The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol

Background: The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education.
Methods: MEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis.
Discussion: The review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way to implement and evaluate peer mentoring as an effective intervention and will be useful in guiding future research and practice in this area. These findings may be applied internationally across all disciplines.

Traditional local medicines in the republic of Palau and non-communicable diseases (NCD), signs of effectiveness.

ETHNOPHARMACOLOGICAL RELEVANCE: The aim of this survey was to describe which traditional medicines (TM) are most commonly used for non-communicable diseases (NCD - diabetes, hypertension related to excess weight and obesity) in Pacific islands and with what perceived effectiveness. NCD, especially prevalent in the Pacific, have been subject to many public health interventions, often with rather disappointing results. Innovative interventions are required; one hypothesis is that some local, traditional approaches may have been overlooked. MATERIALS AND METHODS: The method used was a retrospective treatment-outcome study in a nation-wide representative sample of the adult population (about 15,000 individuals) of the Republic of Palau, an archipelago of Micronesia. RESULTS: From 188 respondents (61% female, age 16-87, median 48,), 30 different plants were used, mostly self-prepared (69%), or from a traditional healer (18%). For excess weight, when comparing the two most frequent plants, Morinda citrifolia L. was associated with more adequate outcome than Phaleria nishidae Kaneh. (P=0.05). In case of diabetes, when comparing Phaleria nishidae (=Phaleria nisidai) and Morinda citrifolia, the former was statistically more often associated with the reported outcome "lower blood sugar" (P=0.01). CONCLUSIONS: Statistical association between a plant used and reported outcome is not a proof of effectiveness or safety, but it can help select plants of interest for further studies, e.g. through a reverse pharmacology process, in search of local products which may have a positive impact on population health.

Implicit and explicit functions in the acquisition of a phonics rule in the word recognition of learning disabled and non learning disabled students /

One group of 12 non learning disabled students and two groups of 12 learning disabled students between the ges of 10 and 12 were measured on implicit and explicit knowledge cquisition. Students in each group implicitly cquired knowledge bout I of 2 vocabulary rules. The vocabulary rules governed the pronunciation of 2 types of pseudowords. After completing the implicit acquisition phase, all groups were administered a test of implicit knowledge. The non learning disabled group and I learning disabled group were then asked to verbalize the knowledge acquired during the initial phase. This was a test of explicit knowledge. All 3 groups were then given a postlest of implicit knowledge. This tcst was a measure of the effectiveness of the employment of the verbalization technique. Results indicate that implicit knowledge capabilities for both the learning disabled and non learning disabled groups were intact. However. there were significant differences between groups on explicit knowledge capabilities. This led to the conclusion that implicit functions show little individual differences, and that explicit functions are affected by ability difference. Furthermore, the employment of the verbalization technique significantly increased POStlest scores for learning disabled students. This suggested that the use of metacognitive techniques was a beneficial learning tool for learning disabled students.

"Where is the value in education for me?": experiences and perspectives of Ontario secondary students at risk of non-completion of their Ontario Secondary School Diploma /

This study examined students considered at risk of non-completion of their Ontario Secondary School Diploma and aimed to offer insight into the questions, "What factors currently lead to school disconnect" and "How can these factors be addressed?" Eight students currently enrolled in an alternative learning environment participated in the study. Each was asked to take part in two, digitally recorded interviews that were subsequently transcribed by the researcher. The data were then coded and analysed according to specific themes: obstacles, empowerment, goals, views about success, opinions of school, and power of the teacher. From these themes, three broad focus areas emerged that were used to keep the data analysis focused: worldview, school effects, and self-image. Variances between the data collected and ideas presented in the current literature were highlighted as a reminder that when dealing with a human population, we cannot rely on textbook definitions and theory alone.

The determinants of non-compulsory education demand : an analysis from the students??? perspective

Resumen basado en el de la publicaci??n

Non-challenging education and teacher control as factors for marginalization of students in diverse settings

This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.

The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level

This case study examined the ability of three first year non-major chemistry students to understand chemical concepts according to Johnstone’s three levels of chemical representations of matter. Students’ background knowledge in chemistry proved to be a powerful factor in their understanding of the submicroscopic level. The results show that modelling ability is not necessarily innate, but it is a skill to be learnt. Each of the students’ modelling abilities with chemical representations improved with instruction and practice. Generally, as modelling skills improved so did students’ understanding of the relevant chemical concept. Modelling ability is described according to Grosslight et al.’s three–tiered level and the ability to traverse the three levels of chemical representation of matter.

Achieving greater feedback and flexibility using online pre-laboratory exercises with non-major chemistry students

Compulsory online pre-laboratory exercises were required of non-major, first-year university chemistry students in response to poor student preparation for laboratory sessions. The online pre-laboratory exercises were designed to be straightforward, endeavoring to help students maximize the benefits of the introductory laboratory class. Diagrams and pictures were included in the exercises to improve descriptions. Students were allowed multiple attempts with immediate feedback provided to help them learn from their mistakes. The study is a descriptive account of students' perceptions of the impact of online pre-laboratory exercises on their learning. Students recognized the value of the exercises in improving their organization, their preparedness for the laboratory class, and their understanding of the chemistry concepts of the weekly experiments. The increased flexibility of doing pre-laboratory exercises online and the increased feedback to students were two important aspects of this project that nearly all students recognized as being beneficial to their learning.

Reflections of teacher education students learning of rhythm: Orff to an African beat

This article reports on students' reflections, gathered from questionnaire and interview data, on their learning of rhythm and on their attitudes and  motivation from having engaged with African music as non-music specialists using the Orff approach. The "traditional" Orff approach to classroom music was supplemented with African repertoire which builds on the nexus, identified by Amoaku (1 982), between the Orff method and the traditional way of music learning in African cultures. This article describes my experience as a South African working with Australian non-specialist primary teacher students of predominantly Anglo-Celtic background within the context of a music education unit at Deakin University's Melbourne (Burwood) Campus. As Nketia (1988) points out, I - like many expatriate music educators - have selected music from my own country of origin as the foundation to develop curriculum materials teaching rhythm through non-Western music. The results demonstrate worthwhile experiences and outcomes for both the students and myself.

Marketing students' perception of traditional and intensive delivery : an exploratory study

The study investigated how undergraduate marketing students perceived intensive delivery of subjects over summer school as compared to traditional semester delivery. The results suggest that students did not perceive there were substantial differences in learning, but preferred the more intensive nature of the learning. The results also indicate that summer school students found the subject more interesting and rated the subject higher overall as compared with the traditional mode. Individual assessment grades for students in the intensive mode did differ to those in the traditional mode, but examination results and final grades were not statistically different. Intensive modes may be viable alternatives to traditional semester long classes, although they do potentially have increased costs.