Perceptions of nursing staff and students regarding attrition: a qualitative study.

OBJECTIVES: This research aims to explore the perceptions of nursing students and directors of bachelor of nursing degree courses regarding reasons for attrition amongst nursing students. METHODS: A qualitative descriptive study was conducted using inductive thematic analysis. The study included a purposeful sample of 12 students and 4 directors of bachelor of nursing degree courses. RESULTS: As reasons for attrition, the directors highlighted a lack of preparation for nursing studies and students' limited awareness of possibilities for support and learning. The students emphasized insufficient support from academic staff and poor course organization. Economic and family issues and a misunderstanding of the professional role of a nurse were cited as reasons by both directors and students. CONCLUSIONS: The findings provide important insight into attrition in the nursing programme. Further research is warranted, particularly in other contexts. Addressing student attrition requires a comprehensive approach that includes the provision of adequate support systems, mentorship, and resources for students.

Association between history of academic failure during dental school and self-reported depression, anxiety, and stress: A retrospective cohort.

OBJECTIVE: To investigate the association between history of academic failure (HAF) and self-reported depression, anxiety, and stress among undergraduate dental students. METHODS: This study involved 244 dental students from one university. An online questionnaire collected information on the following variables: socioeconomic status, behavior, use of licit/illicit drugs, and the choice of dentistry as an undergraduate field of study. The 21-item Depression Anxiety Stress Scale (DASS-21) was applied. HAF in at least one subject during a participant's undergraduate tenure was defined as the main outcome. Bivariate and multivariate analyses were performed using Poisson regression with robust variance. In addition, a subgroup analysis was performed for the variable "dentistry as the first choice for undergraduate studies." RESULTS: The prevalence of HAF was 25.00% (n = 61). Among those students, the mean number of academic failures was 5.41 ± 6.38 (range: 1-33). Higher rates of HAF were observed among older and non-white dental students. Moreover, those who self-reported at least severe depression presented a 79% higher HAF prevalence ratio (PR) (95% confidence interval [95% CI]: 1.15-2.80). Similar findings were detected among those who reported (PR: 1.79; 95% CI: 1.06-4.46) or did not report (PR: 2.21; 95% CI: 1.10-4.46) interest in dentistry as a first undergraduate option. Conversely, among women and students who did not choose dentistry as their first option, HAF was significantly lower (PR: 0.41; 95% CI: 0.21-0.80). CONCLUSION: Higher HAF rates are observed in students who are older, non-white, and self-report at least severe depression. However, dentistry as a first option for undergraduate studies was not associated with HAF.

Longitudinal Impact of Perfectionism on Suicidal Ideation among Chinese College Students with Perceived Academic Failure: The Roles of Rumination and Depression.

OBJECTIVE: Suicide has become a nonnegligible cause of death among emerging adults, and academic performance is one of the most significant factors in Chinese college students' suicidal ideation. Based on this, we examined the risk and protective sides of perfectionism on suicidal ideation among college students with perceived academic failure experiences. METHOD: In the current study, a total of 674 Chinese college students (63.6% females, Mage = 19.96, SD = 1.31) with perceived academic failure in the past six months participated in a survey and completed self-report measures assessing perfectionism, rumination, depression, and suicidal ideation twice with a six-month interval. RESULTS: Negative perfectionism was a risk factor for suicidal ideation, while positive perfectionism had an opposite effect. In addition, intrusive rumination, deliberate rumination, and depression serially mediated the association between positive/negative perfectionism and suicidal ideation. CONCLUSION: The results indicated perfectionism has both positive and negative sides to suicidal ideation. Clinicians might be aware of the risk and protective components of perfectionism when intervening with suicidal ideation among college students with perceived academic failure experiences.

The current study examined the longitudinal association between negative/positive perfectionism and suicidal ideation among college students with perceived academic failure.Negative perfectionism generally acted as a risk factor for suicidal ideation, while positive perfectionism showed the opposite effects.he serial mediation among perfectionism, rumination, depression, and suicidal ideation was formed.

Causal attributions of failure among post graduate medical residents in exit fellowship examination in Pakistan: A qualitative study.

