Search Results (379)

Viral zoonoses represent a critical intersection of global health, ecology, and ethical issues. Pathogens that pass from animals to humans. This review examines the complex landscape of viral zoonoses, including their mechanisms, impact, and mitigation strategies. We begin with insights into the historical context and significance of these diseases and then explore spillover mechanisms influenced by genetic, ecological, and anthropogenic factors. This review covers the host range, transmission dynamics, and immunological barriers, including viral detection, adaptation, and immune evasion. Genomic insights have revealed the genetic determinants of host switching and adaptation, illuminating the dynamics of viral spillover events. We emphasize the anticipation and prevention of zoonotic events, highlighting surveillance, early warning systems, and the “One Health” approach. Using case studies of outbreaks such as Ebola, avian influenza, and COVID-19, this review examines the real-world consequences of zoonotic diseases. We then discuss interventions, including mitigation strategies and vaccination, and their ethical and social implications. Drawing on past outbreaks, we provide recommendations for the future, aiming to balance human health, conservation, and animal welfare. This review aims to inform professionals, academics, and policymakers by offering a multidisciplinary perspective on the complex world of viral zoonoses and strategies to protect global health. Full article

Background/Objectives: High turnover and staff shortages in nursing pose challenges to professional integration and compromised patient safety. Structured onboarding programs are considered key strategies to enhance adaptation, reduce clinical errors, and promote retention. This study aimed to evaluate the impact of a structured onboarding program compared with the standard routine on early professional adaptation, safety culture, and satisfaction among newly hired nurses and nursing assistants. Methods: A prospective quasi-experimental study was conducted between 2022 and 2024 in three private hospitals in Madrid. A total of 200 newly hired health professionals (128 nurses and 72 assistants) were assigned alternately to either the intervention group (structured onboarding program) or the control group (usual routine). The intervention comprised three consecutive days of guided training with mentorship, simulation-based learning, and digital tool instruction. Adaptation was assessed with the validated GAML scale, and satisfaction was measured through a Likert survey one month later. Statistical analyses included Mann–Whitney U, Chi-squared tests, and linear regression. Results: The intervention group achieved significantly higher scores across all competency domains for both nurses and nursing assistants, with overall medians of 25 [22–27] and 22 [20–23.25], respectively, compared with notably lower values in the control groups (p < 0.001). The greatest improvements were observed in digital tool management, clinical protocol knowledge, problem-solving and decision-making, and patient safety practices, demonstrating the strong impact of the structured onboarding program. In terms of satisfaction, participants in the intervention group also reported higher ratings for the clarity and completeness of information, particularly regarding hospital structure, service-specific orientation, and occupational risk prevention. However, global satisfaction differences were more pronounced among nurses than nursing assistants. Conclusions: The structured onboarding program demonstrated substantial benefits in professional adaptation, safety culture, and perceived preparedness of newly hired staff. These findings support integrating standardized onboarding plans as part of hospital quality and safety strategies, requiring sustained leadership and resource investment for long-term success. Full article

Effective classification and progress monitoring are central to inclusive education, ensuring that students with learning challenges receive timely and appropriate support. However, both international research and Qatari educators’ experiences reveal inconsistencies, limited resources, and a persistent gap between policy and practice. This qualitative study explored the perspectives of 20 stakeholders, including teachers, school leaders, coordinators, and policymakers. Thematic analysis conducted using ATLAS.ti 25 produced six main themes: inconsistent classification; staff and resource shortages; family resistance and collaboration; policy and accommodation gaps; fragmented monitoring; and innovative, inclusive practices. Participants described over-reliance on external diagnostic reports, inconsistent eligibility criteria, limited access to specialists, overcrowded classrooms, and insufficient early screening. Disconnected tools and the lack of a centralized data system hindered monitoring. Despite these barriers, educators showed adaptability through classroom-based interventions, behavioral support, and the emerging use of digital and AI tools. Stake-holders emphasized the need for a unified national framework, systematic early screening, expanded accommodations, integrated Education Management Information System (EMIS) records, and continuous professional development with parent involvement. Findings highlight that classification and monitoring depend on governance, capacity, and data culture, underscoring the need for coordinated policy and practice to achieve equitable, sustainable inclusion in Qatar. Full article

