Sexual harassment is a social problem that needs urgent attention to reduce its frequent occurrence. This paper is a systematic literature review (SLR) that summarizes the previous studies of sexual ...harassment from Islamic state universities (UIN) in Indonesia. Data were collected from the final year bachelor's theses available in the online library repository of UIN Syarif Hidayatullah Jakarta, UIN Walisongo Semarang, UIN Sunan Ampel Surabaya, UIN Ar-Raniry Aceh, UIN Alauddin Makassar and UIN Raden Fatah Palembang with open-access facilities. The SLR and Meta-analysis were used to investigate the background, perpetrator-victim involvement, and resolution of sexual harassment. This research used 20 eligible and relevant theses for the study of sexual harassment have been published from 2007 to 2022. The result showed that most cases occurred in urban areas, where the perpetrators are people known to the victim, such as family members, colleagues at work, neighbors, and playmates. Therefore, the role of non-governmental organizations and local governments is very helpful for victims to form coping strategies and report criminal cases. Sexual harassment needs to get more public attention by strengthening litigation and non-litigation needs, accompanied by the provision of sexuality education for parents, children, and the community.
Bachelor's theses; Islamic State University; Open-access; Sexual harassment
Este estudio plantea como objetivo fundamental definir un medio de información o indicador que permita develar el perfil de los egresados en Educación, Mención Física, provenientes del Convenio ...Cooperativo de Formación Docente (CCFD) de la Universidad Central de Venezuela. Para lograr este objetivo se estableció como hipótesis que el Trabajo de Licenciatura (TL) es un medio de información interno que permite develar el perfil de la carrera. Este perfil esta conformado por rasgos relacionados con conocimientos, habilidades, capacidades y valores en los cuales deben ser (in)formados los futuros egresados. Mediante análisis de contenido y de discurso de textos que configuran los TL, se estudiaron cuantitativa y cualitativamente los rasgos que componen el perfil del egresado. Como resultado se tiene que la mayoría de los egresados (autores de los TL) evidencian en su perfil rasgos esperados, tal como los indicados por el Perfil Teórico.
Research on the systematic literature review process is extensive, but a justified explanation of how a narrative literature review process progresses remains absent from the existing literature. The ...purpose of this study is to increase understanding about the narrative literature review process. By building on process theory and the literature on systematic literature reviews and by empirically examining the literature review processes for bachelor's theses in a European business school, we reveal that a narrative literature process is iterative, non-structured and multi-layered; contains several cumulative written outcomes; and is embedded in a social context wherein various official and non-official actors guide and support the beginning researcher. This study is a fresh attempt to explain the progress of a literature review process with help of process theory, thereby offering novel insights into the research on literature reviews in general and on narrative literature reviews across various fields of human sciences specifically.
The aim of the study was to describe the characteristics of the Bachelor’s thesis of fourth-year nursing students at a Spanish public university, the criteria that students used to choose a topic and ...students’ degree of satisfaction after completing the Bachelor’s thesis.
Quantitative study.
We examined 420 Bachelor’s theses carried out from 2013 to 2018 and conducted an online survey among fourth-year students in the 2017–18 and 2018–19 academic years (81 completed questionnaires).
The Bachelor’s thesis took the form of a research proposal. The most frequent proposal type was a qualitative hospital-based study whose objective was to understand the experiences of adult or adolescent patients, close family members, or nurses. Students chose topics for personal reasons. Most participants reported feeling satisfied with the knowledge and skills acquired.
Students completing a Bachelor’s thesis in the form of a research proposal have the potential to transfer their research skills to their nursing practice.
•The most frequent Bachelor’s thesis was a qualitative research proposal.•Participants chose topics based on personal reasons or internship experiences.•Participants were satisfied with the research competencies obtained.•Students who write a thesis can transfer research skills to practice.
Evidence-based practice has been the desirable healthcare standard for decades. To ensure evidence-based healthcare in the future, nursing education curricula must include strategies for teaching ...evidence-based practice to nursing students. Learning outcomes about evidence-based practice might be incorporated into courses like the bachelor's thesis.
This study investigates whether writing a bachelor's thesis influences nursing students' practice, skills, and attitudes towards evidence-based practice, and explores whether there are differences between students writing the thesis as a literature study and students conducting empirical studies.
This Nationwide Prospective Cohort Study collects data on students' practice, skills, and attitudes towards evidence-based practice through the Student Evidence-Based Practice Questionnaire and two questions from the Norwegian version of the Evidence-Based Practice profile questionnaire.
The sample consists of 314 nursing students writing their bachelor's thesis in the last term of their nursing education. The responding students represent all institutions of higher education in Norway.
Paired t-tests were used to examine changes in the subscales practice, retrieving/reviewing, sharing/applying, attitudes and total scale for the Student Evidence-Based Practice Questionnaire from before they started to submission of the bachelor's thesis. Linear multiple regression analyses were conducted to explore differences between students writing a literature study and students conducting empirical studies.
The analysis showed that the nursing students significantly increased in the three subscales practice, retrieving/reviewing, and sharing/applying, in addition to the total scale for the questionnaire, while writing the bachelor's thesis. Further, the analysis showed no difference on the scales between the groups of students writing a literature study or conducting an empirical study.
