Search Results (518)

Reflective practice is an essential component of initial teacher education (ITE) programs in Australia that supports the development of preservice teachers’ responsive decision-making, planning, and ongoing professional growth. Yet, many preservice teachers continue to produce reflections that are descriptive, superficial, or disconnected from evidence of their practice. In response to this challenge, this study examines how mentor teachers support preservice teachers’ professional learning through reflection on video captures of their own teaching. Applying a qualitative study design, data collected using online surveys with mentor teachers indicate that retrospective video analysis enables mentors to identify pedagogically significant moments for reflection that support evidence-based dialogue. Video functions as a teaching microscope, requiring mentors to adjust the focus, direct preservice teachers’ attention, and scaffold their interpretation of what is observed. However, practical and systemic barriers significantly impact sustained implementation. This study highlights the potential of teacher mentors’ use of retrospective video analysis in ITE to enhance preservice teachers’ reflective practice, offering insights into how this approach can be effectively incorporated and scaled. Full article

Obesity represents a major public health crisis in Mexico, affecting over 70% of adults, and although strength training is effective for improving body composition, direct maximal strength testing (1RM) poses risks in this population. Mobile applications have emerged as popular tools for exercise prescription, yet their effectiveness compared to supervised, scientifically-based protocols remains unknown. To compare the effects of a supervised strength training program based on indirect 1RM estimation (S1RM group) versus a mobile application-generated program (App group) on body composition, anthropometric measures, and strength gains in male adults with obesity. Twenty male participants (BMI ≥ 30 kg/m²) were randomly assigned to either the S1RM group or the App group. Both groups trained three times per week for 12 weeks. Body composition (bioelectrical impedance), anthropometric measures (waist and hip circumference), and estimated 1RM were assessed pre- and post-intervention. A mixed repeated-measures ANOVA (Group × Time) was conducted, with effect sizes (${\eta }^2$p) and 95% confidence intervals calculated. Both groups showed significant improvements in most outcomes (p < 0.05). However, significant group × time interactions favored the S1RM group for waist circumference (F(1,18) = 14.50, p = 0.001, ${\eta }^2$p = 0.45) and hip circumference (F(1,18) = 217.90, p < 0.001, ${\eta }^2$p = 0.92). A significant between-group difference was also observed for visceral fat (F(1,18) = 4.91, p = 0.040, ${\eta }^2$p = 0.21). For muscle and fat mass, interactions showed large effect sizes (${\eta }^2$p = 0.18–0.19) with trends toward significance (p = 0.057–0.096). Strength increased significantly in all exercises for the S1RM group (14.9–22.0%, p < 0.01). These findings support the implementation of indirect 1RM estimation methods in obesity populations and highlight the added value of professional supervision in strength training programs. Full article

Background: In 2021, an Australian Hospital Nursing Research Hub sponsored 13 healthcare staff to complete the Graduate Certificate (Clinical Redesign), to build capability in health service improvement though work-integrated learning (WIL). Healthcare professionals undertaking workplace-based WIL likely experience significant challenges including balancing professional and student roles and aligning work with academic requirement. These pressures were likely intensified during the Coronavirus disease 2019 (COVID-19) pandemic. This study aimed to explore and understand the experiences of hospital healthcare staff completing WIL redesign projects, including the impacts of COVID-19. Methods: A qualitative descriptive inquiry approach was used to explore individual student experiences. Thirteen staff, mostly nurses, who enrolled in the 2021 course were invited to participate. Online semi-structured interviews were conducted. Data were analyzed using a general inductive thematic analysis approach. Results: Four participants (36%) took part; all were female and working full-time. Five main themes were identified that centered around: COVID-19, Support, Motivation, Alignment and Relevance, and Success. Conclusions: Novel insights include the need to reconceptualize “success” to improve student experience, the critical role of organizational–university–student alignment in enabling WIL studies, and the unique pressures of completing WIL during crisis conditions that direct impact the health sector, such as COVID-19. Although not generalizable, these findings are likely to be important considerations more broadly to strengthen WIL design, support and student experiences, ultimately enhancing health service staff capability to lead quality improvement in the workplace. Full article

