Illicit drug use in university students in the UK and Ireland: a PRISMA-guided scoping review.

BACKGROUND: Interest in the health and well-being of university students has increased in the UK and Ireland in the past two decades as their numbers have grown. Recent high-profile deaths of students after using illicit drugs have highlighted the importance of the topic for policy makers. This scoping review maps the state of the existing literature evaluating use of illicit drugs in university students in the UK and Ireland. It aims to highlight research gaps and inform policy. METHOD: We conducted a systematic search of papers related to psychoactive drug use in university students in the UK and Ireland published before August 2021. The 18 extracted study characteristics included author(s); year of publication; journal; location of data collection; study design; delivery method (e.g., online survey, in-person, postal survey); number of participants; response rate; participant course of study, year of study, degree level (i.e., undergraduate, postgraduate), gender and age; time-period assessed (e.g., lifetime, current use, past 12 months); primary aim; primary outcome; ethical approval; and funding source. RESULTS: The PRISMA-guided search strategy identified 1583 papers for abstract review; of 110 papers retained for full-text review, 54 studies met criteria for inclusion for this paper. Primary outcomes were coded into five groups: prevalence and patterns of drug use; factors associated with drug use; attitudes and knowledge about, and motivation for, drug use; supply of drugs; consequences of drug use. The results show that there is no coherent body of research in this area. The prevalence of reported drug use has crept up and the range of substances reported has broadened over time, and attitudes to drugs on average have normalised. However, there are significant methodological limitations that limit the utility of these findings. There was little evidence of published work on prevention of, or intervention to reduce, drug-related harms. CONCLUSION: The domains identified offer a framework for university administrators, researchers and policy makers to understand the potential response to drug use in university students in the UK and Ireland. Recommendations are made to fill the gaps in the research evidence base.

Sleep Duration, Mental Health, and Increased Difficulty Doing Schoolwork Among High School Students During the COVID-19 Pandemic.

We estimated the prevalence of short sleep duration (<8 h/average school night) among high school students (grades 9-12) during the COVID-19 pandemic by using data from the Adolescent Behaviors and Experiences Survey (January-June 2021; N = 7,705). An adjusted logistic regression model predicted prevalence ratios for more difficulty doing schoolwork during the pandemic compared with before the pandemic. Most (76.5%) students experienced short sleep duration, and two-thirds perceived more difficulty doing schoolwork. Students who slept less than 7 hours per school night or experienced poor mental health were more likely to report increased difficulty doing schoolwork. Addressing students' sleep duration could complement efforts to bolster their mental health and learning.

Death of the discussion board: Integration of online competency-based assessment in graduate nursing programs.

Changes in the educational landscape and evolving parameters from academic accreditation partners require an evaluation of current pedagogical practices in graduate nursing education. Online educational platforms have grown in popularity, with 71 % of post-baccalaureate students reporting one or more online courses (NCES, 2022). Preparing nurses at the graduate level, proficient, and work-ready at an advanced level is a goal for graduate education. Accomplishing this goal requires increased faculty and student engagement levels in the online environment. In April 2021, the American Association of Colleges of Nursing (AACN) approved new nursing education standards requiring nursing schools to adopt a competency-based framework. The requirements are the same for online and face-to-face course designs. Therefore, intentionally designed online courses with activities and assignments that meet the criteria for competency-based outcome criteria must be developed. Passive learning activities, including exams, reading assignments, formal/information papers, and even discussion boards, will require adjustments to meet the requirements of a competency-based outcome framework.

Are the standards of professionalism expected in dentistry justified? Views of dental professionals and the public.