Background and Objective: Causal attributions are reasons given to certain events in life including failure and success. The objective of this qualitative study was to explore the attributions perceived as the cause of failure by post graduate residents, failing the final clinical exit examination of Fellowship of College of Physicians and Surgeons Pakistan (FCPS). Methods: This exploratory study was conducted from July 2021 to July 2022, at Jinnah Hospital, Lahore. Study population was selected by purposeful maximal variation sampling. A total of ten post graduate residents from four specialties, failing in FCPS part two clinical examination were included. After written informed consent, semi structured face to face, in depth interviews were conducted. Data saturation was achieved after eight interviews after which two more interviews were carried out. All interviews were recorded and transcribed verbatim. Thematic analysis of the data was done by synthesizing codes into categories and themes. Results: A total of 17 attributions noted were grouped into five categories namely 'Inadequate exam preparation', 'Personal factors,' 'Exam related factors,' 'Training related factors and 'Luck'. Two main themes of External and Internal factors emerged from these. Common attributions were; lack of effort (8/10), inadequate knowledge (8/10), family commitments (7/10), luck (8/10) and examiner's attitude (5/10). Conclusions: Most of the residents attributed internal, unstable and controllable factors like inadequate knowledge and lack of effort. In addition, external uncontrollable factors of bad luck and harsh attitude of examiners were considered as contributory factors towards failure.

The effectiveness of neurofeedback on the management of academic performance in students with academic failure: experimental research.

The present study aimed to study the impact of neurofeedback on the academic performance of nursing students with academic failure. Methods: This study was an experimental one with a pretest-posttest design with a control group. The statistical population of this research was the nursing students of the Faculty of Nursing, Tehran University of Medical Sciences University of Medical Sciences. The sample of this study consisted of 60 individuals chosen by a simple random sampling method and two experiment groups (N=30) and a control group (N=30) were replaced by accident. Neurofeedback was an advanced Raven test and a researcher-made questionnaire for data collection. Thereafter, the experimental group was treated with neurofeedback for 7-10 weeks and 20 50-min therapeutic sessions as the experimental condition. In the first 130 s, the baseline was determined for the individual, and during the session, the baseline was practiced. Each session consisted of six exercises, each lasting 7 min. Results: The results of the covariance analysis showed that students who had an educational drop and were trained in neurofeedback sessions showed a significant increase in the next half (P<0.05) compared to the control group. Conclusion: The results of this study showed that neurofeedback is an effective method for managing the academic performance of nursing students with academic failure.

Using document phenomenology to investigate academic failure among year 1 undergraduate Malaysian medical students.

BACKGROUND: Academic failure is common among medical schools worldwide. However, the process behind this failure itself is underexplored. A deeper understanding of this phenomenon may avert the vicious cycle of academic failure. Hence, this study investigated the process of academic failure among medical students in Year 1. METHODS: This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure. RESULTS: One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events. CONCLUSION: Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.

Fatores de risco para baixo desempenho escolar: Uma revisão integrativa / Risk factors for poor school performance: An integrative review

INTRODUÇÃO: O baixo desempenho escolar é um fenômeno cuja origem está calcada na inter-relação entre os aspectos biológicos, psicossociais, culturais e históricos do desenvolvimento humano. É tema de preocupação entre profissionais da educação e da saúde, bem como entre os responsáveis pelos alunos afetados. Quando identificados precocemente, os prejuízos causados pelo baixo desempenho escolar podem ser mitigados. Caso contrário, os danos podem se estender até a idade adulta, prejudicando o indivíduo em diferentes contextos de vida, tais como: social, acadêmico-profissional e emocional OBJETIVO: Identificar fatores de risco associados ao baixo desempenho escolar de crianças e adolescentes a partir de uma revisão integrativa de literatura MÉTODO: Busca nas bases SciELO, PubMed, ERIC e PsycINFO, entre 2009 e 2019 RESULTADOS: Foram encontrados 24 artigos relacionados ao tema, sendo os estudos observacionais os mais frequentes. Os fatores de risco encontrados foram categorizados em: individuais, familiares e escolares. A categoria mais citada referiu-se aos fatores de risco provenientes do contexto familiar CONCLUSÃO: O ambiente familiar foi identificado como o principal gerador de fatores de risco para o fracasso escolar

INTRODUCTION: Poor school performance is a phenomenon whose origin is based on the interrelationship between biological, psychosocial, cultural, and historical aspects of human development. It is a matter of concern among educators and health professionals, as well as those guardians for affected students. When identified early, the damage caused by poor school performance can be mitigated. Otherwise, the damage can extend into adulthood, harming the individual in different contexts of life, such as social, academic-professional, and emotional OBJECTIVE: To identify risk factors associated with poor school performance in children and adolescents based on an integrative literature review METHODS: Search in SciELO, PubMed, ERIC, and PsycINFO databases, between 2009 and 2019 RESULTS: 24 articles related to the topic were found, with observational studies being the most frequent. The risk factors found were categorized into individual, family, and school. The most cited category referred to risk factors from the family context CONCLUSION: The family environment was identified as a major generator of risk factors for school failure

Factors leading to the academic failure of undergraduate medical students - Predict early to prevent.

