessional education (IPE) for health in a higher education institution. We conducted a qualitative case study in June 2022. The workshop followed the phases of the design thinking process (discovery, interpretation, ideation and experimentation) and was supported by the use of nine strategies. The workshop was attended by six nursing students, one public health student and one pharmacy student. The workshop resulted in the creation of two prototypes. It was found that the phases and strategies used were well-suited to and effective in promoting a debate about IPE. The prototypes will be executed as part of the continuation of the research. (AU)

El objetivo de la investigación es presentar los resultados de un taller, guiado por el design thinking (DT), realizado con estudiantes del área de la salud para la producción de ideas de fomento a la educación interprofesional en salud (EIP) en una Institución de Enseñanza Superior. Se trata de una investigación cualitativa, del tipo estudio de caso, realizada en junio de 2022. El taller pedagógico se basó en las fases del DT: descubrimiento, interpretación, ideación y experimentación y tuvo como apoyo el uso de nueve estrategias. Participaron seis estudiantes de Enfermería, un estudiante de Salud Colectiva y uno de Farmacia. Como resultado se crearon dos prototipos. Se verificó que las fases y estrategias utilizadas en el DT fueron oportunas y eficientes para el debate de la EIP. Los prototipos elaborados se realizarán en continuidad a la investigación. (AU)

Synchronous and observational telesimulation in health: a scoping review / Telesimulación síncrona y observacional en salud: scoping review / Telessimulação síncrona e observacional em saúde: scoping review

ABSTRACT Objective: to map the necessary steps and components for operationalizing a synchronous and observational telesimulation design in the context of developing clinical competencies aimed at students and health professionals. Method a scoping review supported by the recommendations of the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews: Checklist and Explanation, and by the assumptions of the Joanna Briggs Institute Reviews' manual method. The search was carried out in November 2021 in 13 databases, totaling nine studies in the final sample, which were then analyzed using Thematic Analysis. Results two categories were developed: steps and components for operationalizing a synchronous and observational telesimulation design; and challenges to implement synchronous and observational telesimulation. Conclusion operationalizing a synchronous and observational telesimulation has been supported by a six-step instructional design, characterized by planning, preparation, participation, teledebriefing, learner assessment/feedback collection and additional learning, capable of developing the students' cognitive and affective skills. The relevant challenges to this context were also highlighted, configured by the need to obtain a sufficient technological structure for remotely transmitting the telesimulated scenario and an adequately trained faculty.

RESUMEN Objetivo mapear los pasos y componentes necesarios para la operacionalización de un diseño de telesimulación síncrona y observacional en el contexto del desarrollo de competencias clínicas dirigidas a estudiantes y profesionales de la salud. Método scoping review respaldada por las recomendaciones de Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews: Checklist and Explanation y por los supuestos del método manual de Joanna Briggs Institute Reviews. La búsqueda se realizó en noviembre de 2021 en 13 bases de datos, totalizando nueve estudios en la muestra final, analizados mediante Análisis Temático. Resultados se desarrollaron dos categorías: etapas y componentes para la operacionalización de un diseño de telesimulación síncrona y observacional; y desafíos para implementar la telesimulación síncrona y observacional. Conclusión la puesta en funcionamiento de la telesimulación observacional y sincrónica ha sido respaldada por un diseño instruccional de seis pasos, caracterizado por planificación, preparación, participación, teledebriefing, evaluación del alumno/ recopilación de comentarios y aprendizaje adicional, capaz de desarrollar las habilidades cognitivas y afectivas del aprendiz. También se destacaron los desafíos relevantes a este contexto, configurados por la necesidad de obtener una estructura tecnológica suficiente para la transmisión remota del escenario telesimulado y un cuerpo docente adecuadamente capacitado.