Generative AI (GenAI) is transforming higher education assessments, yet empirical research on students’ lived experiences with GenAI during graded, time-constrained classroom assessments remains scarce. This study investigates how direct experience with GenAI in examinations shapes student perceptions of learning, metacognition, and engagement. Drawing on self-regulated learning research and cognitive load theory, we employed a retrospective pre–post design to analyze qualitative reflections and quantitative data from 90 undergraduate computer science and engineering students. Our qualitative analysis suggests a complex recalibration from idealized expectations of efficiency toward what may be described as a state of measured pragmatism. Interpretive analysis of Post-experience reflections indicates that direct practical engagement appeared to make students more conscious of the need for metacognitive engagement, with a focus on real-time output verification and the restrictive role of time pressure. Concerns regarding assessment authenticity and fairness emerged only after direct engagement. Quantitative results show that although 68.5% preferred the GenAI format, this preference did not correlate significantly with academic performance (r = 0.014, p = 0.89). Those findings suggest that student engagement is driven by pedagogical and professional relevance rather than grade improvement alone. Overall, the findings underscore the need for assessment designs that balance cognitive support with active student monitoring and responsibility. Full article

This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (SE) and satisfaction, factors linked to educators’ capacity to manage dual roles effectively. The hypotheses were that (1) WFC would negatively correlate with parenting SE and satisfaction; (2) support from friends and family and from the workplace would be associated with lower WFC and higher parenting SE and satisfaction; and (3) WFC would mediate the relationship between support and parenting outcomes. Using a mixed-methods design with quantitative scales combined with open questions, data were collected through retrospective self-report questionnaires in relation to the COVID-19 lockdowns. The sample included 474 teachers who teach in schools in Israel and have children aged 0–12. The predictive mediation model confirmed the first two hypotheses, with partial support for the third. Qualitative findings provide insight into parent-teachers’ experiences, including gender-based differences, and emphasize factors associated with their adjustment to remote instruction. These findings contribute to understanding how social and organizational support—forms of collaborative and resilience-promoting mechanisms—may have an important role in promoting educator wellbeing through their negative association with work–family conflict. The findings should be examined further in longitudinal or experimental research and in additional cultural and educational contexts to examine their generalizability, as well as causality. Nonetheless, the findings provide possible directions for policy and interventions aimed at fostering resilience and sustainable wellbeing among teachers, particularly those navigating dual roles in their personal and professional lives. Full article

Background: Intensive care units (ICUs) are high-acuity environments that require respiratory therapists (RTs) to maintain vigilance, manage emotions, and make rapid clinical decisions. In such settings, performance stability is critical for patient safety. Although emotional intelligence (EI) and work–life balance (WLB) have been linked to professional outcomes in health care, their independent and direction-specific associations with job performance among ICU respiratory therapists remain underexamined. Methods: A national cross-sectional survey was conducted among respiratory therapists working in ICUs across Saudi Arabia (June 2025–January 2026). EI was measured using the Wong and Law Emotional Intelligence Scale. WLB was assessed using the work interference with personal life (WIPL), personal life interference with work (PLIW), and work–personal life enhancement (WPLE) scales. Job performance was evaluated using the Individual Work Performance Questionnaire. Correlation and multivariable linear regression analyses were performed to estimate independent associations. Results: A total of 392 RTs were included in the final analysis. Higher EI was independently associated with greater task performance (B = 0.21, p < 0.01) and contextual performance (B = 0.30, p < 0.001), and with lower counterproductive work behaviours (B = −0.24, p < 0.001). Among WLB dimensions, PLIW showed the strongest adverse association, predicting lower task performance (B = −0.20, p < 0.05) and higher counterproductive behaviours (B = 0.39, p < 0.001), but was not significantly associated with contextual performance in the fully adjusted model. WPLE demonstrated modest positive associations with performance, whereas WIPL was not significant in adjusted models. Conclusions: Job performance among ICU respiratory therapists is shaped by both emotional regulatory capacity and cross-domain strain. Personal life interference with work emerged as the most influential adverse predictor, whereas EI was associated with constructive performance patterns. Findings should be interpreted in light of the cross-sectional design and self-reported data. Sustaining performance in high-acuity settings requires attention to emotional competencies and structural sources of role conflict alongside clinical expertise. These findings inform workforce strategies to support performance and sustainability in critical care settings. Full article