Objectives: The main objective of the study was to explore the factors to predict academic failure before the first major assessment. Methods: An exploratory qualitative study was conducted from March 2021 to August 2021 at Riphah International University. Using the purposive sampling technique, 16 students and seven teachers were included in the study. Eight online interviews were conducted with students who were academic failures and two focus group discussions were held with eight high achievers and seven teachers. The data was analyzed and thematic analysis was done. Results: Thematic analyses deduced relevant themes which were: Educational Journey Does past matter? Essential for learning, Personality and psychological make-up, and assessment of behaviour. The factors identified were performance record, learning difficulty, educational dislocation, missionless and purposeless, against free will, tuition, poor self-regulation, low effort, procrastination, non-reflective practice, cognitive load mismanagement, limited remediation, hesitant help-seeking, low self-efficacy, introvert behaviour, demotivation, emotional imbalance, observation of student behaviour, assessment of assigned task. Conclusion: Academic failure can be predicted early and salvaged.

Why do nursing students leave bachelor program? Findings from a qualitative descriptive study.

BACKGROUND: Over the past few years, the phenomenon of "nursing student attrition" has been unevenly studied. Investigators often focused on independent predictors as age, family obligations, final grade of high school, demanding physical and mental workload and others. Specifically, just a few studies applied qualitative methods to better comprehend the very needs of first year students enrolled in a bachelor's degree in nursing sciences (BSN), to sustain their learning process and define effective strategies to reduce student drop-out. METHODS: We conducted a qualitative descriptive study. Thirty-one nursing students at Verona University were interviewed using a semi-structured guide. Data analysis was performed according to a descriptive approach by Sandelowski & Barroso (2000). RESULTS: A total number of 31 students were interviewed. The most recurrent themes regarding the reasons behind BSN drop-out were: understanding that they were not suited to be nurses, perception of missing/lack of psychological, physical and practical resources needed to successfully cope with both nursing school and the nursing profession, inconsistencies between the image of the profession and the reality of the job, feelings of disappointment for the experiences of internship, perceived lack of support from the clinical teacher while going through difficult experiences. CONCLUSIONS: We can consider a part of these drop-out decisions normal, even physiological when students come to realise that they are not suited for the nursing profession. However, it's important to guide nursing students with adequate counselling in order to give them the essential tools to cope with the training and the future as health professionals.

Processamento fonológico e leitura em crianças com dificuldade de aprendizagem em escolas bilíngues português-inglês: relatos de casos / Phonological processing and reading in children with learning difficulties in Portuguese-English bilingual schools: case reports / Procesamiento y lectura fonológica en niños con dificultades de aprendizaje en escuelas bilingües portugués-inglés: reporte de casos

Introdução: Há influência positiva no desenvolvimento da linguagem, quando ocorre a exposição a um novo idioma. No entanto, quando se considera esse contexto em crianças com dificuldade de aprendizagem, o deficit apresentado na primeira língua pode ser transferido para o aprendizado da segunda. Objetivo: O objetivo do presente estudo é caracterizar o desempenho em processamento fonológico e leitura em três crianças com dificuldade de aprendizagem em escolas bilíngues português-inglês. Método: Os dados gerais sobre o desenvolvimento e desempenho nas habilidades de consciência fonológica, memória de trabalho fonológica, acesso ao léxico mental e leitura em três crianças de 8 a 9 anos de idade, cursando 2º e 3º ano do ensino fundamental foram descritos; todos com, ao menos, dois anos de exposição à escola bilíngue, especialmente na alfabetização. Na avaliação, foram aplicados os protocolos CONFIAS, Memória de Trabalho Fonológica, TENA, RAN e Protocolo de Avaliação da Compreensão Leitora de Textos Expositivos. Resultado: as crianças apresentaram desempenho aquém do esperado nas habilidades do processamento fonológico, na fluência da leitura oral, bem como na compreensão leitora. Conclusão: esses resultados podem contribuir tanto para a compreensão de aspectos da linguagem escrita na atuação do fonoaudiólogo com crianças bilíngues, quanto para as implicações clínicas e educacionais, haja vista a escassez de estudos nessa área, no Brasil.