This study examined changes in the attitudes of early childhood teachers resulting from their participation in the ONDAS Training Program, a Colombian government strategy designed to strengthen professional skills and dispositions through reflective practice and the integration of research into training. A quantitative, non-experimental longitudinal design with a descriptive-comparative scope was employed. The sample consisted of 56 female teachers evaluated before and after the program. The 12-month intervention combined a three-module virtual course on innovation, research, and academic writing with an editorial stage and expert mentoring. Data were collected through a validated survey on three dimensions: support and resources, research skills, and pedagogical appropriation. Analyses applied descriptive statistics and intra-group non-parametric tests, with the Benjamini–Hochberg adjustment used to control Type I error. The results revealed improvements in research skills, stronger pedagogical appropriation, and more positive evaluations of support and resources. These transformations also included shifts in teachers’ attitudes toward research, greater openness to feedback, and increased confidence in implementing innovative proposals. Findings confirm that early childhood teacher education is a complex process that benefits from reflective, collaborative, and situated approaches, underscoring the program’s role in strengthening professional competences and enhancing teachers’ ability to critically examine practice and adapt to diverse educational contexts. Importantly, these results provide evidence to inform national teacher training strategies in Colombia, offering practical guidance for policymakers and institutions seeking to strengthen research-based, reflective, and contextually responsive professional development programs. Full article

Bullying and cyberbullying constitute urgent public health challenges, contributing to significant psychological, social, and developmental harms among youth worldwide. While schools have traditionally served as the primary context for prevention, these efforts are often limited in scope, duration, and systemic integration. Healthcare and public health professionals are uniquely positioned to contribute to early identification, prevention, and resilience-building, but their roles are not consistently integrated into bullying prevention frameworks. This systematic review, conducted in accordance with PRISMA 2020 guidelines, synthesized 12 empirical studies published between 2013 and 2023 that examined healthcare- and public health–led interventions addressing bullying and cyberbullying among children and adolescents. Using a narrative synthesis mapped onto the SHIELD framework (Strengths, Healing, Interventions, Empowerment, Learning, Development), six themes emerged: (1) screening and early identification protocols, (2) family and community involvement, (3) variable focus on mental health and well-being, (4) multi-component, school-based interventions, (5) cognitive-behavioral and solution-focused interventions, and (6) online and digital interventions. Findings highlight the potential of health professionals to deliver trauma-informed, empowerment-based, and culturally responsive approaches that extend beyond traditional educational settings. Recommendations emphasize cross-sector collaboration, integration of digital tools, and equity-centered practices to strengthen prevention, intervention, and resilience-building. This review underscores the critical role of healthcare and public health professionals in creating safer, more supportive environments for youth. Full article

Non-communicable diseases (NCDs) affect over 2.1 billion children globally, accounting for 15.9% of deaths in children under 20 and contributing 174 million years lived with disability. Integrating nutrition care into NCD management within health systems can save lives, reduce costs, and improve quality of life. Nutrition interventions have been found to improve survival rates in children with cancer by 30%. Incorporating early nutrition interventions in hospitals is associated with a 36% reduction in per-patient costs. Despite these clear benefits, nutrition care is often not readily accessible as part of NCD management in children. Access to trained nutrition professionals is limited, and nutrition training for healthcare workers is often inadequate. There are cost-effective and scalable models for delivering high-quality nutrition care, but scaling these models will require commitment to capacity building, training, technological innovation, and monitoring frameworks. Coordinated, multisectoral responses are needed urgently to incorporate nutrition sustainably into healthcare systems to confront the growing burden of childhood NCDs. Full article