Introduction In the UK, the General Dental Council specifies nine principles of professional standards that dental registrants must follow. There are views that such standards are high, patients' expectations are rising, and the professionalism of dental professionals is increasingly scrutinised. This paper explores whether the high standards expected in dentistry are justified.Methods We applied thematic analysis to 772 free-text responses from dental team members and the public to a modified Delphi survey. Respondents described their views of professional and unprofessional behaviours in dentistry. Data were obtained as part of a larger review of professionalism in dentistry.Results Two lines of argument were identified: professionalism standards are high, but justifiably so; and professionalism standards are too high. Within these, four broad themes emerged: patient trust; comparison with other professions; a culture of fear; and perfection.Conclusion High professionalism standards are justified in a profession where patient trust is paramount. However, a problem lies in the culture that surrounds professionalism in terms of litigation and dental professionals feel pressure to possess an unattainable, infallible nature. These negative impacts need minimising. We suggest that undergraduates and continuing professional development approach professionalism with care, to foster a supportive, positive and reflective culture of professionalism.

Probing gaps in educational outcomes within the U.S.: A dual moderation multiple mediator latent growth model.

Racial/ethnic disparities in math achievement are especially troubling because math proficiency predicts long-term educational outcomes, but the mechanisms underlying these disparities remain unclear. Previous research has demonstrated that across diverse samples, both within and outside the United States, the relation between students' academic aspirations and later postsecondary attainment is mediated by initial levels of math ability and by growth in that ability across time. The key issue examined in this investigation is the extent to which students' underestimation or overestimation of their math ability (i.e., calibration bias) moderates those mediated effects and whether this moderation varies as a function of race/ethnicity. Using data from two longitudinal national surveys (i.e., NELS:88 and HSLS:09), these hypotheses were tested in samples of East Asian American, Mexican American, and Non-Hispanic White American high school students. In both studies and in all groups, the model explained large portions of the variance in postsecondary attainment. In East Asian Americans and non-Hispanic White Americans, calibration bias moderated the effect mediated by 9th grade math achievement. The strength of this effect was greatest at high levels of underconfidence and steadily weakened as self-confidence grew, suggesting that some degree of underconfidence may be achievement-promoting. Indeed, in the East Asian American sample, this effect became negative at high levels of overconfidence (i.e., academic aspirations actually predicted the lowest postsecondary attainment levels). Educational implications of these findings are discussed and possible reasons for the failure to find moderation effects in the Mexican American sample are explored.

Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences.

Diversity approaches in school may affect students' interethnic relations but are often only assessed through students' perceptions. We related teacher-reported diversity approaches (i.e., assimilationism, multiculturalism, color-evasion, and intervening with discrimination) to ethnic majority and minority students' ethnic attitudes as well as to their experiences or perceptions of ethnic discrimination. We also explored students' perceptions of teacher approaches as hypothetical mediators of teacher effects on interethnic relations. We coupled survey data from 547 teachers (Mage = 39.02 years, 70% female) in 64 schools in Belgium with large-scale longitudinal survey data from their students, including 1287 Belgian majority students (Mage = 15.52, 51% female) and 696 Turkish- or Moroccan-origin minority students (Mage = 15.92, 58% female) enrolled in the same schools (Phalet et al., 2018). Longitudinal multilevel models revealed that over time, teacher-reported assimilationism predicted (even) more positive attitudes towards Belgian majority members, and multiculturalism predicted less highly positive attitudes towards Belgian majority members among Belgian majority students. Teacher-reported intervening with discrimination predicted more perceived discrimination of ethnic minority students over time among Belgian majority students. We did not find significant longitudinal effects of teachers' diversity approaches with Turkish- or Moroccan-origin minority students' ethnic attitudes, nor with their discrimination experiences or perceptions. We conclude that teachers' multiculturalism and anti-discrimination approaches reduced interethnic bias and raised awareness of discrimination among ethnic majority students. However, different perceptions by teachers and students suggest the need for schools to better communicate inclusive diversity approaches.

Mindfulness-based programs and school adjustment: A systematic review and meta-analysis.

Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience. Following a systematic review of five databases, 46 studies using a randomized controlled design with students from preschool to undergraduate levels were selected. At post-program, the effect of MBPs compared to control groups was (a) small for overall school adjustment outcomes, academic performance, and impulsivity; (b) small to moderate for attention; and (c) moderate for mindfulness. No differences emerged for interpersonal skills, school functioning, or student behaviour. The effects of MBPs on overall school adjustment and mindfulness differed based on students' educational level and the type of program being delivered. Moreover, only MBPs delivered by outside facilitators with previous experience of mindfulness had significant effects on either school adjustment or mindfulness. This meta-analysis provides promising evidence of the effectiveness of MBPs in educational contexts to improve students' school adjustment outcomes beyond typically assessed psychological benefits, even when using randomized controlled designs.

The association between childhood motor performance and developmental trajectories of sport participation over 5 years in Danish students aged 6-16-year-old.

Sports participation has potential to promote physical activity in youth. Unfortunately, sports participation and physical activity may decline from childhood to adolescence and into adulthood. Globally, only 20% of 13-15-year-olds meet the World Health Organisation recommendations for physical activity. This study aimed to investigate the 5-year trajectories of sports participation and their association with baseline motor performance in Danish school children as part of the Childhood Health Activity and Motor Performance School Study-Denmark (CHAMPS-DK), a school-based physical activity intervention study which investigated the health benefits of increased physical education lessons. Five distinct trajectories were identified, with group 1 maintained a stable trajectory of little to no sports participation, and group 2 showing a low decreasing trend. Group 3-5, the most sports active, demonstrated increasing sport participation at different rates. Baseline motor performance score was associated with the two most active sports participation groups. Students who were more physically active during school hours participated less in organised leisure time sports. This suggest focusing on improving motor performance in youth may support future sports participation and thus health-related physical activity. But also, that it might be necessary to engage and maintain children and adolescents in leisure time sports while implementing physical activity promotion interventions.

Critical thinking in musicians' health education. Findings from four workshops with experts (Part I).

Health education encompasses building health knowledge, but also training skills such as critical thinking, that guide individuals' ability to access, understand and use health information to take care of their own health (WHO, 1998). This study aimed to document expert discussions on the content of an ideal health education curriculum for higher music education (HME) students in the UK, integrating critical thinking. Four interdisciplinary workshops were conducted, where 67 experts in relevant fields discussed the content of four lists created based on literature reviews (cognitive biases, logical fallacies, critical appraisal tools and health topics). Notes taken during the discussions were thematically analysed. Most of the participants thought that the topics and tools were relevant. Two of four identified themes are reported in this paper, which represents the first of a two-part series: (1) critical thinking applied to health; and (2) misconceptions. This is the first attempt to document conversations aimed at using the applied knowledge of key stakeholders to discuss the content of an ideal health education curriculum integrating critical thinking, for conservatoire students.

Professional classical musicians struggle with a range of occupational health issues, but clear guidelines around health education in HME are still missing. This paper reports the first attempt to document a series of four interdisciplinary discussions between 67 experts on (1) the ideal health education content for music students, and (2) the integration of critical thinking as part of music students' health education. Discussions were facilitated by comprehensive lists based on literature reviews. Notes were taken during discussions and were thematically analysed. Four themes were identified, two of which are discussed here: (1) critical thinking applied to health; and (2) misconceptions.

The Contribution of Moral Case Deliberation to Teaching RCR to PhD Students.

Teaching responsible conduct of research (RCR) to PhD students is crucial for fostering responsible research practice. In this paper, we show how the use of Moral Case Deliberation-a case reflection method used in the Amsterdam UMC RCR PhD course-is particularity valuable to address three goals of RCR education: (1) making students aware of, and internalize, RCR principles and values, (2) supporting reflection on good conduct in personal daily practice, and (3) developing students' dialogical attitude and skills so that they can deliberate on RCR issues when they arise. What makes this method relevant for RCR education is the focus on values and personal motivations, the structured reflection on real experiences and dilemmas and the cultivation of participants' dialogical skills. During these structured conversations, students reflect on the personal motives that drive them to adhere to the principles of good science, thereby building connections between those principles and their personal values and motives. Moreover, by exploring personal questions and dilemmas related to RCR, they learn how to address these with colleagues and supervisors. The reflection on personal experiences with RCR issues and questions combined with the study of relevant normative frameworks, support students to act responsibly and to pursue RCR in their day-to-day research practice in spite of difficulties and external constraints.

