Search Results (44)

The disruptive acceleration of Generative Artificial Intelligence (GAI) has amplified the phenomenon of Global Friction (Globofriction), where technological speed undermines informational stability and weakens democratic resilience. Within higher education, this scenario demands training models capable of preparing future communicators to act as guarantors of truth amid automated erosion of discourse. This research evaluates the digital competence of Communication students through an interdisciplinary STEM-SSH (Science, Technology, Engineering, Mathematics—Social Sciences and Humanities) nexus approach based on the Kirkpatrick model. A mixed-methods methodology was employed, analyzing self-perception and cybersecurity data (n = 59), technical performance in the production of interactive infographics (n = 25), and qualitative evidence from reflection forums on systemic risks. The results reveal a “showcase digital competence”: a functional dissonance where future communicators demonstrate technical excellence under academic supervision but maintain negligent habits in their autonomous praxis. The study concludes that, given risks such as data porridge and strategic disinformation, it is urgent to transition toward a model of ethical resilience. This shift is imperative to reclaim the sovereignty of human judgment and ensure the integrity of public debate amidst current technological friction. Full article

We briefly review the early development of the mean-field dynamics for cooperatively interacting quantum many-body systems, mapped to pseudo-spin (Ising-like) systems. We start with (Anderson, 1958) pseudo-spin mapping the BCS (1957) Hamiltonian of superconductivity, reducing it to a mean-field Hamiltonian of the XY (or effectively Ising) model in a transverse field. Then, we obtain the mean-field estimate for the equilibrium gap in the ground-state energy at different temperatures (gap disappearing at the transition temperature), which fits Landau’s (1949) phenomenological theory of superfluidity. We then present in detail a general dynamical extension (for non-equilibrium cases) of the mean-field theory of quantum Ising systems (in a transverse field), following de Gennes’ (1963) decomposition of the mean field into the orthogonal classical cooperative (longitudinal) component and the quantum (transverse) component, with each of the component following Suzuki–Kubo (1968) mean-field dynamics. Next, we discuss its applications to quantum hysteresis in Ising magnets (in the presence of an oscillating transverse field), to quantum heat engines (employing the transverse Ising model as a working fluid), and to the quantum annealing of the Sherrington–Kirkpatrick (1975) spin glass by tuning down (to zero) the transverse field, which provides us with a very fast computational algorithm, leading to ground-state energy values converging to the best-known analytic estimate for the model. Finally, we summarize the main results obtained and draw conclusions about the effectiveness of the de Gennes–Suzuki–Kubo mean-field equations for the study of various dynamical aspects of quantum condensed matter systems. Full article

Objective: To evaluate a 30 h educational program delivered to community health care workers (CHWs) involved in geriatric care within a primary care clinic, measure increase in knowledge, likelihood of using the education, and baseline results of geriatric screenings for patients 65 and older conducted by CHWs in their clinics. Methods: Design, Setting and Participants: This is an evaluation with a two-center, pre–post design study of a 30 h in-person educational program. The program used the Kirkpatrick model to evaluate the educational program. The study used quantitative and qualitative data collection with surveys measuring knowledge, feedback, content, and demographics of the participants and chart reviews to measure clinical implementation of 4Ms discussion. Qualitative data collection included a focus group and open-ended questions in the survey. Thematic analysis from focus groups explored the feedback from the educational program. Results: Twelve community health care workers (average age 40, 90% female) from two federally qualified health centers (FQHC) participated in the 30 h training program. Perceived knowledge improved after the completion of the training. Final exam scores after the training were also significant, indicating an improvement in content retention. Overall, 98% of participants described the training as “Excellent” and 96% rated excellent for the speakers who provided the training. Additionally, 83% suggested they would apply the training in their practice. Approximately 40% of chart reviews indicated the completion of the 4Ms (What Matters, Mentation, Medication, and Mobility) discussion with patients. Thematic analysis yielded two new practice dimensions: care provision and clinical documentation. The training resulted in organizational adaptation with the development of an intake form in the Electronic Health Record (EHR) to document the 4Ms. Conclusion: Results indicate improvement in all dimensions of the training with an emphasis on level 4, indicating wider organization adaptation of 4Ms discussion. Full article