RESUMO Objetivo mapear as etapas e componentes necessários para a operacionalização de um design de telessimulação síncrona e observacional no contexto do desenvolvimento de competências clínicas voltadas a estudantes e profissionais de saúde. Método scoping review sustentada pelas recomendações do Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews: Checklist and Explanation e pelos pressupostos do método Joanna Briggs Institute Reviews' manual. Realizou-se a busca em novembro de 2021 em 13 bases de dados, totalizando nove estudos na amostra final, analisados por meio de Análise Temática. Resultados desenvolveram-se duas categorias: etapas e componentes para a operacionalização de um design de telessimulação síncrona e observacional; e desafios para implementar a telessimulação síncrona e observacional. Conclusão a operacionalização da telessimulação síncrona e observacional vem sendo sustentada por um design instrucional de seis etapas, caracterizadas pelo planejamento, preparação, participação, teledebriefing, avaliação do aprendiz/coleta de feedback e aprendizagem adicional, capazes de desenvolver as habilidades cognitivas e afetivas do aprendiz. Destacaram-se, ainda, os desafios pertinentes a este contexto, configurados pela necessidade de se obter uma estrutura tecnológica suficiente para transmissão remota do cenário telessimulado e um corpo docente adequadamente treinado.

Uso de substâncias psicoativas e rendimento acadêmico de universitários da área de saúde / Use of psychoactive substances and academic performance of university students in the health area / Consumo de sustancias psicoactivas y rendimiento académico de estudiantes universitarios del área de la salud

RESUMO Objetivo: verificar as substâncias psicoativas mais prevalentes entre alunos de cursos de graduação da área de saúde e a interferência destas no desempenho acadêmico. Métodos: 115 acadêmicos de Enfermagem e Educação Física de Universidade pública do interior do Ceará, Brasil, responderam ao questionário Drug Use Screening Inventory, em 2021. Para análise dos resultados, utilizaram-se dos testes estatísticos de qui-quadrado de Pearson e da razão de verossimilhança. Resultados: 65 (56%) alunos usavam analgésicos; 54 (47%) o álcool e 14 (12,2%) a maconha. Não houve associação estatística entre o uso de substâncias psicoativas e o desempenho acadêmico. Todavia, dentre aqueles que utilizavam analgésicos ou álcool, mais de 1/3 analisaram o desempenho como ruim/péssimo ou regular e metade dos que usavam maconha analisaram da mesma maneira o desempenho acadêmico. Conclusão: o estudo contribuiu para o entendimento sobre as substâncias psicoativas prevalentes no contexto universitário e os aspectos associados, enfatizando a necessidade de intervenções.

ABSTRACT Objective: to verify the most prevalent psychoactive substances used among undergraduate students in the health area and their interference in academic performance. Methods: a total of 115 Nursing and Physical Education students from a public university in inland Ceará, Brazil, answered the Drug Use Screening Inventory questionnaire in 2021. To analyze the results, Pearson's chi-square and likelihood ratio statistical tests were used. Results: a total of 65 (56%) students used analgesics, 54 (47%) drank alcohol and 14 (12.2%) smoked marijuana. There was no statistical association between use of psychoactive substances and academic performance. However, among those who used analgesics or alcohol, more than 1/3 analyzed their performance as poor/terrible or fair, and half of those who smoked marijuana analyzed it in the same way. Conclusion: the study contributed to understanding the psychoactive substances prevalent in the university context and associated aspects, emphasizing the need for interventions.

RESUMEN Objetivo: determinar las sustancias psicoactivas más prevalentes en los estudiantes de grado del área de la salud y su interferencia en el rendimiento académico. Métodos: 115 estudiantes de Enfermería y Educación Física de una universidad pública del interior de Ceará, Brasil, respondieron el cuestionario Drug Use Screening Inventory, en 2021. Para analizar los resultados se utilizaron las pruebas estadísticas chi-cuadrado de Pearson y de razón de verosimilitud. Resultados: 65 (56%) estudiantes utilizaron analgésicos; 54 (47%) alcohol y 14 (12,2%) marihuana. No hubo asociación estadística entre el uso de sustancias psicoactivas y el rendimiento académico. Sin embargo, más de 1/3 de los que consumía analgésicos o alcohol, consideró que el desempeño era malo/pésimo o regular, al igual que la mitad de los que consumía marihuana. Conclusión: el estudio contribuyó a comprender cuales son las sustancias psicoactivas prevalentes en el contexto universitario y los aspectos asociados, y destacó la necesidad de intervenciones.