Introduction: There is a positive influence on language development when there is exposure to a new language. However, when considering this context in children with learning difficulties, the deficits presented in the first language can be transferred to the learning of the second. Objective: The aim of the present study was to characterize the performance in phonological processing and reading in three children with learning difficulties from Brazilian-English bilingual schools. Method: General data on the development and performance in phonological awareness skills, phonological working memory, access to mental lexicon and reading in three children aged 8 to 9 years, attending the 2nd and 3rd year of elementary school were described; all with at least two years of exposure to bilingual school, especially in literacy. In the evaluation, the protocols CONFIAS, Phonological Working Memory, TENA, RAN and Protocol for Assessment of Reading Comprehension of Expository Texts were applied. Results: The children performed below expectations in terms of phonological processing skills, difficulties in oral reading fluency, as well as in reading comprehension. Conclusion: These results can contribute to the understanding of aspects of written language in the performance of speech therapists with bilingual children, regarding clinical and educational implications, given the scarcity of studies in this area in Brazil.;Introducción: Existe una influencia positiva en el desarrollo del lenguaje cuando hay exposición a un nuevo idioma. Sin embargo, al considerar este contexto en niños con dificultades de aprendizaje, los déficits presentados en el primer idioma se pueden trasladar al aprendizaje del segundo. Objetivo: El objetivo del presente estudio fue caracterizar el desempeño en procesamiento fonológico y lectura en tres niños con dificultades de aprendizaje de escuelas bilingües brasileño-inglés. Método: Se describieron datos generales sobre el desarrollo y desempeño en las habilidades de conciencia fonológica, memoria de trabajo fonológica, acceso al léxico mental y lectura en tres niños de 8 a 9 años de 2º y 3º de primaria; todos con al menos dos años de exposición a la escuela bilingüe, especialmente en alfabetización. En la evaluación se aplicaron los protocolos CONFIAS, Memoria Fonológica de Trabajo, TENA, RAN y Protocolo de Evaluación de la Comprensión Lectora de Textos Expositivos. Resultados: Los niños se desempeñaron por debajo de las expectativas en términos de habilidades de procesamiento fonológico, dificultades en la fluidez de la lectura oral, así como en la comprensión lectora. Conclusión: Estos resultados pueden contribuir a la comprensión de aspectos del lenguaje escrito en el desempeño de logopedas con niños bilingües, en cuanto a implicaciones clínicas y educativas, dada la escasez de estudios en esta área en Brasil.

Introduction: There is a positive influence on language development when there is exposure to a new language. However, when considering this context in children with learning difficulties, the deficits presented in the first language can be transferred to the learning of the second. Objective: The aim of the present study was to characterize the performance in phonological processing and reading in three children with learning difficulties from Brazilian-English bilingual schools. Method: General data on the development and performance in phonological awareness skills, phonological working memory, access to mental lexicon and reading in three children aged 8 to 9 years, attending the 2nd and 3rd year of elementary school were described; all with at least two years of exposure to bilingual school, especially in literacy. In the evaluation, the protocols CONFIAS, Phonological Working Memory, TENA, RAN and Protocol for Assessment of Reading Comprehension of Expository Texts were applied. Results: The children performed below expectations in terms of phonological processing skills, difficulties in oral reading fluency, as well as in reading comprehension. Conclusion: These results can contribute to the understanding of aspects of written language in the performance of speech therapists with bilingual children, regarding clinical and educational implications, given the scarcity of studies in this area in Brazil.;Introducción: Existe una influencia positiva en el desarrollo del lenguaje cuando hay exposición a un nuevo idioma. Sin embargo, al considerar este contexto en niños con dificultades de aprendizaje, los déficits presentados en el primer idioma se pueden trasladar al aprendizaje del segundo. Objetivo: El objetivo del presente estudio fue caracterizar el desempeño en procesamiento fonológico y lectura en tres niños con dificultades de aprendizaje de escuelas bilingües brasileño-inglés. Método: Se describieron datos generales sobre el desarrollo y desempeño en las habilidades de conciencia fonológica, memoria de trabajo fonológica, acceso al léxico mental y lectura en tres niños de 8 a 9 años de 2º y 3º de primaria; todos con al menos dos años de exposición a la escuela bilingüe, especialmente en alfabetización. En la evaluación se aplicaron los protocolos CONFIAS, Memoria Fonológica de Trabajo, TENA, RAN y Protocolo de Evaluación de la Comprensión Lectora de Textos Expositivos. Resultados: Los niños se desempeñaron por debajo de las expectativas en términos de habilidades de procesamiento fonológico, dificultades en la fluidez de la lectura oral, así como en la comprensión lectora. Conclusión: Estos resultados pueden contribuir a la comprensión de aspectos del lenguaje escrito en el desempeño de logopedas con niños bilingües, en cuanto a implicaciones clínicas y educativas, dada la escasez de estudios en esta área en Brasil.

