Alcohol consumption and associated harms among university students in Australia: Findings from a cross‐sectional study

Tanudjaja, Selita Agnus; Chih, HuiJun; Burns, Sharyn; Crawford, Gemma; Hallett, Jonathan; Jancey, Jonine

doi:10.1002/hpja.342

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…While this study has noted strengths, it also has noted limitations. Response rates to surveys and interviews were lower than anticipated with only 21 graduates (8%) completing the questionnaire and 6 (2%) participating in the interviews; however, this is consistent with previous studies using university student samples that have shown similar low response rates (Bennett et al, 2006;Porter & Umbach, 2006;Tanudjaja et al, 2020). The sample was also relatively homogenous, being from one Australian public university.…”

Section: Discussionsupporting

confidence: 85%

Primary specialisations in Australia: graduates’ perceptions of outcome and impact

et al. 2021

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In 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

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Section: Discussionsupporting

confidence: 85%

Primary specialisations in Australia: graduates’ perceptions of outcome and impact

et al. 2021

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“…The proportion of PSTs who consented to be involved in the study was 284/555 (51.1%), which was considered average in comparison to previous studies that have investigated university student response rates in the United States 23 and Australia. 24 , 25 , 26 Nine participants were excluded due to missing data. A final sample of n = 275 (age range = 18‐54; median age = 21 years; second years = 227 (82.5%); fourth years = 46 (16.7%) were included in the analyses (See Table 1 ).…”

Section: Resultsmentioning

confidence: 99%

Investigating primary preservice teachers’ ultraviolet radiation awareness and perceived ability to teach sun safety

Scott

Johnston

Blane

et al. 2020

Health Prom J of Aust

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Issue addressed: Sun protection practices in Australian primary schools remain inconsistent. Therefore, this study investigates primary PSTs sun protective sun behaviours, ultraviolet (UV) radiation awareness and perceived ability to teach sun safety. Methods:A convenience sample of undergraduate PSTs (N = 275; mean age = 23.13 years) enrolled at one Western Australian university completed an online survey. Descriptive analyses provided features of the data. Factors associated with sun protection behaviours and perceived knowledge and skill to teach sun safety were explored using multivariable logistic regression models.Results: Lesser than 10% of participants reported using sun protective measures daily (midday shade use: 6.5%; sunscreen: 7.6%; hat: 4.4%). Only 56.3% reported they understand the UV index, with 68.0% rarely/never using it to aid sun protection. Under half the participants reported they felt they had the knowledge (38.5%) or skills (40%) to effectively teach sun safety in primary schools. Regression analysis revealed gender, undergraduate, year and skin sensitivity were not predictors of UV index use (P > .05) or perceived knowledge of sun safety (P > .05). Skin sensitivity was the strongest predictor for shade usage (P = .02), hat usage (P = .05) and perceived skill to teach sun safety (P = .02). Conclusions: Survey data indicate UV radiation is inconsistently understood by PSTs. Many felt that they did not have the required knowledge or skill to teach sun safety effectively.So what? Improving PSTs UV radiation knowledge while at university is a potential opportunity to improve sun safety delivery in primary schools. A targeted intervention for PSTs is warranted.

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“…In a similar vein, recent research among Australian university students reveals that 82% of students drank alcohol, and 50% of them exceeded the recommended limit. (Tanudjaja et al, 2021). In Australia, men and women are advised not to exceed ten standard drinks per week or four on a single occasion.…”

Section: Alcohol Use and Misuse In Tertiary Institutionsmentioning

confidence: 99%

An exploration of binge drinking and coping behaviour during covid-19 among students in a major tertiary institution in KwaZulu-Natal.

Faborode

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Background:The COVID-19 pandemic has profoundly impacted human lives. At the emergence of the novel disease, several restrictive measures, including lockdowns, were implemented to mitigate the spread of COVID-19. These measures created stressful challenges that affected people's mental wellbeing, including that of tertiary students. There is a dearth of information on the strategies students use to cope with COVID-19-related stress. This study aimed to understand how students experienced and coped with changes attributed to the lockdowns in South Africa, including factors that influenced alcohol use among students at a major tertiary institution in KwaZulu Natal during the COVID-19 lockdown.Method: A qualitative approach was used. Twenty students were recruited from two campuses at the University of KwaZulu-Natal (UKZN), Durban, South Africa, using purposive sampling. Individual indepth interviews were conducted using a semi-structured interview guide comprising open-ended questions. The NVivo software program was used for analysis. Results:The majority (60%) of participants were male and ranged from 20 to 36 years old. The results of this study indicate drinking patterns among the study sample. Results indicate that despite implementing an alcohol sale ban during the COVID-19 lockdowns, alcohol use was not eliminated, but there was some reduction in the intake of alcohol. Apart from alcohol restrictions, some factors influencing drinking included drinking location and people with whom participants consumed alcohol.Many participants also indicated that they preferred to consume alcohol with friends because it helped them to bond with their friends and improved their social interactions.In addition, over 50% of the students stated that they drank alcohol because they felt happy, socialized with others, had fun, and that they enjoyed the taste. In contrast, only a few (four) reported drinking as a coping mechanism. Respondents were also aware of the negative consequences of drinking alcohol, especially when it is in large quantities. Results also indicate that half of the participants felt stressed, depressed, anxious and sad during the lock down. In addition, they also experienced problems related to eating and sleeping. The study highlighted the various coping mechanisms participants used to deal with stress. These included emotion-based coping strategies such as social support, sleeping, exercise, reading, watching television, listening to music, and maintaining a positive attitude, problem-based coping strategies (e.g., positive thinking and planning), as well as avoidance forms of coping (such as ignoring the situation). Conclusion:This study found that alcohol misuse was common in this sample of university students prior to the onset of COVID-19, and they experienced some distress during the COVID-19 lockdown.Factors that influenced alcohol use were also identified in this study sample which provided insight into how they experienced and coped with changes directly caused by the lockdowns in South Africa.11 D...

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Alcohol consumption and associated harms among university students in Australia: Findings from a cross‐sectional study

Cited by 3 publications

References 19 publications

Primary specialisations in Australia: graduates’ perceptions of outcome and impact

Primary specialisations in Australia: graduates’ perceptions of outcome and impact

Investigating primary preservice teachers’ ultraviolet radiation awareness and perceived ability to teach sun safety

An exploration of binge drinking and coping behaviour during covid-19 among students in a major tertiary institution in KwaZulu-Natal.

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