Moderating Effects of Self-Esteem on the Relationship between Communication Anxiety and Academic Performance among Female Health College Students during the COVID-19 Pandemic.

Unprecedented quarantine due to COVID-19 exposes individuals to withdraw from face-to-face interactions, which may influence communication and self-esteem (SE). Therefore, the overarching aims of this study are to examine the communication apprehension levels among female college students, and thus to investigate the moderating role of self-esteem on the relationship between communication apprehension and academic achievement. In this cross-sectional study, 287 female college students completed the survey, which was circulated through email. The survey included the following questionnaires: General Health Characteristics, Rosenberg Self-esteem Scale, and Personal Report of Communication Apprehension Scale. The results showed that 28.2% of participants were categorized as having a high level of communication apprehension, and only 9.8% had a low level of communication apprehension. The SE reported an overall score of 24.3 ± 2.14, indicating a high self-esteem level among students. The students' grade point average (GPA) was positively correlated with SE. However, self-esteem as a moderator variable had no significant effect on the relationships between all predictors and GPA. The finding of the study highlights the need to implement different strategies to enhance students' group discussions, meetings, and interpersonal communication to ensure the best learning outcomes. Future studies are required to investigate gender-based disparities in the relationship between communication apprehension and SE.

A supportive clinical learning environment for undergraduate students in health sciences: An integrative review.

BACKGROUND: The clinical learning environment is a platform where theory and practice should be integrated in a safe environment. However, many students experience the clinical learning environment as "stress provoking", because this environment is not always supportive. OBJECTIVE: The aim of the article is to report on a study that synthesized the evidence on strategies for providing a supportive clinical learning environment for undergraduate students in health sciences. DESIGN: The integrative review followed the methodology of Whittemore and Knafl (2005). DATA SOURCES AND REVIEW METHODS: We searched MEDLINE with Full Text, CINAHL with Full Text, Academic Search Ultimate, PsycINFO, Health Source: Nursing/Academic Edition, ERIC, Africa-Wide Information, OpenDissertations, CAB Abstracts, MasterFILE Premier, SocINDEX with Full Text, SPORTDiscus with Full Text and PsycARTICLES. Other data sources included grey literature and reference lists. The filtering process, quality appraisal and data extraction were carried out by at least two independent reviewers. Thematic analysis was used to analyse the data. RESULTS: The search yielded 500 studies, of which nine studies met the inclusion criteria. The generated data culminated in a clinical learning environment mindmap that highlights, firstly, a network of carefully selected supporters who may have specific clinical responsibilities while supporting undergraduate students in clinical learning. Secondly, the relationship between the student, student supporter and clinical staff should create a sense of belonging, self-efficacy and self-directedness. This relationship is influenced by the roster, the ratio of students to student supporters, and appropriate learning opportunities. Thirdly, higher education institutions and healthcare providers should support students and student supporters through formal partnerships. CONCLUSIONS: The synthesis of the evidence provided new insights regarding creating and maintaining supportive clinical learning environment strategies for undergraduate students in health sciences. These strategies may be implemented in innovative ways to provide students with the best clinical learning opportunities.

Problematic Smartphone Use: Prevalence and Associated Factors Among Health Sciences Students in Saudi Arabia.

Excessive smartphone use leads to several physical and psychological disorders, particularly among young adults. This study aimed to investigate the prevalence and the associated factors of problematic smartphone use (PSU) among health sciences students in Jeddah, Saudi Arabia. During the 2019 academic year, a cross-sectional analytic study randomly recruited 408 health sciences students (67.5% were females), with a mean age of 20.5 ± 1.42. Data on sociodemographic and health profiles, smartphone usage patterns, and overuse symptoms were collected for each participant. The Smartphone Addiction Scale-Short Version (SAS-SV) and Generalized Anxiety Disorder 7-item (GAD-7) scale were used to assess PSU and anxiety levels. PSU was detected in 66.9% of the study participants. The prevalence is high among both females and males (69.5 and 61.7%, respectively). PSU was found to be associated with more years of use and frequent smartphone upgrading (aOR = 2.11, 95% CI: 1.12, 3.97) and (aOR = 1.69, 95% CI: 1.08, 2.65), respectively (p = 0.021 and 0.021, respectively). Participants with moderate and severe anxiety levels were found to be more likely to have PSU (aOR = 2.22, 95% CI: 1.21, 4.05) and (aOR = 5.97, 95% CI: 2.41, 14.78), respectively. (p = 0.010 and < 0.001, respectively). PSU is an emerging problem among health sciences students in Saudi Arabia with a high prevalence in both genders. Longer years of use, more frequent smartphone upgrades, and higher anxiety levels are associated with PSU among health sciences students. Special health education and psychological support programs are recommended to guide and support future healthcare providers against the consequences of PSU.