Implications of failure on students who have repeated a class in a faculty of pharmacy.

INTRODUCTION: Academic failure is a major contributor to attrition in pharmacy education, and this attrition is also associated with other effects that are secondary fallouts of academic failure. This study sought to assess the emotional implications and overall psychological impact of academic failure among students who repeated at least one class in the pharmacy program at Obafemi Awolowo University (OAU), Ile-Ife, Nigeria. METHODS: The study involved 177 students from the 200 level to 500 level at the School of Pharmacy, OAU who had repeated at least one class. A pretested questionnaire was administered using a random sampling method. The questionnaire was divided into four sections assessing demographics, the academic emotions caused by academic failure, the psychological effects of failure, and the possible effects of academic failure on subsequent performance. RESULTS: Results indicated that the most common emotions among students who had repeated a class included shame (80%), anger (77.4%), anxiety (61%), and boredom (61%), which are all negative academic emotions. The repurposed Impact of Event Scale gave a median score of 41 out of a possible 42. Respondents also agreed that feelings of boredom, anger, anxiety, and shame subsequently impacted class attendance, learning, and test preparation. CONCLUSIONS: The study showed that students who had repeated at least one class experienced negative academic emotions and may have suffered symptoms typical of post-traumatic stress disorder. These emotional effects of academic failure were also noted to impact subsequent academic performance.

Suicidal behaviors and university entrance test-related factors: A Bangladeshi exploratory study.

PURPOSE: The present study is the first investigating unexplored psychological issues of university entrance test-taking students in Bangladesh. DESIGN AND METHODS: This cross-sectional study investigates suicidal behaviors and their socio-demographic, admission test-related, and psychopathological risk factors among a total of 911-Bangladeshi university entrance test-takers. FINDINGS: About 17.7% of the participants report suicidal thoughts, whereas it is 8.0% and 2.5% for suicide plans and suicide attempts, respectively. Significantly higher suicidal thought is observed in the repeat test-taking students compared to the first-time test-takers (20.7% vs. 14.6%, χ 2 = 5.669, p = 0.017), though the suicide plan and suicide attempt are not associated with student status. The suicidal thought risk factors include female gender, urban residence, satisfaction with the mock test, mental disorders etc. PRACTICAL IMPLICATIONS: The present findings warrant implementing initiatives for this suicide-prone cohort, especially for the test-failing students.

Fatores sociodemográficos, comportamentais e bucais associados a reprovação em escolares adolescentes: estudo transversal / Sociodemographic, behavioral, and oral factors associated with failure in adolescent schoolchildren: a cross-sectional study