Small STEPs toward a big change.

Noa Hourvitz is a graduate of the Science Training Encouraging Peace (STEP) program. The STEP Program funds pairs of Israeli and Palestinian students to study together for the length of their graduate degrees. She writes about the friendship she developed with her STEP partner and how science bridged political barriers.

Cross-sectional study of the relationship between trait emotional intelligence and career adaptability of Chinese youths.

BACKGROUND: Young people often experience dramatic changes, both psychologically and physically, as they are transiting from students to working adults. However, there is still a lack of empirical studies on the relationship between the trait emotional intelligence and the career adaptability of youths in the Asia-Pacific region. This research examines that relationship in Chinese youths in Hong Kong. METHOD: Cross-sectional data (N = 500) was collected from two universities in 2019 and 2020. The 2019 sample was made up of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. Participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence. RESULTS: All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and appraisal of other people's emotional were the most predictive factors in terms of career adaptability. Together, these two dimensions of emotional intelligence explain 12.5%, 26.2%, 13.4% and 69.4% respectively of the variance in students' concern, control, curiosity, and confidence in relation to career adaptability. CONCLUSION: The results highlight the importance of emotional intelligence in career adaptability. It is thus of value to study further whether career adaptability of young people may improve if emotional intelligence is incorporated into the student curriculum. The findings offer valuable insights for educators and teachers who are responsible for well-rounded development of students, and will thereby foster healthy lifestyles, stable emotional well-being and greater career adaptability in adolescents.

Association between healthy sleep patterns and depressive trajectories among college students: a prospective cohort study.

BACKGROUND: The purpose of this study was to identify different develpment trajectories of depression symptoms during college period, and prospectively investigate the associations healthy sleep patterns with trajectories of depression symptoms among college students from freshman through junior year. METHODS: A total of 999 participants from the College Student Behavior and Health Cohort Study were included between April 2019 and June 2021. Healthy sleep patterns were defined by chronotype, sleep duration, insomnia, snoring, and daytime sleepiness. Latent growth curve model was used to identify trajectories of depression symptoms. Then binary logistic regression was used to examine association of the healthy sleep patterns with these trajectories. RESULTS: In baseline survey, we found that a total of 100 (10.0%) participants had healthy sleep patterns' score equal to 5. Then, we used 5 surveys' data to identify 2 distinct trajectories of depression symptoms during college (decreasing: 82.5%; increasing: 17.5%). The healthy sleep patterns were associated with these trajectories, the better healthy sleep patterns significantly decrease the risk of increasing trajectories of depression symptoms in males (OR: 0.72, 95%CI: 0.54 ~ 0.97, P = 0.031). Moreover, we found out that the healthy sleep patterns of college students can predict the future depressive symptoms in this study (all P < 0.001). CONCLUSION: Our findings indicate that the better healthy sleep patterns may significantly decrease the risk of increasing trajectory of depression symptoms only in male college students. The results speak to a need for college student with depression symptoms to identify and address sleep problems when present, which could prevent or reduce depression detriments in later life.

Prevalence of depression among students at a Sri Lankan University: A study using the Patient Health Questionnaire-9 (PHQ-9) during the COVID-19 pandemic.