Predictors of Shisha Use among Medical and Dental Students in Ibadan, Nigeria.

Background: Shisha is a form of smoked tobacco product. Medical trainees are potential stakeholders in providing accurate information about shisha and discouraging its use. However, few studies have targeted medical trainees to provide much-needed information for policymaking and planning of programs. Aim: To determine the prevalence and predictors of shisha use among medical and dental students in Ibadan, Nigeria. Subjects and Methods: A cross-sectional study was conducted among medical and dental students (n = 252) of the University of Ibadan, selected using the stratified random sampling technique. The Global Health Profession Students Survey (GHPSS) questionnaire was used to obtain information about socio-demographics, shisha and other tobacco use, and knowledge and attitude towards shisha use. The data were analyzed using Statistical Package for the Social Sciences (SPSS) version 25. Continuous data were presented using mean and standard deviation, whereas categorical variables were reported as proportions. The association between the outcome variable (shisha use) and independent variables (sociodemographic characteristics, having friends who use shisha) was measured using Pearson's Chi-square test, and factors significant (P < 0.05) were entered into the multivariable logistic regression model. Result: The mean age (± SD) was 21.7 (± 3.1) years. Over half [136 (54%)] were males, and most [199 (79%)] were medical students. About 28 (11%) were not aware of shisha, whereas 22 (8.7%) reported they had ever used shisha. The mean knowledge score was 5.6 ± 4.7, and 76 (33.9%) supported shisha use. Positive predictors of shisha use included the male gender [OR: 6.4 (95% CI: 1.76-23.10)] and having a friend who uses shisha [OR: 28.2 (95% CI: 5.49-144.23)]. Conclusion: The prevalence of shisha use among medical and dental students in Ibadan is unacceptably high, although low compared to other countries in similar resource settings. Surprisingly, the students had poor knowledge about shisha, and over a third supported its use, especially males who were more prone to use it. There is a need to design targeted health promotion and education for the students, especially males.

Test Anxiety and Related Factors among Health Professions Students: A Saudi Arabian Perspective.

The study aimed to evaluate test anxiety and its relationship with demographic factors among undergraduate medical, dental, and pharmacy students in Dammam, Saudi Arabia. The health professions students from Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia participated in this cross-sectional study. Test Anxiety Inventory (TAI) by Spielberger was used to evaluate test anxiety and the score on the scale ranges from 20 to 80. Of the total 1098 participants, 878 returned completed questionnaires and the response rate of the study was 79.9%. In response to the items of TAI, 33% of participants reported that they almost always "wished examinations did not bother so much". The mean TAI score of the sample was 43.17 (SD = 10.58). There were statistically significant differences in the mean scores of TAI among dental (44.15 ± 0.48), medical (41.64 ± 1.31), and pharmacy (43.44 ± 9.29) students (p = 0.003). The students with high grade point average (GPA) (mean TAI = 41.91 ± 10.43) demonstrated significantly lower test anxiety than those with low GPA (mean TAI = 44.05 ± 10.67) (p = 0.006). Academic grade in the previous year (GPA) remained a statistically significant factor associated with test anxiety (B = -2.83, p = 0.003) in multivariate analysis. This study showed that test anxiety was common among health professions students, and dental students and students with low GPA demonstrated high test anxiety. Students with high test anxiety should be the target of preventive strategies.

eHealth Literacy Among Health Sciences Students in Greece.