Objetivo: avaliar associações entre fatores sociodemográficos, sociais e bucais e reprovação escolar entre adolescentes. Métodos: Trata-se de um estudo transversal e analítico realizado com 251 adolescentes, entre 14 e 18 anos, provenientes de cinco escolas estaduais do município de Piracicaba, São Paulo, Brasil. A variável desfecho avaliada foi a reprovação escolar e as variáveis independentes incluíram fatores sociodemográficos e bucais. Para se avaliar a associação entre as variáveis, realizou-se regressão logística simples e múltipla, permanecendo no modelo final as variáveis com p≤0,05, após o ajuste para as demais variáveis. Resultados: A maioria dos participantes era do sexo feminino (61,8%), com idade até 16 anos (58,6%), tinham mais que um irmão (60,2%) e o grau de instrução dos chefes das famílias era acima de oito anos (71,3%). A reprovação escolar foi relatada por 12,7% dos adolescentes. No modelo ajustado final, verificou-se que a reprovação escolar permaneceu associada aos adolescentes que apresentavam mais de um irmão (OR = 3,79: IC 95%: 1,34-10,73), que foram ao dentista na última vez por motivo de dor (OR = 3,00: IC 95%: 1,26-7,15) e com autoavaliação negativa da saúde bucal (OR = 5,50: IC9 5%: 2,10-14,36). Conclusão: Fatores sociodemográficos e bucais estiveram associados com a reprovação escolar em adolescentes. Nesse contexto, recomenda-se a continuidade das ações e políticas públicas intersetoriais entre os setores de educação e saúde para a melhoria da saúde bucal dos escolares, a qual apresenta associações com o rendimento acadêmico.

Aim: to evaluate the association between sociodemographic, social and oral factors, and school failure among adolescents. Methods: This is a cross-sectional and analytical study carried out with 251 adolescents, between 14 and 18 years of age, from five state schools in the city of Piracicaba, São Paulo, Brazil. This work evaluated the outcome variable of school failure, and the independent variables included sociodemographic, social, and oral factors. To assess the association between the variables, simple and multiple logistic regressions were performed, with the variables presenting p≤0.05 remaining in the final model after adjustments for the other variables. Results: Most participants were female (61.8%), up to 16 years of age (58.6%), who had more than one sibling (60.2%), and whose level of education of the heads of the household was over eight years (71.3%). School failure was reported by 12.7% of the adolescents. In the final adjusted model, school failure remained associated with adolescents who had more than one sibling (OR = 3.79: 95% CI: 1.34-10.73), who went to the dentist the last time due to pain (OR = 3.00: 95% CI: 1.26-7.15) and a negative oral health self-assessment (OR = 5.50: 95% CI: 2.10-14.36). Conclusion: Sociodemographic and oral factors were associated with school failure in adolescents. In this context, it is recommended to continue intersectoral actions and public policies between education and health to improve the oral health of schoolchildren and, consequently, their academic performance.

Detailed data about a forty-year systematic review and meta-analysis on nursing student academic outcomes.

Data were extracted from observational studies describing undergraduate nursing students' academic outcomes that were included in a systematic review and meta-analysis conducted in 2019 and updated in 2020 [1]. Data were extracted by two researchers independently through a previously tested electronic spreadsheet; any disagreement about data extraction was discussed with a third author. Extracted data were studies' general information, characteristics (i.e., country, study design, involved centers, number of cohort of students involved, duration (years) and denomination of the program attended, sample (N), sociodemographic characteristics of the sample, and methods utilized for data collection), and data related to the research question(s) of the review, i.e., nursing students' academic outcomes occurrence and associated factors. Raw data for each included study are reported, along with meta-analyses that were performed using ProMeta free software utilizing Odds Ratio (OR) and Cohen's d as principal effect sizes. The random-effect model was used for all studies, while the level of heterogeneity was explored and quantified through the Cochran's Q-test and I2 , respectively. Substantial or considerable heterogeneity (i.e., I2 ≥ 50%) was explored through a subgroup analysis based on the study design, when feasible [2]. A sensitivity analysis was also performed to detect the possible influence of single studies on meta-analyses results [2]. Publication bias was assessed through funnel plots and the testsf for their asymmetry, i.e., Begg and Mazumdar's rank correlation and Egger's linear regression method [2]. These data provide for an updated state of the art about nursing students' outcomes and associated factors. Therefore, they could ease future literature summaries about the topic, other than allow a comparison of the literature with future research results.

Identification and comparison of factors related to academic failure in medical colleges; A Bi-centre, comparative study.

OBJECTIVE: To evaluate student's perceptions related to their academic failure, and to compare these perceptions with their nationality. METHODS: The non-interventional, bi-national, comparative study was conducted in medical colleges of Pakistan and Saudi Arabia from 2015 to 2017 and comprised medical students who had scored less than 50% in their professional examinations. Data was collected using a pre-designed 22-item questionnaire that was scored by the students on a 5-point scale. Data was analysed using SPSS 23. RESULTS: Of the 210 students, 115(55%) were Pakistanis and 95(45%) were Saudis. Common reasons of failure identified were information overload 114(50%), difficult examination 101(48%), poor teaching skills of teachers 82(39%), system of education 75(36%) and unfair examination 78(37%). In terms of nationality, 11 items were found significant (p<0.05). CONCLUSIONS: Regardless of cultural and environmental differences in factors contributing towards failure in students of different countries, the risk factors were found to be common, with most students blaming external factors rather than internal ones.