Background/Objectives: Mental fatigue in adolescents is a growing concern in educational contexts, positioning physical education (PE) teachers as key agents in designing effective mitigation strategies. This study examined the perceptions of Spanish high school PE teachers regarding the causes, consequences, and potential countermeasures for students’ mental fatigue. Methods: A total of 116 in-service teachers (81 males and 35 females; mean teaching experience 7.8 ± 5.3 years) from 12 autonomous communities throughout Spain completed a comprehensive 34-item electronic questionnaire. The instrument assessed the perceived existence, etiology, and outcomes of mental fatigue through multiple-choice, dichotomous (yes/no), and five-point Likert scale questions, with particular attention given to the role of physical activity (PA) in symptom alleviation. A quantitative frequency analysis was conducted to examine the data. Results: The main findings reveal a strong consensus among the teachers (77.6% to 87.9%) on the prevalence of mental fatigue, with its primary causes attributed to academic pressure and sedentarism. The consequences were identified as increased irritability and reduced cognitive performance. The teachers overwhelmingly endorsed moderate intensity PA as the most effective countermeasure. However, a significant gap was identified between this theoretical awareness and the systematic implementation of targeted strategies within schools. Conclusions: These results underscore the critical need for professional development programs and structural support to translate teacher knowledge into practical intervention, suggesting important directions for future research. Full article

Background: Professional identity (PI) formation is a central developmental process associated with students’ well-being and ability to cope with professional demands. Healthy lifestyle (HL) and self-care are recognised as resources for sustaining long-term professional engagement. Although both PI formation and HL are considered important in nursing education, their interrelationship remains insufficiently understood. Objective: This review aimed to map and synthesise the existing literature on nursing students’ PI formation and its relationship with HL. Methods: A scoping review was conducted following the Arksey and O’Malley framework, Joanna Briggs Institute guidance, and PRISMA-ScR reporting standards. A systematic search was performed in Web of Science, Scopus, MEDLINE, and PubMed for peer-reviewed studies published 2015–2025. Results: Twelve sources met the inclusion criteria. The relationship between PI and HL is complex, indirect, and not yet clearly conceptualised. Rather than being defined through direct behavioural pathways, it appears to be mediated through mental well-being and related psychosocial aspects, as well as contextual influences. Tensions were identified between expectations of nurses as health role models and students’ lived behaviours. A well-developed PI may function as a protective resource against maladaptive coping and support-adaptive responses to academic and clinical stress. Conclusions: Both PI and HL are predominantly conceptualised as dynamic and contextually embedded processes. More integrative approaches addressing both behavioural and psychosocial dimensions are needed. Future research should adopt conceptually coherent and methodologically balanced designs across diverse educational contexts. Full article

Background: Oral healthcare workers play a pivotal role in exploring the significant potential of integrating oral healthcare with overall health within a healthcare system. This review aims to identify the main barriers and facilitators to integrating oral health into primary and general healthcare from the perspectives of oral healthcare professionals. Methods: The study adhered to the Arksey and O’Malley methodological framework for scoping reviews. Five main databases were systematically searched, namely Web of Science, PubMed, Scopus, ProQuest, and Embase, spanning from 1 January 2000 to 31 December 2024. The Rainbow Model served as the framework for content analysis, organizing the advantages, disadvantages, barriers, and facilitators into micro, meso, and macro levels. Results: Five integration domains were identified across macro, meso, and micro levels, illustrating how oral health can be systematically embedded within general health through the utilization of oral healthcare professionals. These domains encompassed chronic disease management (screening, counseling, and referral), emergency management, electronic health records, interprofessional education, and tele-dentistry, highlighting policy, organizational, and workforce levers for strengthening care integration, enhancing system efficiency, and improving access and equity. Conclusions: This scoping review synthesizes five integration domains and four cross-cutting strategic directions for embedding oral health within broader healthcare systems. By conceptualizing integration across macro, meso, and micro levels, the study provides a structured framework that may serve as a reference for policymakers, educators, and health service leaders. The findings highlight potential enablers, such as coordinated governance, workforce development, digital infrastructure, and community engagement, which could support integration. Full article