BACKGROUND: The prevalence of mental health disorders is known to be high among university students globally. Currently there are only a few studies on depression among university students in Sri Lanka. The aim of this study was to screen for the prevalence of Major Depressive Disorder (MDD) and other forms of depression, and to evaluate the factors associated with MDD. METHODS: A cross sectional survey using the Patient Health Questionnaire (PHQ-9) was conducted among 637, second-year students from the faculties of Management Studies & Commerce, Science and Medicine at the University of Jaffna, during the Coronavirus (COVID-19) pandemic. Bivariate associations were assessed using chi-squared tests. Logistic regression was used to evaluate factors associated with any type of ragging. RESULTS: MDD was considered to have been experienced by 31% of the students. From all three faculties, 70% of the students claimed to have experienced some form of depression ranging from mild to severe. The factor associated with MDD was the students' ethnicity. CONCLUSION: Due to the high MDD risk among university students, it is imperative to develop psychosocial interventions to ensure early detection of mental health disorders and provide adequate support to safeguard this vulnerable population.

Promoting Effects of the Exercise Behavioral Ecological Model on Physical Activity Behaviors of Students.

Objectives: In this study, we explored the promoting effects of the Exercise Behavioral Ecological Model on the physical activity behaviors of middle school students, and relevant risk factors for physical inactivity. Methods: A total of 291 middle school students (junior and senior high school students) were enrolled as the research participants. The sedentary behavior of middle school students was assessed using the Adolescent Sedentary Behavior Scale. We used the Exercise Behavioral Ecological Model to influence the exercise behaviors of middle school students from the perspectives of environment, physiology, and psychology. Then the independent risk factors for physical inactivity behaviors of middle school students were analyzed by means of multivariate logistic regression analysis. Results: The change strategy, positive effect on decision-making balance, and self- efficacy scores were higher and the negative effect on decision-making balance score was lower than those before intervention (p<.05). Multivariate logistic regression analysis denoted that grade (senior high school students), sedentary time (> 4 hours), daily TV watching time (>2 hours) and change stage (pre-contemplation stage) were associated risk factors for physical inactivity among middle school students (p <.05). Conclusions: The Exercise Behavioral Ecological Model can facilitate physical activity and reduce sedentary behavior.

What Can Help Students Cope with COVID-19? The Contribution of Psychological Capital, Selfcompassion, and Spirituality to Subjective Well-being.

Objectives: In this research, we examined the academic and psychological coping of post-secondary students during the early stages of COVID-19. The main goal was to investigate correlations involving self- compassion, spirituality, psychological capital, and subjective well-being, and evaluate the mediating role of self-compassion and spirituality in the relationship between psychological capital and subjective well-being.Methods: We had 257 participants (ages 19-59) complete 5 questionnaires: demographic and academic information, Psychological Capital Questionnaire, Subjective Well-Being Index, Spiritual Intelligence Self- Assessment Inventory, and Self-Compassion Index. Results: We found a strong positive correlation between psychological capital, self-compassion, and subjective well-being. However, spirituality failed to show statistically significant correlations with self-compassion and subjective well-being, with only weak correlations with psychological capital. Self-compassion positively mediated the relationship between psychological capital and subjective well-being, but not spirituality. Conclusion: These findings indicate the role of positive psychological resources of post-secondary students in coping with a difficult situation like COVID-19.

Instilling the capacity for empathy in the community college classroom through liberatory pedagogy.

This article critiques the lack of literature on community college student leadership development and highlights the importance of community colleges as producers of social justice leaders and promoters of positive social change. This article examines how community college educators in the field of sociology prepare their students for success in their personal lives, careers, and communities through liberatory pedagogy, which instills empathy in their students, a core element of the social, action, leadership, and transformation (SALT) model.

Purpose and process: Power, equity, and agenda setting.

This article provides key considerations regarding the tensions within collaboratively constructing purposes to push for equity; complicating how equity is impacted by power, labor, and larger systems of oppression; and recommendations for how to better support students, student leaders, educational leaders, and ultimately the campus.

Utilizing SALT and SCM models to support student learning through critical service-learning.

This article describes a two-credit critical service-learning course at the University of Minnesota and its evolution to utilize both the Social Change Model and Social Action, Leadership, and Transformation models in complementary ways to support student leadership development.