Early diagnosis of pediatric flatfoot is critical to provide effective and timely orthotic intervention to prevent long-term complications. Current methods like manual measurements or three-dimensional (3D) scanning are often not ideal for rapid screening. This study addresses this gap by developing a regression model to predict foot arch height (AH) among Chinese primary schoolchildren by using simple two-dimensional (2D) footprint parameters, thus enabling orthosis prescription in an accessible and timely manner. A correlational study is conducted with 57 Hong Kong children who are 8–12 years old with flatfeet. Anthropometric footprint measurements, including four footprint indexes, Clarke’s Angle (CA), Chippaux–Smirak Index (CSI), Staheli Index (SI), and Sztriter–Godunov index (KY) are obtained from 2D footprints, whereas the arch height (AH) is measured by a caliper. One-way ANOVA is used to identify the measurements associated with flatfoot severity. A stepwise regression analysis is also used to determine the key footprint predictors of AH. The results show that the footprint indexes, heel width, ball width, medial ball length, arch depth and arch breadth significantly differentiated flatfoot severity. The stepwise regression model explains 44% of the variance by identifying the CA, heel width (HW) and arch depth (AD) as the strongest predictors of AH. The CA, HW and AD measured from the 2D footprints can serve as practical predictors of AH in Chinese flatfooted children. This study offers a transformative, accessible tool for pediatric flatfoot screening. Unlike resource-intensive 3D scanning or clinical assessments, our approach uses simple 2D footprints to estimate AH. This enables rapid, preliminary screening in diverse settings, empowering individuals to identify potential issues and seek timely professional evaluation. By democratizing access to early detection, it streamlines referrals, reduces unnecessary complex assessments, and facilitates earlier, personalized orthotic intervention for improved long-term foot health. Full article

Background/Objectives: Identifying patients with palliative care needs can be challenging in clinical practice. This study reports on the tailoring and evaluation of a minimally invasive intervention (MINI) to support early planning of palliative care in acute hospitals. The MINI includes the Surprise Question (SQ) and the Supportive and Palliative Care Indicators Tool (SPICT^TM) for health and social care professionals, as well as a patient Question Prompt Sheet. Methods: A multi-method intervention study was conducted, including interviews and a pre–post survey of professionals on the development, implementation, and experiences with MINI. Interview data were analyzed inductively and survey data descriptively. Results: Data from 44 participants were included. MINI was generally considered acceptable and relevant, particularly the SQ, which prompted reflection among staff. Following the intervention, a significant improvement was observed in the presentation of regional specialist palliative care services for patients, as well as in the identification of psychosocial problems and their discussion with patients and relatives. While physicians reported increased confidence in initiating end-of-life conversations, other hospital staff showed mixed responses. Reported barriers for implementing MINI included limited time, the COVID-19 pandemic, staff strikes, emotional burden, and unclear responsibilities, indicating a low level of commitment. SPICT use was inconsistent, suggesting low integration into workflows. Interprofessional collaboration improved, particularly with external palliative care providers. Sustainability was hindered by a lack of institutional support, ongoing training, and formal routines. Conclusions: MINI may have the potential to shift the focus away from purely curative approaches. However, to guarantee success, future studies should ensure better alignment between intervention design, implementation and framework conditions. Full article

