Search Results (19)

Teachers with mental illness are vulnerable to work-related triggers that can lead to relapse, affecting their mental health and ability to recover, stay employed, and deliver quality education. This empirical study explored such triggers among public school teachers in Limpopo Province, South Africa. Using Bronfenbrenner’s Ecological Systems Theory, a qualitative phenomenological design was adopted. Semi-structured face-to-face interviews were conducted with 14 participants that were purposively selected across four hospitals. Data were audio-recorded, transcribed verbatim, and analyzed using Tesch’s eight-step open-coding method. Findings revealed being gossiped about by colleagues, excessive workload, limited leadership and parental support, classroom management challenges, high performance expectations without support, and inadequate teacher mental health policies in schools. These triggers can lead to frequent absenteeism and poor teaching outcomes. They will further increase the risk of medication resistance and long-term cognitive decline due to progressive structural brain damage as a result of multiple relapses. The study highlights the urgent need for multi-stakeholder collaboration, including clinicians, academic institutions, union representatives, and the Department of Basic Education, to co-develop effective, context-sensitive strategies to mitigate work-related triggers of mental illness relapse. These strategies are not only essential for enabling long-term workforce participation but also advancing sustainable mental health and well-being. Full article

This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption and production, particularly in relation to food. A case study was conducted using a learner-centered approach, wherein students, as active agents, can solve problems using professional skills such as cooking, baking, and beverage preparation. Through participant observations, students learn about sustainability, starting from natural farming and extending to banquet planning and entrepreneurship simulation in a green restaurant. The program was designed as a farm-to-table process for sustainability learning. A conceptual framework of a hospitality–health supply chain was constructed to understand how the program supports the goal of education for sustainable development for 2030—societal transformation. The study has several important implications. Students are trained to be responsible producers in a green dining setting, starting from practical classroom experiences in the kitchen of a green restaurant, which will enhance their becoming the critical human resources in the hospitality industry. This program offers a successful vocational education opportunity, teaching students how to responsibly run an enterprise with low-carbon products and services. Full article

Current efforts toward inclusion in education have resulted in a strong emphasis on personalized learning. This article argues that biblical images of congregations and dealing with needs can inspire moves toward a hospitable community life in schools. Biblical keywords help us imagine how inclusive school practices can be shaped. Attention is given to safety, care and mercy, equivalence, justice, gifts, and carrying the load of others. Based on a theological exploration, the author calls for a number of moves: from the individual to the community, from instrumentalism to realism, from access to the school climate, from organization to pedagogy, and from risk to trust, as well as widening the lens from pupils to staff. A definition of hospitable education is proposed that stresses the equal importance of building communities in classrooms and among staff. For both parties, participants should influence the school climate by training themselves to appreciate a diversity of gifts and to be attentive to all kinds of needs. Full article

This research aims to examine hospitality and tourism students’ acceptance and usage of Microsoft Copilot for educational purposes in Egyptian public universities. It also investigates the mediating role of behavioral intention (BI) in the connection between hospitality and tourism students’ acceptance and actual use of Microsoft Copilot. This study adopted the unified theory of acceptance and use of technology (UTAUT) framework to achieve the research aim. A quantitative approach was used via online surveys distributed and gathered from 760 hospitality and tourism students from nine public universities in Egypt and analyzed using PLS-SEM to test the hypothesized relationships. The major findings showed that PE, EE, SI, and FC affected BI to use Microsoft Copilot and highlighted a substantial direct influence of SI, FC, and BI alone on the actual use of Microsoft Copilot. Therefore, BI partially mediates the relationship between SI and FC and real-world classroom utilization of Microsoft Copilot. This clarifies that BI has a slight role in the relationship between SI and FC and the actual use of Microsoft Copilot, while the relationship between PE, EE, and the actual use of Microsoft Copilot occurs entirely through BI. However, there was full mediation between the use of Microsoft Copilot in the classroom and BI between PE and EE. The results have several implications for Egyptian higher education institutions and academics of hospitality and tourism and are also relevant to other institutions in a comparable setting. Full article

