Sense of coherence among apprentices in vocational education and training in Norway: exploring general resistance resources in work-based learning

Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points—at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students\u27 experiences of work-based learning as apprentices formed the basis of this study\u27s analysis. The stepwise deductive–inductive method was used to generate and analyse the data. Findings: The apprentices\u27 GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals. (DIPF/Orig.

Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning

Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points - at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive-inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals

Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes

Nursing students' perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and learning outcomes”. Introduction: Intrinsic motivation among nursing students to achieve clinical competence and thus educational fulfillment is critical. In the Norwegian nursing context, the flipped classroom approach, and the use of student-active learning methods such as multiple-choice questions (MCQ), skills training, Team-Based Learning (TBL), and simulation have grown considerably. This study is based on a learning design using Cardiopulmonary resuscitation as a flipped classroom educational case. This includes both pre-class and in-class activities. Aims: The aim of this study is to investigate the associations between perceived autonomy-support by teachers and students’ intrinsic motivation, study effort, and perceived learning outcomes. Methods: In a cross-sectional design, quantitative data were collected from 401 nursing students at a large university in Norway. This study collected data on all first-year students between 2018-2021. The scales that were included was Intrinsic motivation inventory (IMI) and the Academic motivation scale (AMS) which is based on the tenets of Self- determination theory. Seven hypotheses of the associations between teacher relatedness, intrinsic motivation, study effort and learning were tested by means of structural equation modelling (SEM). Results: This study indicates that perceived autonomy-support by a teacher encourages first-year nursing students’ sense of autonomy, thus affecting their intrinsic motivation, study effort, and perceived learning outcomes. Perceived autonomy-support by a teacher is significantly associated both directly and indirectly (mediated) with students’ learning outcomes and indirectly associated with their study effort. Our findings suggest that in a course with a flipped classroom approach, teachers should guide students in their learning and provide them with choices to enhance their motivation for learning. By means of autonomy-supportive behavior, teachers may enhance students' motivation for learning as well as their study effort and learning outcomes.publishedVersio

Oppdrettsfiskens rettslige vern: Hvordan ivaretas hensynene fiskehelse og fiskevelferd i reguleringen av norsk akvakultur?

Postponed access: the file will be accessible after 2022-07-17Masteroppgave (70 sp) forskerlinjeJUS397MAJU

Nursing Students' Emotional State and Perceived Competence During the COVID-19 Pandemic : The Vital Role of Teacher and Peer Support

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Learning nursing during the Covid-19 pandemic ; Teacher-support is exceptionally important

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Positive psychology of Malaysian students: impacts of engagement, motivation, self-compassion and wellbeing on mental health

Malaysia plays a key role in education of the Asia Pacific, expanding its scholarly output rapidly. However, mental health of Malaysian students is challenging, and their help-seeking is low because of stigma. This study explored the relationships between mental health and positive psychological constructs (academic engagement, motivation, self-compassion, and wellbeing), and evaluated the relative contribution of each positive psychological construct to mental health in Malaysian students. An opportunity sample of 153 students completed the measures regarding these constructs. Correlation, regression, and mediation analyses were conducted. Engagement, amotivation, self-compassion, and wellbeing were associated with, and predicted large variance in mental health. Self-compassion was the strongest independent predictor of mental health among all the positive psychological constructs. Findings can imply the strong links between mental health and positive psychology, especially selfcompassion. Moreover, intervention studies to examine the effects of self-compassion training on mental health of Malaysian students appear to be warranted.N/

Predicting self-compassion in UK nursing students: Relationships with resilience, engagement, motivation, and mental wellbeing

Self-compassion, being kind towards oneself, has been identified as a key protective factor of mental health. This is consistent with students’ experiences in the study of nursing, which attracts a large number of students in the United Kingdom. Despite the importance of self-compassion, knowledge in how to enhance self-compassion is under-researched. Self-compassion interventions are commonly related to meditative exercises. In order to suggest alternative approaches, relationships between self-compassion and more established constructs need to be appraised. Accordingly, this study evaluated predictors of self-compassion, examining its relationships with more established constructs examined in other healthcare student populations: resilience, engagement, motivation and mental wellbeing. An opportunity sample of 182 UK nursing students at a university in East Midlands completed self-report measures about these constructs. Correlation and regression analyses were conducted. Self-compassion was positively related to resilience, engagement, intrinsic motivation and mental wellbeing, while negatively related to amotivation. Resilience and mental wellbeing were identified as significant predictors of self-compassion. As resilience and mental wellbeing are relatively familiar to many nursing lecturers and students, educators can incorporate a self-compassion component into the existing resilience training and/or mental wellbeing practices.N/