The governance of artificial intelligence (AI) in education requires theoretical grounding that extends beyond system compliance toward outcome-focused accountability. The EU AI Act classifies AI-based learning outcome assessment (AIB-LOA) as a high-risk application (Annex III, point 3b), underscoring the importance of algorithmic decision-making in student evaluation. Current regulatory frameworks such as GDPR and ALTAI focus primarily on ex-ante and system-focused approaches. ALTAI applications in education concentrate on compliance and vulnerability analysis while often failing to integrate governance principles with established educational evaluation practices. While explainable AI research demonstrates methodological sophistication (e.g., LIME, SHAP), it often fails to deliver pedagogically meaningful transparency. This study develops the XAI-ED Consequential Assessment Framework (XAI-ED CAF) as a sector-specific, outcome-focused governance model for AIB-LOA. The framework reinterprets ALTAI’s seven requirements (human agency, robustness, privacy, transparency, fairness, societal well-being, and accountability) through three evaluation theories: Messick’s consequential validity, Kirkpatrick’s four-level model, and Stufflebeam’s CIPP framework. Through this theoretical integration, the study identifies indicators and potential evidence types for institutional self-assessment. The analysis indicates that trustworthy AI in education extends beyond technical transparency or legal compliance. Governance must address student autonomy, pedagogical validity, interpretability, fairness, institutional culture, and accountability. The XAI-ED CAF reconfigures ALTAI as a pedagogically grounded accountability model, establishing structured evaluative criteria that align with both regulatory and educational standards. The framework contributes to AI governance in education by connecting regulatory obligations with pedagogical evaluation theory. It supports policymakers, institutions, and researchers in developing outcome-focused self-assessment practices. Future research should test and refine the framework through Delphi studies and institutional applications across various contexts. Full article

This document proposes a new evaluation model to be applied to a training course on health and safety at work based on virtual reality. The model refers to three macro-levels (design, delivery, and evaluation), which extend throughout the training life cycle. At macro level 1, design, the quality of the model intended for the virtual reality experience is evaluated, as well as its adaptation to the work environment and its compliance with applicable voluntary and mandatory standards; in macro level 2, delivery, the performance of the model, the individual reactions of users with headsets, their performance and psycho-physical state, the time, and the score achieved are evaluated; in macro level 3, evaluation, the long-term effects of subjective training and the social and economic impact that virtual reality training has had on the organisation are evaluated. The study investigates assessment models for virtual-reality-based occupational health and safety courses and identifies a model outlining general criteria that can be adapted to several types of courses and different work sectors. By examining the typical stages of the training life cycle and drawing on training evaluation models such as Kirkpatrick or Molenda and Information and Communication Technology metrics, the study identifies the key elements for assessing the effectiveness of virtual reality training in occupational health and safety. Full article

This study presents preliminary design guidelines to support the evaluation of industrial safety training using immersive technologies, with a focus on high-risk work environments such as working at height. Although virtual reality has been widely adopted for training, few studies have explored its use for behavior-level evaluation, corresponding to Level 3 of the Kirkpatrick Model. Addressing this gap, the study adopts the Design Science Research methodology, combining a systematic literature review with expert focus group analysis to develop a conceptual framework for training evaluation. The results identify key elements necessary for immersive training evaluations, including scenario configuration, ethical procedures, recruitment, equipment selection, experimental design, and implementation strategies. The resulting guidelines are organized into six categories: scenario configuration, ethical procedures, recruitment, equipment selection, experimental design, and implementation strategies. These guidelines represent a DSR-based conceptual artifact to inform future empirical studies and support the structured assessment of immersive safety training interventions. The study also highlights the potential of integrating behavioral and physiological indicators to support immersive evaluations of behavioral change, offering an expert-informed and structured foundation for future empirical studies in high-risk industrial contexts. Full article