It is well known that early education and care lay the foundation for learning and wellbeing; however, resources available to support children with different life experiences can vary. For example, resources available to support early childhood educators working with young children from military families are particularly lacking. This is of concern, given that these children face a range of stressors in their daily lives. To address this gap, our interdisciplinary team used a co-creation framework to build a suite of free, online, psychosocial resources for the children and their parents, educators and support workers. To test the usability of the resources, we conducted an online survey with 83 Australian participants (parents, educators, and support workers) about their knowledge, skills and confidence in supporting these children and the children’s wellbeing. After the study, the participants were given access to the psychosocial resources for 6 to 12 months. Following this, an adapted survey was administered online (post-intervention) with 15 participants who had remained in the study during the COVID-19 pandemic. Quantitative data was analysed using cross-tabulation and descriptive statistics. Qualitative data was analysed using inductive thematic analysis. In our pre-intervention studies, 61% of parents and almost 26% of educators were only partially confident in understanding children’s responses to military-specific stressors. In contrast, in the current study, this number had fallen to under 7% (combined participant group), with perceived improvements noted in their views on the children’s wellbeing. These exploratory findings with a small sample size highlight the potential benefit of targeted programmes, professional development, and accessible resources for parents, educators, and support workers who assist children from military families. Full article

Newborn screening (NBS), one of the most important public health care prevention programs, aims at the early identification of asymptomatic newborns at increased risk for inherited disorders, facilitating timely intervention to reduce morbidity and mortality. NBS in Hungary is celebrating the 50th anniversary of the nationwide implementation of screening for phenylketonuria and galactosemia, as well as the 40th anniversary of congenital hypothyroidism screening. The present paper reviews the early years, the present situation, and future perspectives for the Hungarian NBS program. Today, screening for 27 disorders (opt-out) plus spinal muscular atrophy (opt-in) is supported by two centralized and well-equipped laboratories in Budapest and Szeged, in-depth laboratory knowledge, a robust follow-up system, and governmental financial support. Since 1975, 3,289 patients have been confirmed with a screened condition from over 5.6 million newborns screened. The 50-year anniversary of the Hungarian NBS program highlights the dedication of both past and current professionals, ongoing advancements in analytical methods and laboratory information management systems, and alignment with international standards. The equitable provision of screening services continues to be prioritized for all newborns nationwide and within the broader Euro-regional context. Full article

Background/Objectives: Although clinical practice guidelines and evidence-based practices for early cerebral palsy (CP) diagnosis and treatment are well established, their implementation remains inconsistent across care settings. This study sought to identify key research priorities related to early CP diagnosis and treatment and to develop an actionable framework through multi-collaborator consensus building. Methods: The 97 adult participants included 42 who have lived experience with CP. Before the conference, participants completed a survey rating the importance of research topics. During the conference, aggregated results were presented, followed by 16 focus group discussions to refine research priorities. A follow-up survey was conducted to validate the final priorities. Results: Six actionable items were identified: improving diagnosis communication, ensuring early referrals and interdisciplinary collaboration, creating inclusive education and training, scaling evidence-based therapies and researching new interventions, developing social support systems, and advocating for policy and cultural change. A research framework was developed that outlines how these priorities can be addressed through three main strategies: education and training, research expansion, and policy advocacy. Conclusions: This study highlights the critical need for comprehensive and compassionate care for families receiving a CP diagnosis. Key priorities include early detection, coordinated multidisciplinary teams, and well-trained professionals delivering evidence-based interventions. The comprehensive framework addressing these priorities lays the foundation for future patient-centered comparative clinical effectiveness research. Full article

Over the past decade, researchers in partnership with school practitioners developed a comprehensive school mental health model. The model includes a universal screening system that incorporates teacher and student reports on areas of risk known to be linked to mental health issues in youth. The Early Identification System (EIS) was developed as a feasible and socially valid universal screener that allows schools to use data to identify universal prevention interventions, areas for professional development for staff, and students who would benefit from selective or indicated interventions. The EIS can also be used to monitor change over time. Originally developed as part of a Coalition of six school districts, the US Department of Education invested in this comprehensive school mental health model to be adapted for rural schools. This article describes the partnership between school practitioners, the use of the model over time, and research conducted over the past decade. Implications for practice and policy are discussed. Full article

