scholarly journals Towards more rural nursing and allied health services: current and potential rural activity in the Division of Health Sciences of the University of South Australia

2002 ◽  
Author(s):  
Caroline Laurence ◽  
David Wilkinson
Keyword(s):  
Health Services ◽  
Allied Health ◽  
South Australia ◽  
Health Sciences ◽  
Rural Nursing ◽  
The University

scholarly journals The Nature of Career Advice Provided to Undergraduate Allied Health Sciences Students at the University of South Australia

2006 ◽  
Author(s):  
Marie Williams
Keyword(s):  
Allied Health ◽  
Research Training ◽  
South Australia ◽  
Health Sciences ◽  
Career Progression ◽  
Specific Information ◽  
Postgraduate Study ◽  
Research Activities ◽  
Career Advice ◽  
The University

Purpose: The purpose of this study was to investigate the nature of career advice, especially advice concerning postgraduate research training degrees, provided to and by students in five health professional bachelor’s degree programs at the University of South Australia. In addition, differences between professional disciplines in terms of career advice and knowledge of current research activities of staff and research degree students were explored. Method: A cross-sectional survey of final year students in five disciplines within the School of Health Sciences was used in this study. Information was sought on demographics, the nature of career advice received, advice the respondent would provide to a peer, and knowledge of current research activities. Differences between disciplines were calculated with respect to positive responses for advice for postgraduate study (Honours, Masters by Research or PhD) and knowledge of current research activities. Results: In 2004, 278 students completed the survey (response rate 82%). The majority of respondents (72%) indicated that career advice was provided throughout their degree. The most frequent career advice was related to postgraduate study (encouraged 28%, discouraged 27%) or work within a specific place of employment immediately upon graduation (encouraged 17%, discouraged 24%). Respondents from physiotherapy were significantly more positive in their responses concerning postgraduate study, experience of research courses, and knowledge of research activities. Conclusions: While generic advice was provided, there appears to be a lack of specific information relating to career progression and requirements for promotion within different modes of employment. Systematic evaluation of the relationships between career advice provision, employment choices and career progression is required specifically in the allied health professions.

scholarly journals Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

10.28945/4297 ◽  
2019 ◽  
Vol 16 ◽  
pp. 197-210
Author(s):  
Jyothi Thalluri ◽  
Joy Penman
Keyword(s):  
Academic Success ◽  
Allied Health ◽  
Dropout Rate ◽  
Health Sciences ◽  
Health Science ◽  
Health Programs ◽  
Future Research ◽  
First Year ◽  
Laboratory Activities ◽  
The University

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study.   Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students.   The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning.   Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants.   Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

scholarly journals Investigating knowledge regarding antibiotics among pharmacy and allied health sciences students in a Sri Lankan university

2018 ◽  
Vol 12 (09) ◽  
pp. 726-732 ◽  
Author(s):  
Mohamed HF Sakeena ◽  
Alexandra A Bennett ◽  
Fahim Mohamed ◽  
Herath MDR Herath ◽  
Indika Gawarammane ◽  
...  
Keyword(s):  
Sri Lanka ◽  
Health Care Professionals ◽  
Allied Health ◽  
Antibiotic Use ◽  
Health Sciences ◽  
Pharmacy Students ◽  
Medical Laboratory ◽  
Undergraduate Teaching ◽  
Questionnaire Response ◽  
The University

Introduction: Education and adequate training regarding the appropriate use of antibiotics for health care professionals is essential in developing countries. Educational strategies can also influence appropriate antibiotic use in the community. The aim of this study was to assess and compare knowledge of antibiotics and antimicrobial resistance (AMR) between pharmacy and other allied health sciences (AHS) students at the University of Peradeniya, Sri Lanka. Methodology: A cross-sectional study was conducted at the University of Peradeniya, Sri Lanka, which offers undergraduate teaching in pharmacy and other AHS; nursing, radiography and medical laboratory sciences. All students in each program were invited to participate in this study. Data was collected using a self-administered questionnaire. Descriptive data analysis and Chi square tests were performed. Results: Pharmacy (n = 102) and other AHS students (n = 284) completed the questionnaire (response rate 69%). A majority of participants (76%) reported antibiotic use in the past year. A significantly higher proportion of pharmacy students reported antibiotic use was appropriate for the management of skin wound infection, urinary tract infection and sore throat compared to AHS students, p < 0.05. No significant differences were observed between pharmacy and AHS students regarding knowledge of AMR. Most students understood terms related to antibiotic resistance through their undergraduate studies. Conclusion: Pharmacy students demonstrated better knowledge and understanding regarding antibiotics utilization than AHS students. Both pharmacy and AHS students had good understanding regarding AMR. The undergraduate curricula of pharmacy and AHS have contributed significantly to understanding the terminology associated with antibiotics and AMR.

scholarly journals Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Karma Pearce ◽  
Sheila Scutter
Keyword(s):  
Undergraduate Students ◽  
South Australia ◽  
Health Sciences ◽  
Health Science ◽  
Limited Effect ◽  
Face To Face ◽  
Digital Format ◽  
Audio Recordings ◽  
English Speaking ◽  
The University

<span>Podcasting in higher education is the presentation of study material in digital format that can be downloaded as audio or video files onto a MP3 player or computer. These files can then be accessed anywhere and at any time students choose. The use of podcasting is now widespread amongst undergraduate students, yet their application to the specific needs of students with a non English speaking background (NESB) is largely unknown. The findings of this study are based on a survey of 404 NESB and 708 native English speaking Health Science undergraduate students at the University of South Australia. Ninety percent of NESB students accessed podcasts of undergraduate lectures, with the majority listening to more than 15 podcasts during each semester. The availability of podcasts had limited effect on attendance at lectures. M-learning (mobile learning) was not popular amongst NESB students compared to other students. They preferred to listen to audio recordings of the whole lecture from a computer in conjunction with the </span><em>PowerPoint</em><span> presentation. This study suggests the use of podcasts as a revision tool has obvious benefits as perceived by undergraduate NESB students in terms of their learning in face to face classes and when reviewing and revising complex material.</span>

scholarly journals Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

10.28945/4188 ◽  
2019 ◽  
Keyword(s):  
Academic Success ◽  
Allied Health ◽  
Dropout Rate ◽  
Health Sciences ◽  
Health Science ◽  
Health Programs ◽  
Future Research ◽  
First Year ◽  
Laboratory Activities ◽  
The University

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

scholarly journals Stress among Nursing and Midwifery Students Offering a Top-Up Module in the University of Health and Allied Health Sciences, Ho

OALib ◽  
2017 ◽  
Vol 04 (01) ◽  
pp. 1-13
Author(s):  
Francis Wadga-Mieza Yankey ◽  
Dominic Agyei Dankwah ◽  
Lily Adu-Aboagye ◽  
Anthony Asempah ◽  
Emmanuel Barima Agyemang Prempeh ◽  
...  
Keyword(s):  
Allied Health ◽  
Health Sciences ◽  
The University
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