Indoor air quality is paramount for the health and well-being of individuals, especially in enclosed spaces like office buildings, schools, hospitals, and homes where people spend a significant amount of time. Ensuring good indoor air quality is not only essential for reducing symptoms such as headaches, eye and respiratory irritation, fatigue, and difficulty in concentration, but it is also a key component of sustainable building practices aimed at promoting long-term health and environmental balance. This study aims to explore the impact of the microclimate and fungal microbiota on the health and cognitive performance of occupants in a university classroom, which is part of a cultural heritage building. The research delves into various microclimatic parameters, including temperature, relative humidity, CO₂, volatile organic compounds, O₂, and particulate matters (PM_2.5 and PM₁₀), to understand their influence on the development of microbiota and the manifestation of symptoms associated with Sick Building Syndrome. Over the course of a year-long investigation, microbiological samples were collected, revealing the presence of 19 fungal species, with Cladosporium, Alternaria, and Aureobasidium being the most prevalent genera. These species were found to thrive in an environment characterized by inadequate ventilation, posing potential health risks to occupants, such as allergic reactions and respiratory infections. Microclimatic parameter values such as mean temperature of 22.9 °C and mean relative humidity of 38.5% indicated moderate conditions for fungal proliferation, but occasional high levels of PM_2.5 and CO₂ indicated periods of poor indoor air quality, negatively influencing the comfort and health of the occupants. The questionnaires completed by 190 students showed that 51.5% reported headaches, 44.2% frequent sneezing, and 43.7% severe fatigue, linking these symptoms to increased levels of CO₂ and PM_2.5. The novelty of the study lies in the integrated approach to indoor air quality assessment in a heritage educational building, highlighting the need for improved ventilation and air management to enhance health and cognitive performance, while emphasizing sustainable indoor environment management that balances occupant well-being with the preservation of cultural heritage. Full article

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement. Full article

Intercultural communication skills play a vital role in achieving success in the global hospitality and tourism profession. This study examined the effectiveness of leveraging social media, specifically YouTube (San Bruno, CA, USA), in developing intercultural competence (ICC) among students enrolled in service management courses within the hospitality and tourism department. The research involved 112 Korean students who were divided into two groups: the experimental group (n = 57), which participated in social media-integrated intercultural learning activities; and the control group (n = 55), which engaged in traditional intercultural learning activities. Data were collected through pre- and post-questionnaires using the Intercultural Competence Scale (ICS). The findings indicated that social media-based intercultural activities on YouTube were more effective in improving learners’ ICC levels compared to traditional classroom activities. Significant differences in mean gain scores underscored the impact of social media-based interventions in promoting intercultural learning and fostering meaningful intercultural engagement. The analysis also revealed noteworthy distinctions between the experimental and control groups across various dimensions of ICC. This study emphasized the value of social media platforms, including YouTube, in facilitating positive changes in affective orientation, self-efficacy, behavior performance, and intercultural consciousness. The research provided practical insights for educators and institutions in the hospitality industry to integrate social media-based intercultural activities, thereby enhancing students’ intercultural learning experiences and nurturing their ICC. Full article

There is a need to identify innovative strategies whereby individuals, families, and communities can learn to access and prepare affordable and nutritious foods, in combination with evidence-based guidance about diet and lifestyle. These approaches also need to address issues of equity and sustainability. Teaching Kitchens (TKs) are being created as educational classrooms and translational research laboratories to advance such strategies. Moreover, TKs can be used as revenue-generating research sites in universities and hospitals performing sponsored research, and, potentially, as instruments of cost containment when placed in accountable care settings and self-insured companies. Thus, TKs can be considered for inclusion in future health professional training programs, and the recently published Biden–Harris Administration Strategy on Hunger, Nutrition and Health echoes this directive. Recent innovations in the ability to provide TK classes virtually suggest that their impact may be greater than originally envisioned. Although the impact of TK curricula on behaviors, outcomes and costs of health care is preliminary, it warrants the continued attention of medical and public health thought leaders involved with Food Is Medicine initiatives. Full article