This study explored a competency-based soft-skills programme supporting evolving community pharmacy professionals’ roles and sustainable practice in Serbia. Four researchers with academic and practice backgrounds developed the programme using healthcare guidelines and the International Pharmaceutical Federation’s competency framework. The process involved defining objectives, selecting methods, designing and organising activities, accreditation, and evaluating outcomes based on the Kirkpatrick model. From January 2021 to March 2025, the “Galenika Academy” was implemented through webinars, accredited tests, onsite courses, and a mobile application. Satisfaction was assessed via a validated online questionnaire among participants attending ≥80% of sessions, following evaluation of attendance and test performance. The programme reached 5107 participants, 10,427 webinar views, and 8252 test completions. The “Galiverse” mobile app, launched in February 2023, had 5558 users by March 2025. The most attended webinar was “Burnout” (787). Average test success was 82.9%, with 95.3% for “Resilience” and 61.0% for “Team Management.” Satisfaction was 95.5% for content, 94.2% for quality, 92.3% for materials, 77.1% for the application, and 96.3% would recommend it. Among those reporting improved resilience, 96.9% believed it could positively impact pharmacy operations. Pharmacists found the programme relevant and effective. Further research is needed to evaluate its impact on practice and patient outcomes. Full article

Background: Family caregivers are a vital yet often under-recognized part of the healthcare system. They provide essential emotional, physical, and logistical support to individuals with illness, disability, or frailty, and their contributions improve continuity of care and reduce system strain. However, many healthcare and social service providers are not equipped to meaningfully engage caregivers as partners. In Alberta, stakeholders validated the Caregiver-Centered Care Competency Framework and identified the need for a three-tiered education model—Foundational, Advanced, and Champion—to help providers recognize, include, and support family caregivers across care settings. This paper focuses on the development and early evaluation of the Advanced Caregiver-Centered Care Education modules, designed to enhance the knowledge and skills of providers with more experience working with family caregivers. The modules emphasize how partnering with caregivers benefits not only the person receiving care but also improves provider effectiveness and supports better system outcomes. Methods: The modules were co-designed with a 154-member interdisciplinary team and grounded in the competency framework. Evaluation used the first three levels of the Kirkpatrick–Barr health workforce education model. We analyzed pre- and post-surveys from the first 50 learners in each module using paired t-tests and examined qualitative feedback and SMART goals through inductive content analysis. Results: Learners reported a high level of satisfaction with the education delivery and the knowledge and skill acquisition. Statistically significant improvements were observed in 53 of 54 pre-post items. SMART goals reflected intended practice changes across all six competency domains, indicating learners saw value in engaging caregivers as partners. Conclusions: The Advanced Caregiver-Centered Care education improved providers’ confidence, knowledge, and skills to work in partnership with family caregivers. Future research will explore whether these improvements translate into real-world practice changes and better caregiver experiences in care planning, communication, and navigation. Full article

Engaging patients in medication safety is essential but remains under-addressed in hospital settings. This pilot study aimed to assess the impact of an educational intervention—the Medication Safety Adventure Trail—on medication safety knowledge and satisfaction among hospital visitors. A quasi-experimental pre-post intervention using this educational tool was conducted over five days. A booth was set up in a hospital lobby inviting all passers-by to follow a six-step trail involving riddles to solve. The experiment comprised three phases: 1. Briefing plus pre-test; 2. The trail; 3. Debriefing plus post-test. A logistic mixed-effects model was employed to assess changes in the odds of correct responses to eight items between the pre-test and post-test. A five-point scale assessed participants’ degrees of certainty (DC) in their answers, and a comparison pre- and post-test was performed with a linear mixed-effects model. Satisfaction was based on Kirkpatrick’s levels 1 and 2 (reaction and learning) and was assessed using categorical scales and open-ended questions. A total of 93 participants completed the trail (60% non-healthcare professionals, 36% healthcare professionals, and 4% unspecified). The odds of a correct answer were higher at post-test than at pre-test (72% vs. 51%, p < 0.001), and the odds of providing a correct answer were nearly five times higher following the activity compared to before (OR = 4.8 [95%CI 3.5 to 6.4], p < 0.001). The mean DC was also improved from pre-test to post-test (4.43, 95%CI [4.36–4.49] vs. 4.83, 95%CI [4.80–4.86]; p < 0.001). All 93 participants reported being either very satisfied (89%) or satisfied (11%) with the educational tool. The tool significantly improved participants’ knowledge about medication safety issues and was appreciated. Full article