The results indicate that writing the bachelor's thesis leads to increased learning about evidence-based practice and does not depend on the kind of thesis the students write.
•Curricula in nursing education must include strategies to teach EBP.•Learning outcomes about EBP might be incorporated into the bachelor's thesis.•Writing a bachelor's thesis leads to increased learning about EBP.
The use and usefulness of theory Brunsson, Karin
Scandinavian journal of management,
06/2021, Volume:
37, Issue:
2
Journal Article
Peer reviewed
This commentary paper starts from the presumption that theory is a cherished academic concept, to which social scientists frequently refer, despite – or because of – the hazy meaning of this concept. ...What happens when the meaning of theory is clarified, and theories are described as distinct entities, even as tools to be used by all students within an academic discipline, such as that of business administration? It is suggested that full-fledged theories obstruct the usefulness of theory, which should be experience and intuition based and allow for discoveries, theorizing and new concepts. The history and traditional outlook of the business administration discipline help explain its devotion to theory.
An effective evaluation of a bachelor's thesis (BT) needs the use of valid tools such as rubrics. There are few studies providing a validation of rubrics for these theses and even fewer in the ...academic field of food science and technology; hence the aim of this study was to validate a rubric for the assessment of relevant competencies in the BT. Ninety‐seven students presented their thesis and 56 teachers participated as members of the committees. The degree of relevance, suitability, and clarity of the rubrics were assessed as well as the relationship between student perception and academic performance and the congruence between the teacher's and students’ evaluations. The content validity index and intraclass correlation coefficient (ICC) were calculated. Students had a moderate level of knowledge about rubrics, but they mostly agreed with the premise that the rubrics are an accurate tool to assess the quality of BTs. Teacher's and student's marks mostly aligned. No significant relationship was found between the positive perception of rubric's validity and the final grades. Regarding clarity, suitability, and relevance as perceived by teachers, the used rubrics were highly valued. The ICC of criteria indicated that the rubrics were valid in the studied terms. Hence, the validation of a food science and technology degree BT assessment system based on a rubric has been achieved. Supporting Information
Practical Application
The conclusions drawn from this research could enable teachers at other universities to use this methodology for validating their rubrics for bachelor's theses. Furthermore, they could use this validated rubric to evaluate projects presented at their respective institutions.
This study explores the challenges in supporting and assessing action research projects related to bachelor's theses for research-based initial teacher education in Norway. The data consist of two ...types of texts - the official information about the bachelor's thesis from the university and 10 theses where the students complained about the assessment. The results are considered by using a theoretical framework of assessment as a process of communication and by applying the concept of boundary crossing. The results show the lack of communication and tripartite collaboration among students, practicum teachers and university teachers as presupposed. Communication and democratic dialogue are crucial elements of action research, and the findings suggest that the assessment process should focus on 'feedforward' in an open dialogue more than 'feedback' through written texts or marks. Our research findings add to the knowledge on the design of research-based programmes of study in general and assignments based on action research in particular.
Writing, supervision and evaluation of students' dissertations has received a fair share of attention in academic literature, with a focus on problems of marking, information processing mechanisms, ...worldviews and more. In most texts, problems of inconsistency, transparency and fairness are identified, leading to frustration among supervisors, assessors and students. This article shares positive experience on the creation and application of an instrument which would benefit educators and contribute practical solutions on how the issues of inconsistency, transparency and fairness within the bachelor thesis process could be tackled. Using design science research, which utilizes gained knowledge to solve problems, create change or improve existing solutions, we developed the bachelor thesis writing and assessing instrument. Following three iterations of the instrument among writers, supervisors and assessors of bachelor theses at the Estonian Business School, we conclude that the use of the instrument has greatly improved consistency, transparency and fairness of the thesis-process, thus benefitting all three parties in particular and the university in general.
Introduction
The aim of educational institutions in the field of nursing is to educate nurses with the competences to provide high-quality care to their patients, meaning that students need to learn ...about evidence-based practice and how to translate the knowledge, skills, competency, beliefs, attitudes, and behaviours into daily practice. The bachelor thesis is the ultimate test for undergraduate nursing students to present what they have learned.
Objective
The aim of this study was to explore undergraduate nursing students’ experiences of conducting clinical projects in their bachelor theses.
Methods
We used qualitative focus-group interviews to gain a deeper understanding of the students’ experiences of conducting clinical projects in their bachelor theses as an approach to learn about evidence-based practice. The analyses focused on meaning according to Brinkmann and Kvale.
Results
Eighteen out of 22 eligible students who had chosen to participate in ongoing clinical research projects and write an academic paper as their bachelor thesis were included in this study. The students were all females and divided into three focus groups. The clinical projects were conducted in a public hospital, a private hospital, nursing homes, or within home-care nursing. The analyses showed that conducting clinical projects in the bachelor thesis provided the students with important knowledge for providing evidence-based care and it. motivated them to want to initiate future clinical projects as nurses., They got valuable hands-on experience for how to conduct research, and made the students aware of the importance of keeping themselves updated on the latest knowledge.
Conclusion
Conducting clinical research projects on a bachelor level provide undergraduate nursing students with important knowledge of how to provide evidence-based nursing care to their patients. Learning how to conduct clinical research projects is also important for motivating future nurses to initiate research aiming to improve clinical nursing practice.
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