Airborne diseases cause high mortality and adverse socioeconomic consequences. Due to urbanization, more people spend more time indoors. According to recent research, air ventilation reduces long-range airborne transmission in indoor settings. However, air ventilation solutions often incur significant energy costs and ecological footprints. The trade-offs between energy consumption and pandemic control indoors have not yet been thoroughly analyzed. In this work, we use advanced sensors to monitor the energy consumption and pandemic control capabilities of an air-conditioning system, a pedestal fan, and an open window in hospital rooms, classrooms, and conference rooms. A simulation of an indoor airborne pandemic spread of Coronavirus (COVID-19) is used to analyze the Pareto front. For the three examined room types, the Pareto front consists of all three air ventilation solutions, with some ventilation configurations demonstrating significant inefficiencies. Specifically, air-conditioning is found to be efficient only at a very high energy cost and fans seem to pose a reasonable alternative. To conclude, a more informed ventilation policy can bring about a more desirable compromise between energy consumption and pandemic spread control. Full article

Less than one-third of rural Chinese children with refractive error own or wear eyeglasses. To study the effect of teacher incentives on the acceptance of vision care offered to rural students with uncorrected refractive error, we conducted a cluster-randomized controlled trial in 18 townships in one county in Shaanxi Province. Primary and junior high schools within each township were assigned to either intervention (all teachers received an incentive) or control (no teacher incentives were offered) groups. A total of 42 schools were assigned to either the intervention group (13 schools) or the control group (29 schools). Teachers in the intervention group could elect to receive high-value (sunglasses worth USD 148), moderate-value (eyeglasses worth USD 89), or cash incentives (USD 35) if ≥70% of eligible students (uncorrected visual acuity (VA) ≤ 6/12 in both eyes and corrected VA ≤ 6/9.5 in both eyes) in the teacher’s class visited a program-affiliated vision center (VC) within 60 days after their vision screening. Among 8238 students, 3401 (41.2%, of which 53.0% were girls with a mean age of 12 (SD 1.75)) met the enrollment criteria and were randomly allocated to the intervention (n = 1645, 49.0%) and control groups (n = 1579, 51.0%). Among these, 3224 (94.8%) completed the study and underwent analysis. Nearly equal numbers of students had classroom teachers selecting the high-value (n = 524, 31.9%), moderate-value (n = 582, 35.4%), and cash incentives (n = 539, 32.8%). The rate of the acceptance of offered vision care was significantly higher in the intervention group (382/1645 = 23.2%) compared to the control group (172/1579 = 10.9%, 95% confidence interval for observed difference 12.3%, p < 0.001). Teacher incentives appeared effective in improving Chinese rural school-aged children’s uptake rate of vision services provided by county hospital-based VCs. Full article

Most out-of-hospital cardiac arrests are attended first by bystanders who are usually friends and/or relatives of the victim. Therefore, the objective of this research was to analyse the impact of a training process based on the flipped classroom on basic life support skills in primary education students. The sample consisted of 308 children (148 experimental group (EG) and 160 control group (CG)) between 10 and 13 years old (M = 10.68 ± 0.64) from 2 schools in Galicia, Spain. The data reveal that the quality parameters are obtained in the number of total compressions in 2 min (CG = 213 and EG = 217; p = 0.024) and in the percentage of correct compressions (CG = 87.23% and EG = 91.6%; p = 0.013) except for the mean depth and the percentage of correct compressions, which were not reached in any case. Regarding the application of an effective discharge with the Automated external defibrillator (AED), there were no significant differences in the time used by schoolchildren between both methods (p = 0.795), but 97.5% (n = 156) of the CG and 100% (n = 148) of the EG are able to do it in just over 1 min. Based on the results obtained, we can conclude that a training program based on the flipped classroom is as effective and viable as traditional training in psychomotricity on CPR techniques and the application of an effective discharge using an AED. Full article