As the development of technology and business improvement is rapidly advancing these days, higher education (HE) should continually provide and develop up-to-date knowledge and skills for students. This is crucial for training competitive specialists, addressing digital transformation and enhancing digital readiness of HE institutions, as well as increasing students’ employment opportunities. Therefore, this paper explores the development and implementation of the new courses for teaching Rapid Application Development (RAD) on the Oracle Application Express platform at five European universities. Consequently, a new and flexible methodology for the integration of developed courses into existing study programs with different integration strategies is proposed and implemented. The effectiveness of the courses’ integration, implementation and students’ satisfaction were evaluated using Kirkpatrick’s model. The results reveal that students’ knowledge of RAD increased after completing the courses, which can improve students’ employment opportunities and promote digital transformation in HE institutions and studies. In addition, a majority of the students expressed positive feedback for both modules, finding the courses relevant, well delivered and motivating for future study. This study and its results are expected to inspire researchers, teachers and practitioners for further work towards the digital transformation of HE and offer valuable insights for future HE digitalization and research. Full article

Trillium Health Partners (THP) is a hospital network that serves the Mississauga region of Ontario, Canada, and sees nearly 1.7 million patient visits each year. THP is also a provider of highly specialized services to the region and a fully-fledged academic teaching center, with embedded research and innovation. Background/Objectives: Highly trained, skilled, and experienced nurses are foundational to THPs ability to meet the complex care needs of our patients across specialized programs. In 2024, 50% of the nursing workforce at THP was noted to have less than five years of experience. This generation of nurses are reporting high levels of burnout and are at greater risk of leaving the profession. The more experienced nurses are also facing burnout due to the continued pressures and demands in the workplace, having to manage an increasingly complex patient assignment, while providing mentorship to more novice nurses. Based on the existing literature and our collective experience at THP, we have developed the Transition to Independent Practice Support (TIPS) program, a multi-pronged approach to bolster support for our nursing workforce. The TIPS program at THP is designed to address knowledge gaps and enhance clinical competence among new and aspiring nurses. The primary aim of this study is to evaluate the efficacy of the TIPS program in facilitating the transition of novice nurses to independent and competent practitioners, utilizing the Kirkpatrick Model of Evaluation The specific objectives include (a) assessing participants’ reactions to the TIPS program; (b) measuring the increase in nurses’ knowledge and confidence following program participation; (c) evaluating changes in nurses’ behavior and practice post-program; and (d) determining the program’s impact on nurse retention and quality of patient care. Methods: Grounded in Meleis’s Transition Theory, the program combines webinars, simulations, clinical rounding, and mentorship to build resilience, decision-making, and confidence. Evaluative measures, based on the Kirkpatrick Model, assessed participant satisfaction, learning outcomes, behavior changes, and retention. Results: From September 2023 to March 2024, 388 interdisciplinary participants attended the program, including nursing students (56%), registered nurses (24%), registered practical nurses (14%), and aspiring nurses in other interprofessional roles (6%). Participants expressed high satisfaction with the program, achieving a mean reaction score of 4.80 (SD = 0.2921). Ninety-five percent found the sessions relevant, and 98% rated the facilitators as knowledgeable. Self-reported confidence significantly increased across all topics, with overall mean confidence scores rising from 2.94 to 4.52 (p < 0.0001, Cohen’s d = 3.01), demonstrating a strong impact on skill acquisition and application. Behavioral evaluations through simulations, competency checklists, and follow-up touchpoints confirmed improved clinical performance, with participants achieving 100% compliance to nursing skills during simulations and sustained confidence at three-month follow-ups. Since the program’s implementation, nursing turnover rates decreased from 9.52% to 7.7% by March 2024, with 100% of RNs, RPNs and IENs of TIPS participants retained within six months. Conclusions: This paper outlines the TIPS program and the diverse teaching and learning methodologies used in the design and program implementation to ultimately support the transition experience of the new gradate nurse into acute care. Preliminary outcomes are discussed including nursing retention rates, nurses’ knowledge, confidence, and skill levels. Full article