Background: Despite the general interest in WPV against healthcare workers, there is evidence that this topic has comparatively fewer studies conducted in the context of community settings than in hospital settings. Given the current general transition of care from hospital to community, this study aims to analyze whether community settings present different characteristics in comparison with hospital settings on this topic in Italy. Methods: A retrospective observational study was conducted from 2020 to 2024 on aggressions reported by HCWs in hospitals and community settings belonging to a Local Health Authority of Turin in Piedmont. For physical and non-physical aggressions, a monthly time trend series was constructed. A Mantel–Haenszel fixed-effect meta-analysis was performed to obtain the odds ratio (OR) in two settings. Variables relative to aggressions included the gender of victims, their professional category (medical doctors, nurses, other HCWs), the type and gender of perpetrators (relative, patient, or unknown person), age groups of perpetrators (under 30, 30–49, ≥50), the nature of aggression (physical, non-physical), recidivism, involvement of law enforcement, and time of occurrence (morning, afternoon, or evening/night). Events within hospitals were further classified into emergency department, psychiatric ward, and other wards, while events within community settings were classified as drug addiction service units (serDs), long-term care (including specialist outpatient services, home services, and nursing homes) (LTC), mental health centres, and penitentiary assistance. Results: The results highlighted that fewer WPV incidents were reported in community settings than in hospital settings, even though reported incidents showed a more pronounced increase over time. Differences were observed in a few characteristics of WPV (age classes of aggressors, recidivism, time of aggression, profession of the assaulted worker, and specific location). Only the gender of the assaulted (female workers) (OR = 3.11, 95% CI: 1.27–7.61; p = 0.013; OR = 0.32, 95% CI: 0.13–0.79; p = 0.013 for non-physical and physical violence, respectively, compared to male workers) was identified as a specific risk factor for community settings. Conclusions: Modern health systems are experiencing a transition from hospital-centred to community-centred care settings. This study suggested that WPV is a significant concern, even outside the hospital. Community-based services often involve direct interaction with frail and chronically ill patients and their caregivers, as well as care delivery in diverse and sometimes less controlled environments, which may influence exposure to aggressive behaviours. The identification of setting-specific risk patterns in both hospital and community contexts provides valuable insights into workplace violence and may support the planning and implementation of targeted interventions aimed at mitigating the frequency and burden of WPV. Full article

Background: The purpose of this article is to identify the expectations of Generation Z representatives regarding organizational changes and directions of innovation supporting sustainable development of enterprises, considering social and environmental aspects of working conditions. Methods: The study was conducted in the form of an online survey from 2024–2025. The research sample included 310 people selected using a purposive sampling method, with inclusion criteria covering membership of Generation Z (people born after 1995). In the research questionnaire, “organizational innovations” were operationalized through flexible work arrangements, process digitalization, new models of team collaboration, the development of digital competencies, and solutions supporting work–life balance. “Sustainable development” was conceptualized across three dimensions: social (well-being, inclusivity, CSR), organizational (development opportunities, employment stability), and environmental (ecological responsibility). The Mann–Whitney U test and the Kruskal–Wallis test were used to analyze intergroup differences. Results: Descriptive results (mean scores) indicate that respondents rated flexible work arrangements, opportunities for professional development, and effective team collaboration as the most crucial factors supporting sustainable organizational development. The Mann–Whitney U test showed that women rated the importance of well-being (p = 0.003), work–life balance (p = 0.001), diversity and inclusivity (p = 0.012), and corporate social responsibility (p = 0.008) significantly higher than men. Educational and professional status differentiated the assessment of employment stability (Kruskal–Wallis test, p = 0.021). Although social and environmental aspects are recognized, for the younger generation, the most crucial factors remain direct working conditions and development opportunities that foster innovation. Conclusions: The results of the study may be useful for employers (entrepreneurs and HR managers) in shaping modern HR strategies. This applies to the design of attractive working conditions in the realities of the digital economy. The research fills a gap in understanding the values that young people appreciate in terms of ensuring high-quality working conditions. Full article

Despite growing interests in integrating Artificial Intelligence (AI) in education, there is limited evidence on how professional development can facilitate meaningful AI infusion. This study examines how AI-related professional development influences teachers’ AI beliefs and their use of AI in instruction. It also examines whether teachers’ AI beliefs mediate the relationship between AI-related professional development and AI infusion in instruction. Partial least squares structural equation modeling (PLS-SEM) was employed, using a teacher-level dataset of 34,628 teachers from 55 economies who participated in the 2024 cycle of Teaching and Learning International Survey (TALIS). Findings revealed a direct, positive, and significant influence of AI-related professional development on both teachers’ AI beliefs (β = 0.165, p < 0.001) and AI infusion (β = 0.163, p < 0.001). Teachers’ AI beliefs also directly and significantly predict their infusion of AI. Finally, this study identified a positive and significant relationship between AI-related professional development and AI infusion, mediated by teachers’ beliefs about AI. Findings underscore the need to design professional development initiatives essential in equipping teachers with technical skills and strengthening their confidence in supporting sustained integration of AI technology in classrooms worldwide. Full article