Academic performance, adaptation and mental health of nursing students: A cross-sectional study.

AIM: To evaluate the institutional indicators of academic success, performance and failure and to identify the factors that influence the performance, academic adaptation and mental health of nursing students. DESIGN: Descriptive, cross-sectional study. METHODS: Data collection was performed between April 2018 and January 2020, focusing on academic data of nursing students (n = 348) and answers to a questionnaire with active students of the course with at least two years since admission (n = 88). RESULTS: Academic data indicates negative trends on academic failure and dropouts. Mean academic performance was 7.56 out of 10 and ALEQ-r results showed high academic adaptation in all dimensions, except in the personal dimension of scale. The prevalence of depressive symptoms reported was 60.2% (95%CI: 49.8-70.1%) and presented as predictors of this condition both academic performance and adaptation. CONCLUSIONS: There was found a trend in academic failure and dropouts among nursing students, as well as a relevant prevalence of depressive symptoms despite good average of academic adaptation and academic performance.

The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP).

The effectiveness of bullying prevention programs has led to expectations that these programs could have effects beyond their primary goals. By reducing the number of victims and perpetrators and the harm experienced by those affected, programs may have longer-term effects on individual school performance and prevent crime. In this paper, we use Norwegian register data to study the long-term impact of the Olweus Bullying Prevention Program (OBPP) on academic performance, high school dropout, and youth crime for the average student, which we call population-level effects. The OBPP program is widely acknowledged as one of the most successful programs reducing school-level bullying; yet, using a difference-in-difference design, no statistically significant population-level effects of the OBPP were found on any of the long-term outcomes in this study. When studied at the population level, as in the current project, the base rate prevalence of bullying is a major explanatory factor for these results. Earlier studies have shown that OBPP reduces bullying prevalence by 30-50%. This decrease translates into absolute reductions in bullying victimization and perpetration at the population level of "only" four and two percentage points, respectively. Our results suggest the average causal effects of school bullying involvement are too small to translate this reduction in bullying into a sizeable population-level impact on students' long-term outcomes. However, a limited potential of anti-bullying programs to prevent population-level adversity can very well be compatible with substantial program effects for individual bullies and victims. Further, our results do not speak to the main objective of anti-bullying programs of limiting childhood abuse and safeguarding children's human rights.

Academic failure and its predictors in Baccalaureate nursing students: A longitudinal study.

AIMS AND OBJECTIVES: To describe the sociodemographic and academic characteristics of nursing students who report academic failure and to identify the determinants of academic failure (no degree on time) in a population of nursing students. BACKGROUND: Although prior studies have shown that academic failure is influenced by multiple factors, the studies mentioned have mostly focused on specific single variables associated with academic failure, and they have reported inconsistent results. DESIGN: A prospective follow-up study design was used in an Italian Baccalaureate Nursing Degree program. A total sample of 2,040 at baseline and a random subsample of 753 students were considered for academic failure determinants. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology). METHODS: We included in the model academic background, self-efficacy, sociodemographic variables and self-efficacy in psychomotor skills and motivation. We used the Academic Nurse Self-Efficacy Scale (ANSEs), the Nursing Self-Efficacy in Psychomotor Skill Scale (NSE-PS) and the Motivation Nursing Students' Scale (MNSS) which have been validated on nursing students. For the assessment of predictors of academic failure, a two-stage hierarchical logistic regression analysis was performed. RESULTS: Students who had academic failure were 69.4% of the sample. Predictors of academic failure were the secondary school certification grade, the university pre-admission test score; the academic self-efficacy, self-efficacy in psychomotor skills and clinical training examination grades were additional predictors. CONCLUSIONS: The secondary school certification grade, the University pre-admission test score, low academic self-efficacy, low self-efficacy in psychomotor skills and low clinical training examination grades were predictors of academic failure in nursing students. RELEVANCE TO CLINICAL PRACTICE: Our findings suggest that the universities could consider a cut-off in the pre-admission test score as a critical value for identifying students who are likely to fail. In addition, nursing faculty staff should consider strategies for developing self-efficacy and motivation.