eÎUealth literacy is a necessary skill to find and make good use of online health information. However, the general public lacks this skill; it is essential for future health professionals to be able to guide and facilitate the public. The study aimed to examine the perceived eHealth literacy level of health sciences students in Greece. A cross-sectional, online survey was conducted (N=113 students). The questionnaire included socio-demographic data and the eHealth Literacy Scale (eHEALS). Participants' mean eHEALS score was 31.9 with medicine and dentistry students having the highest score (33.7) and other health and caring sciences students the lowest (29.8). There was no statistically significant difference at eHEALS score among participants of different academic year. However, there was a statistically significant difference at eHEALS score among University Departments (p=0.009). Further research in representative samples is required to assess specific needs and improve current educational curricula.

Instrumentos sobre conhecimentos/atitudes em segurança do paciente entre graduandos: protocolo de revisão de escopo / Instruments on patient safety knowledge/attitudes among undergraduate students: a scoping review protocol / Instrumentos sobre conocimientos/actitudes que poseen los estudiantes universitarios sobre seguridad del paciente: protocolo de revisión de alcance

OBJETIVO: Mapear os instrumentos validados disponíveis na literatura para avaliação de conhecimentos e atitudes de estudantes de graduação na área da saúde sobre segurança do paciente. MÉTODO: Revisão de escopo conduzida a partir da metodologia Joanna Briggs Institute, com utilização da extensão do checklist PRISMA-ScR, nas seguintes fontes de informação: Biblioteca Virtual em Saúde, MEDLINE via Pubmed, COCHRANE, CINAHL, Scopus, Embase, Web of Science e Google Scholar. Serão considerados elegíveis estudos que respondam à pergunta de pesquisa, publicados em inglês, português e espanhol e que apresentem a descrição do instrumento utilizado. A seleção ocorrerá de maneira independente por dois revisores, a partir do software Rayyan. Divergências serão apreciadas por um terceiro revisor. Síntese e extração dos dados serão executadas considerando os itens de um formulário elaborado pelos autores. Os resultados serão apresentados por meio de quadro resumo, fluxograma e discussão narrativa. Registro da revisão no Open Science Framework: https://osf.io/wak7f.

OBJECTIVE: To map the validated instruments available in the literature to assess the knowledge and attitudes of undergraduate students in the health area about patient safety. METHOD: A scoping review conducted based on the Joanna Briggs Institute methodology, using the PRISMA-ScR checklist extension, in the following information sources: Virtual Health Library, MEDLINE via Pubmed, COCHRANE, CINAHL, Scopus, Embase, Web of Science and Google Scholar. Studies that answer the research question, published in English, Portuguese and Spanish and that present a description of the instrument used will be considered eligible. Selection will take place independently by two reviewers, based on the Rayyan software. Disagreements will be appreciated by a third reviewer. Data synthesis and extraction will be performed considering the items of a form prepared by the authors. The results will be presented through a summary chart, flowchart and narrative discussion. Review record in the Open Science Framework: https://osf.io/wak7f.

OBJETIVO: Mapear los instrumentos validados disponibles en la literatura para evaluar el conocimiento y las actitudes que poseen los estudiantes universitarios del área de la salud sobre la seguridad del paciente. MÉTODO: Revisión de alcance realizada según la metodología del Joanna Briggs Institute, utilizando la extensión de la checklist PRISMA-ScR, en las siguientes fuentes de información: Biblioteca Virtual en Salud, MEDLINE a través de Pubmed, COCHRANE, CINAHL, Scopus, Embase, Web of Science y Google Scholar. Se considerarán elegibles los estudios que respondan a la pregunta de investigación, publicados en inglés, portugués y español y que presenten una descripción del instrumento utilizado. La selección se llevará a cabo de forma independiente por dos revisores mediante el software Rayyan. Un tercer revisor evaluará los desacuerdos. La síntesis y extracción de los datos se realizará considerando los ítems de un formulario elaborado por los autores. Los resultados se presentarán a través de cuadro resumen, diagrama de flujo y discusión narrativa. La revisión fue registrada en Open Science Framework: https://osf.io/wak7f.