This study stems from the need to investigate how GenAI tools, particularly ChatGPT-4o, can support the professional development of mathematics teachers. It explores how Blum’s modeling cycle can serve as a conceptual and operational framework for mathematics teachers’ instructional design when supported by ChatGPT-4o. Drawing on a qualitative case study within a teacher professional development program, the research analyzes how two upper secondary school teachers engaged with ChatGPT-4o to redesign a mathematical task involving probability and real-world contexts. Data include responses to three modeling-related tasks, teachers’ prompts and interactions with ChatGPT-4o, and the final mathematical activity they designed. These materials were analyzed qualitatively according to the modeling cycle and its sub-competencies. The results indicate that the modeling cycle provided teachers with a cognitive and methodological scaffold to guide their interaction with ChatGPT-4o, allowing them to structure, validate, and refine AI-generated ideas through all stages of modeling—from understanding and mathematizing to interpreting and validating. These findings suggest that the modeling cycle can be reinterpreted as a design-oriented framework for integrating ChatGPT-4o in mathematics teacher education. Implications for teacher professional development and future research directions are discussed. Full article

Background/Objectives: Hemodynamic monitoring is essential for guiding appropriate treatment by assessing cardiac output and volume status, as well as for preventing complications associated with excessive fluid administration. The EdgeFlow CW10 Plus is a device that extends conventional hemodynamic monitoring by incorporating pulmonary abnormality surveillance through B-line detection. This study aimed to evaluate whether the hemodynamic monitoring and pulmonary monitoring functions are well integrated, and verify the usability and efficiency of the system. Methods: A usability test was conducted with a panel of 15 medical professionals from diverse specialties and varying levels of clinical experience. Data from satisfaction surveys, heat maps, the System Usability Scale (SUS), and the NASA-TLX were analyzed to determine whether usability differences existed based on the duration of clinical experience. Results: The device demonstrated a high overall task success rate, averaging 93.2%. Regarding eye-tracking analysis based on clinical experience, it was observed that participants with more years of experience either failed to direct their gaze toward task-relevant user interface (UI) elements as effectively as those with fewer years of experience or showed similar patterns. Conclusions: The usability evaluation confirmed that the hemodynamic and pulmonary monitoring functions of the EdgeFlow CW 10 PLUS are well integrated, with the device demonstrating high usability and satisfaction. This integration is expected to support medical professionals in monitoring cardiac output and fluid status, facilitating timely therapeutic interventions while preventing complications related to fluid overload. Full article

Education occupies an important place among the 17 Sustainable Development Goals. It plays a role in the process of spreading awareness of the concept—its directions, meaning, and goals. According to the idea of the SDG, it is to be universally available to the world’s communities, with the aim of bridging social inequalities, as well as increasing the capacity for responsible functioning and development. The authors of this study believe that knowledge about sustainable development is crucial for shaping social attitudes that determine the uninterrupted development of the world’s economies towards sustainability. In their opinion, it is essential to pay particular attention to ensuring sustainable competences in the education process, which is aimed at preparing staff to perform professional roles in the socio-economic sphere and to be competent in the field of sustainable development. Hence, the aim of this study is to examine the level of awareness of students from selected higher education schools in Poland in this area. The study was conducted on the basis of a diagnostic survey, and the analysis of the results was carried out using qualitative methods, as well as quantitative methods in an in-depth study (logistic regression, supported by PQStat software version 1.8.4.164. The research results indicated that the surveyed students’ knowledge of sustainable development is good, as confirmed by 91% of responses. A key factor in strengthening this knowledge is the educational process implemented as part of their studies (64% of responses). Events supporting the teaching process, such as conferences or meetings with experts, are particularly important for shaping this knowledge. This indicates a high level of student motivation to explore this knowledge and apply it to a model of social behavior, which is rated as responsible by 94% of respondents. In-depth research confirms the above. The odds ratio of 12.994 with a confidence interval of −95% CI: 1.894–+95% CI: 3.238 for the factor of scientific events in the process of supporting green education demonstrates the significance of the findings. Strengthening green education with thematic scientific events is, therefore, an attractive and anticipated form of gaining knowledge on the SDGs by students, and undertaking these events is a recommendation resulting from the presented research. These results are important for modeling sustainable education in terms of the development potential of human resources. Full article