Examining nursing student academic outcomes: A forty-year systematic review and meta-analysis.

OBJECTIVES: To synthesize the definitions of nursing students' academic outcomes and provide a quantitative synthesis of their associated and predictive factors. DESIGN: Systematic review and meta-analysis. DATA SOURCES: Four scientific databases were searched until January 2020. REVIEW METHODS: Observational studies describing undergraduate nursing students' academic outcomes were included. Studies were analytically synthesized and meta-analyses were performed utilizing the Odds Ratio or Cohen's d as effect sizes. RESULTS: Eighteen studies, published from 1979 to 2018, were included in the review, nine were meta-analyzed. Studies involved 10,024 undergraduate nursing students and were mostly retrospective cohort (55.6%). Students were mostly female (75.4%) with a mean age ranging from 21.3 to 27.0 years. Meta-analysis revealed that being female (OR = 1.65, 95% CI = 1.26 to 2.12), having attended a Classical, Scientific or Academic high school (OR = 1.30, 95% IC = 1.16 to 1.46), and having reported higher final grades at the upper-secondary high school (Cohen's d = 0.42, 95% CI = 0.18 to 0.65) was significantly associated with student's ability to graduate within the regular duration of the program. Sensitivity analyses confirmed meta-analytic results and meta-analyses heterogeneity depended on study design. Contrasting and limited evidence were found for other investigated factors, and for academic outcomes different from graduation within the regular duration of the program. CONCLUSIONS: Despite meta-analytic results, gender and upper-secondary school would be unethical students' entry selection criteria. Final upper-secondary school grades should be considered for this scope and purpose. Conflicting and limited evidence found for other factors, such as students' background, suggested the influence of local contexts on the phenomenon and its investigation. Investigating the role of modifiable individual variables, such as empathy and critical thinking, could contribute to the open debate about students' entry selection strategies. An improvement in methodological quality of future studies is recommended and expected.

Perception of Causes of Repetition Amongst Dentistry Students A Novel Experience with Content Analysis

ABSTRACT: To determine the perception of fourth-year dentistry students at a private Chilean university, regarding the causes of their course repetition. Open-ended questions were asked to 14 repeating students. The resulting narratives went through content analysis using QDA Miner Lite software. The category "non-fullfilment with clinical requirements" had the highest frequency of appearance (52.0 %). Codes with the highest frequency of appearance were "Lacked of time" (24.0%); "Lack of proper organization of time/patient's agenda" (18.0 %) and "Lack of knowledge of the clinical dynamics" (16.0%). The tardiness and repeated absences of the patients were mentioned as the greatest difficulty faced by the students (18.0 %). Students perceive the reasons behind their repetition, differently. However aspects associated with compliance of clinical requirements and patients management are recurring issues. Content analysis is a useful tool for acquiring and analyzing data of complex phenomena as perspectives on university repetition among higher-level dentistry students.

RESUMEN: El objetivo del estudio fue determinar la percepción de los estudiantes de cuarto año de odontología en una universidad chilena, con respecto a las causas de su repetición académica. Se realizaron preguntas abiertas a 14 estudiantes repitentes del cuarto año de la carrera de Odontología. Se desarrolló el análisis de contenido de los relatos de los participantes con el software QDA Miner Lite. La categoría "incumplimiento de requisitos clínicos" obtuvo la mayor frecuencia de aparición entre los relatos (52.0 %). Los códigos con mayor frecuencia de aparición son "faltó tiempo" (24.0 %); "mal manejo y organización de mi tiempo y el del paciente" (18.0 %) y "faltó conocimiento de la dinámica de la asignatura" (16.0 %). Como anexo, la impuntualidad y ausencias reiteradas de los pacientes, fueron mencionadas como la mayor dificultad enfrentada por los estudiantes (18.0 %). Los estudiantes perciben de manera heterogénea las razones detrás de su repetición académica, sin embargo aspectos asociados al cumplimiento de los requisitos clínicos y el trato con los pacientes, son reiterativos en los relatos. El análisis de contenido es una herramienta útil para adquirir y analizar fenómenos complejos, tal como la percepción sobre la repetición universitaria en años superiores de Odontología.