This was a prospective observational study based on clinical simulation courses taught in 2017 at the IDEhA Simulation Center of Alcorcón Foundation University Hospital. Two courses in metabolic emergencies (MEs) and respiratory emergencies (REs) were offered to primary care physicians all over Spain. The main objective was to teach nontechnical skills (crisis resource management). Using a modified five-level Kirkpatrick–Phillips education evaluation model, level I (reaction, K1), level II (learning, K2) and level III (behavioral change, K3) changes were evaluated through surveys at the end of the courses and one year later. Thirty courses were held (15 ME courses and 15 RE courses) with 283 primary care physicians. The overall satisfaction (K1) was high: ME courses, 9.5/10; RE courses, 9.6/10. More than 80% of the participants rated the organization, resources, content, debriefing and scenarios as excellent, with no significant differences between the two courses. After one year (156 responses), the respondents for both courses reported that they would repeat the training annually (K2), encourage debriefing with colleagues (K3) and have modified some aspects of their workplace (K3), citing improvements in procedures and in the organization of the health team as the most important. After the ME course, few participants, i.e., 5 (6%), reported providing improved care to patients; after the RE course, 15 (19%) participants reported providing improved care; the difference between groups was significant (p < 0.05). Compared with the ME course, the RE course imparted greater knowledge about patient safety (K2) (38 (49%) vs. 24 (31%) (p < 0.05)) and more useful tools for daily clinical practice (K3) (67% vs. 56.4%) and resulted in participants paying more attention to personal performance and to colleagues when working as a team (K2) (64% vs. 50%). Clinical simulation courses are highly valued and potentially effective for training primary care physicians in patient safety and CRM tools. Future studies with objective measures of long-term impact, behavior in the workplace (K3) and benefits to patients (K4) are needed. Based on the results of our study, the areas that are important are those aimed at improving procedures and the organization of health teams. Full article

Immersive Virtual Reality (IVR) is a promising tool for improving the teaching and learning of nursing and midwifery students. However, the preexisting literature does not comprehensively examine scenario development, theoretical underpinnings, duration, and debriefing techniques. The aim of this review was to assess the available evidence of how 360-degree Virtual Reality (VR) utilising head-mounted devices has been used in undergraduate nursing and midwifery education programmes and to explore the potential pedagogical value based on Kirkpatrick’s evaluation model. This review followed the Joanna Briggs Institute (JBI) methodology. A comprehensive electronic search was conducted across five databases. All studies published in English between 2007–2022 were included, regardless of design, if the focus was undergraduate nursing and midwifery programmes and utilised fully immersive 360-degree VR scenarios. Out of an initial pool of 1700 articles, 26 were selected for final inclusion. The findings indicated a limited diversity in scenario design, with only one study employing a participatory approach. Within the Kirkpatrick model, the most measurable outcomes were found at level 2. The main drawback observed in interventional studies was the absence of a theoretical framework and debriefing. The review concludes that the increased use of fully IVR in nursing education has improved student learning outcomes; however, published literature on midwifery education is scarce. Full article

Excessive alcohol consumption carries a significant health, social and economic burden. Screening, brief intervention and referral to treatment (SBIRT) is one approach to identifying patients with excessive alcohol consumption and providing interventions to help them reduce their drinking. However, healthcare workers in urgent and emergency care settings do not routinely integrate SBIRT into clinical practice and raise a lack of training as a barrier to SBIRT delivery. Therefore, “Alcohol Prevention in Urgent and Emergency Care” (APUEC) training was developed, delivered, and evaluated. APUEC is a brief, stand-alone, multimedia, interactive digital training package for healthcare workers. The aim of APUEC is to increase positive attitudes, knowledge, confidence and skills related to SBIRT through the provision of (a) education on the impact of alcohol and the role of urgent and emergency care in alcohol prevention, and (b) practical guidance on patient assessment, delivery of brief advice and making referral decisions. Development involved collaborative–participatory design approaches and a rigorous six-step ASPIRE methodology (involving n = 28 contributors). APUEC was delivered to healthcare workers who completed an online survey (n = 18) and then participated in individual qualitative interviews (n = 15). Analysis of data was aligned with Levels 1–3 of the Kirkpatrick Model of Training Evaluation. Survey data showed that all participants (100%) found the training useful and would recommend it to others. Insights from the qualitative data showed that APUEC digital training increases healthcare workers’ perceived knowledge, confidence and skills related to alcohol prevention in urgent and emergency care settings. Participants viewed APUEC to be engaging and relevant to urgent and emergency care workers. This digital training was perceived to be useful for workforce skills development and supporting the implementation of SBIRT in clinical practice. While the impact of APUEC on clinician behaviour and patient outcomes is yet to be tested, APUEC digital training could easily be embedded within education and continuing professional development programmes for healthcare workers and healthcare trainees of any discipline. Ultimately, this may facilitate the integration of SBIRT into routine care and contribute to population health improvement. Full article