This paper describes a small, quasi-experimental, mixed method study investigating teacher and child outcomes for a preschool data science intervention condition compared to a business-as-usual comparison condition. The intervention included both hands-on activities and a free digital tool called the Preschool Data Toolbox to engage young children in foundational data science activities. The intervention activities aligned with a learning blueprint that articulated a set of early childhood data science learning goals based on K-12 computer science and early mathematics standards. The intervention supports teachers to implement foundational data science investigations using an intuitive tablet app that scaffolds the DS process through structured and open-ended instructional experiences. Findings from classroom observations, teacher surveys, and interviews indicate high feasibility and engagement, with teachers reporting ease of use, developmental appropriateness, and positive impacts on children’s data acumen and math skills (n = 217). After controlling pre-test scores, children who participated in the intervention demonstrated statistically higher post-test scores (p = 0.001) compared to those in the comparison group, highlighting the effectiveness of the program in fostering early STEM skills. The study underscores the potential of developmentally appropriate DS experiences to foster early learning, support teacher confidence, and prepare children for future academic success, while highlighting the need for further research and professional development to scale such interventions effectively. Full article

Background/Objectives: Adolescent idiopathic scoliosis (AIS) is a three-dimensional deformity of the spine that can negatively impact on quality of life, pulmonary function, and body image. Its conservative management includes various interventions, among which the Schroth method stands out. This approach is based on three-dimensional corrective exercises and rotational breathing. This review aimed to analyze the effectiveness of the Schroth method, applied either alone or in combination with other conservative therapies, on variables such as Cobb angle, angle of trunk rotation (ATR), pulmonary function, and health-related quality of life in patients with AIS. Methods: A scientific literature search was conducted using the PubMed database. We searched for randomized controlling trials (RCTs), systematic reviews, and meta-analyses reported in English from 2020 to 2025. Different combinations of the terms and MeSH terms “adolescent”, “idiopathic”, “scoliosis”, and “Schroth” connected with various Boolean operators. Results: Overall, 82 articles were reviewed from the selected database. After removing duplicated papers and title/abstract screening, 13 studies were included in our review. The results showed that the Schroth method proved effective in reducing the Cobb angle and ATR, particularly in patients with mild curves and in early stages of skeletal growth. Improvements were also observed in health-related quality of life and aesthetic perception, and to a lesser extent, in pulmonary function. Moreover, therapeutic adherence and treatment continuity were important to maintaining long-term benefits. Conclusions: The Schroth method could be an effective treatment associated with orthopedic treatment, yielding satisfactory results. Its implementation requires structured programs, professional supervision, and strategies to enhance therapeutic adherence. Nevertheless, to validate its long-term effectiveness, we need more homogeneous studies with longer follow-up durations. Full article

Background/Aim: Nutrition plays a pivotal role in development, not only in the early stages of life but also during adolescence, a period marked by vulnerability to the onset of overweight, obesity and eating disorders, with repercussions for reproductive and bone health. This narrative review aims to explore how parenting style, parental feeding practices and social media exposure influence eating behaviors in children and adolescents. Methods: A narrative review of the literature was performed through the PubMed and Scopus databases, including studies on participants aged 0–18 years. Both observational and interventional studies focusing on parenting approaches and the impact of social media on dietary behaviors were included. Given the narrative design, studies were selected based on conceptual relevance rather than formal inclusion or exclusion criteria, and on their contribution to understanding the multifactorial determinants of eating behavior. Results: A substantial body of research has demonstrated the critical influence of the family in cultivating positive eating habits and fostering a healthy relationship with food in children, serving as a role model and through responsive and authoritative parenting. Conversely, controlling or restrictive styles may contribute to dysfunctional eating patterns. Social media can positively and negatively influence children’s eating behaviors and parental feeding practices, promoting nutritional awareness or exposure to unhealthy food marketing and unrealistic body ideals. Conclusions: Healthcare professionals should promote an educational, trust-based approach to nutrition, empowering parents and youth for responsible digital engagement. Integrating family, school and media education is essential for preventing obesity and eating disorders in the digital age. Full article