The considerable increase in numbers of students required to complete undergraduate dissertations as part of their curricula demonstrates a clear need for supporting academic staff from a wide variety of disciplines in this area. There has been limited research published in the realm of postgraduate supervision. Therefore, supervision of academic dissertations in an undergraduate setting still remains to be addressed in a comprehensive manner. The overarching theme of this reference work is the convergence of shared understandings, strategies and reflections of undergraduate supervisors from around the world, from many different subject disciplines. There is also a need today for a mapping of the current landscape of undergraduate supervision.This text is presented through a series of case studies from a wide variety of subject disciplines in the sciences and arts and is enlightened by research perspectives; it comprises of a focus on development needs for supervisors of undergraduate students, using updated information, modeling exercises and interaction in the form of a series of individual activities, along with a selection geared at programme team development in preparing supervisors for their role, choice key readings, and exploration of online resources. This eBook is intended as a guide for academic staff across various disciplines who are involved with dissertation supervision. It is valuable to those in the early stages of their career who may be supervising for the first time; equally, it provides support, guidance and affirmation to those who have supervised over a number of years.
Skin cancer rates are increasing in Ireland, making skin cancer prevention a serious public healthcare issue. We replicated a quasi-experimental study assessing the effectiveness of an educational skin cancer intervention. This intervention was effective as an educational adjunct in teaching American nursing students. The current study, conducted at a college in Ireland, was intended to evaluate its effectiveness among Irish nursing (n = 115) and agricultural (n = 60) students. Students were assigned to one control group and two intervention groups: lecture only, and lecture and skin analyzer machine. It was hypothesized that both the lecture-only and lecture and skin analyzer machine groups would have higher posttest scores than the control group in three domains: “knowledge” (skin cancer knowledge), “behavior” (adoption of sun protective behaviors), and “role” (willingness and self-efficacy to assume the role of teaching others about skin cancer). Our findings supported the study’s hypotheses. Among both nursing and agricultural students, both intervention groups had higher scores than the control groups in posttest measures of behavior, knowledge, and role. This study revealed that both the lecture-only and lecture and skin analyzer machine interventions are effective teaching methodologies to personalize the risk of sun damage.
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