Background: Intimate partner violence (IPV) is considered the most common form of violence against women worldwide, concerning public health, safety, and human rights. However, little to no studies in Saudi Arabia have explored the attitude and perception of health care providers working in emergency departments toward IPV. This study aimed to measure the attitude and perception of Emergency Room (ER) health care providers towards the appropriate intervention for IPV. Methods: This is a cross-sectional quantitative study. Data was collected from a convenient sample of nurses (n = 88) and physicians (n = 18) working in ER, using Readiness to Manage Intimate Partner Violence Survey (PREMIS). Data was collected from two hospitals in Riyadh, Saudi Arabia, and descriptive analysis was used to analyze the data. Results: The majority of the respondents were aged 18–40 (n = 106, 78%), while 22% were 41–60 years old, 69% were female, and 31% were male. Eighty-five percent were nurses and 15% were physicians. The majority of the respondents did not have any training on IPV and had gained knowledge or skills mostly during their medical/nursing classroom and clinical training. The analysis revealed that the participants had moderate levels of overall preparedness, knowledge about IPV, and perceived knowledge, with a mean score of 2.30, 18.62, and 2.18, respectively. The respondents had low scores in practice issues in new diagnosis (0.91), current screening (1.69), and actions when IPV is identified (0.91). The perceived preparedness and knowledge have a significant positive correlation, as shown by an r value of 0.8476 and a p-value of <0.05. Conclusion: The study shows that participants stated minimal previous IPV knowledge and training. It is necessary to put in place adequate resources and specific training programs to overcome this issue for both ER nurses and physicians. Full article

Emergency departments (EDs) are high-risk settings for workplace violence, but interventions to prevent violent incidents and to prepare staff are not yet consistently implemented, and their effectiveness is often unclear. This study aims to summarise evidence on workplace violence prevention interventions that were implemented in EDs to reduce violent incidents caused by patients/relatives or to increase the knowledge, skills or feelings of safety of ED staff. A systematic review was conducted. The databases MEDLINE, Web of Science, Cochrane Library, CINAHL and PsycINFO were searched for studies dated between January 2010 and May 2021. Interventional and observational studies reporting on behavioural, organisational or environmental interventions among healthcare workers in hospital EDs were included. Studies were assessed for methodological quality using the Johanna Briggs Institute Tools. Key findings of studies were summarised narratively. Fifteen studies were included, of which eleven examined behavioural interventions (classroom, online or hybrid training programmes) on de-escalation skills, violent person management or self-defence techniques. Four studies included in addition, organisational and environmental interventions. Most studies showed that interventions had a positive effect in the form of a reduction of violent incidents or an improvement in how prepared staff were to deal with violent situations; however, evidence is still sparse. Further studies should consider in particular, environmental and organisational interventions and ensure a high methodological quality. Full article

The COVID-19 pandemic caused disruptions in schooling and the closure of schools worldwide, how this has affected children’s and youth’s health and wellbeing is a current area of research. However, those who suffer a chronic or temporary disease may be attending hospital classrooms, and this scenario has received little attention in comparison to regular schools. The objective of this exploratory quantitative study focuses on exploring the quality of life and emotional well-being of students attending hospital classrooms. For this purpose, four Chilean hospital classrooms from different regions of the country were randomly selected. A total number of 248 students participated in the survey, each of whom filled out two online questionnaires. The findings show similar scores in children with mental illness and those with other health conditions. In comparison with one year before, students rate their general health as the same or somewhat better now, as well as manifesting an optimistic view of the future regarding the pandemic. Full article

Learning a foreign language is not easy for many students, particularly for nursing students who need to complete their internships in the hospital. However, motivation always drives them to the foreign language classrooms. The purpose of this study was to understand the motivations and reasons behind why these nursing students decided to study Mandarin Chinese as part of their personal development and enhancement beyond the curriculum. One main question and one sub-research question were written, why would nursing students decide to take Chinese as the tool for foreign language and culture development? What and why are the reasons and motivations for nursing students to take Chinese beyond their curriculum? The qualitative case study method was employed in order to investigate 36 nursing university students in the United Kingdom. The results of this study concluded that nursing students tend to study Chinese due to personal development and career goals. School leaders, department heads, government leaders, policymakers, human resources professionals, vocational trainers, and researchers may take this study as the opportunity to reform their current human resource and education plans to offer foreign language courses to university students, members of the public, learners, and interested parties for both personal development and career enhancements. Full article