Search Results (252)

Objectives: We aimed to develop expert-informed recommendations for colleges and universities to support students with celiac disease (CeD) managing a gluten-free (GF) diet. Methods: A multidisciplinary panel of 40 stakeholders, including physicians, dietitians, a disability rights attorney, university staff, and students, was convened by the Celiac Disease Foundation to create expert-based and experience-informed recommendations. Over a 6-month period, the group conducted literature reviews, stakeholder interviews, and expert consensus discussions to identify common barriers and accommodations aligned with federal disability law. The expert panel collaboratively developed and revised an initial set of recommendations. Two rounds of structured voting were held during which panelists provided feedback to refine content and ensure clarity. All final recommendations were adopted with at least 90% of panelists voting in support. Results: The panel identified 24 accommodations across four domains: academics, housing, dining, and campus life. Academic recommendations include flexibility for illness-related absences, support for remote learning, and classroom modifications. Housing recommendations emphasize access to priority placement, appropriate appliances, and proximity to safe dining. Dining accommodations address GF food availability, ingredient transparency, staff training, and meal plan flexibility. Campus life recommendations ensure full participation in athletics, study abroad, social events, and internships, with supports for psychosocial well-being. Conclusions: This manuscript presents the first expert-informed recommendations focused specifically on the needs of college students with CeD. These recommendations are intended to support institutions as they develop strategies to enhance access to GF food, quality of life, educational supports, and student experience for those living with this chronic autoimmune condition. Full article

Background: Burnout, a syndrome of emotional exhaustion, cynicism, and reduced personal accomplishment, is a significant concern among dental students because of the intense demands of their academic and clinical training. This study aimed to determine the prevalence of burnout and its related dimensions among dental students at King Khalid University, Abha, Saudi Arabia. Methods: A cross-sectional study was conducted among 300 dental students (147 males, 153 females) from the 4th year to the internship level, selected via simple random sampling. A 12-item survey called the Burnout Clinical Subtype Questionnaire-12-Student Survey (BCSQ-12-SS) was validated for use with students. Burnout was assessed across three domains—Overload, Lack of Development, and Neglect. Descriptive statistics, Mann–Whitney U tests, and Kruskal–Wallis analyses were employed to explore gender- and year-based differences. Results: Overload and Lack of Development were the most prominent burnout dimensions, with more than half of participants reporting excessive academic pressure, personal sacrifices, and dissatisfaction with developmental opportunities. Neglect demonstrated the lowest prevalence. Female students exhibited significantly higher total burnout scores (p = 0.005). Burnout varied across academic years, peaking among fourth-year students (p < 0.001). Internal consistency for all domains was acceptable to excellent (α = 0.62–0.89). Conclusions: Burnout is highly prevalent, particularly in the domains of Overload and Lack of Development. Female and mid-program students represent high-risk groups. Institutional reforms, curricular enhancement, workload redistribution, structured support systems, and early mental-health interventions are crucial to mitigate burnout and promote student well-being. Full article

Background/Objectives: This review aimed to explore the pathways of nursing and midwifery education in Tanzania and compare them with global perspectives. The goal was to identify similarities, differences, and areas for potential improvement to align with international standards. Methods: A narrative literature review was carried out through databases with published studies in nursing and gray literature. The database search included Medline, PubMed, Google Scholar, EBSCO, PsycINFO, clinical nursing, and gray literature from January 2014 up to December 2024. The search process was carried out by the authors with the following key words: admission, pathway to nursing profession, delivery mode, generative dynamic, and learning models. The search strategy included studies from selected countries in East Africa, Europe, North America, Australia, and Asia. The inclusion criteria were (1) published papers or reviews addressing the review topics; (2) studies published in the English language; (3) gray literature on the reviewed topics; (4) studies originating from Tanzania, East Africa, Europe, Asia, Australia, and North America. The selected countries served as a source for comparison of nursing and midwifery education in Tanzania with the globe. Results: A total of 758 articles were reviewed from the selected databases. Finally, 27 studies and 11 gray literature sources were included. In Tanzania, the overall duration of nursing education from primary education to a bachelor’s degree for diploma graduates is relatively long. Students complete approximately 14 years of schooling from primary education to the completion of a diploma, including three years at the diploma level. To enroll in a degree program, candidates are required to have two years of professional experience, followed by four years of academic training and a mandatory one-year internship. Globally, the duration of educational programs is generally decreasing due to generational shifts and advancements in technology. Conclusions: Whilst nursing and midwifery education is regulated in Tanzania, the current admission criteria and duration of the program do not align with the global standards. Future studies that provide the comparison of curriculums among universities in Tanzania with global standards would provide a deep understanding of the competencies, teaching models, learning environment, duration, and desired learning outcomes for nursing and midwifery education. Full article

Large-format additive manufacturing (LFAM) is an enabling manufacturing technology capable of producing large parts with highly complex geometries for a wide variety of applications, including automotive, infrastructure/construction, and aerospace mold and tooling. In the past decade, the LFAM industry has seen widespread use of bio-based, glass, and/or carbon fiber reinforced thermoplastic composites which, when printed, serve as a lower-cost alternative to metallic parts. One of the highest-volume materials utilized by the industry is carbon fiber (CF)-filled polycarbonate (PC), which in out-of-autoclave applications can achieve comparable mechanical performance to metal at a significantly lower cost. Previous work has shown that if this material is recovered at various points throughout the manufacturing process for both the lab and pilot scale, it can be mechanically recycled with minimal impacts on the functional performance and printability of the material while significantly reducing the feedstock costs. End-of-life (EOL) CF-PC components were processed through industrial shredding, melt compounding, and LFAM equipment, followed by evaluation of the second-life material properties. Experimental assessments included quantitative analysis of fiber length attrition, polymer molecular weight degradation using gel permeation chromatography (GPC), density changes via pycnometry, thermal performance using dynamic mechanical analysis (DMA), and mechanical performance (tensile properties) in both the X- and Z-directions. Results demonstrated a 24.6% reduction in average fiber length compared to virgin prints, accompanied by a 21% decrease in X-direction tensile strength and a 39% reduction in tensile modulus. Despite these reductions, Z-direction tensile modulus improved by 4%, density increased by 6.8%, and heat deflection temperature (HDT) under high stress retained over 97% of its original value. These findings underscore the potential for integrating mechanically recycled CF-PC into industrial LFAM applications while highlighting the need for technological innovations to mitigate fiber degradation and enhance material performance for broader adoption. This critical step toward circular material practices in LFAM offers a pathway to reducing feedstock costs and environmental impact while maintaining functional performance in industrial applications. Full article

In the US and Europe, institutions, foundations and governments invest significant financial resources in doctoral fellowships. Unlike other graduate funding mechanisms, fellowships are typically not tied to specific projects or job responsibilities and thus may afford more agency to students. We examined how fellowship funding contributes to or undermines agency of doctoral student recipients. We interviewed 23 US engineering doctoral students primarily funded on a fellowship for at least one semester. We qualitatively analyzed the interviews, using inductive and deductive methods of coding. Participants described increased flexibility with their projects, advisor, and personal life; additional access to physical resources, people and networks, and research experiences; and feelings of internal validation and external recognition from fellowship awards. Contexts of advising, timing of fellowship, source of fellowship, financial circumstances, and fellowship structure influenced their experiences. Agentic perspectives and actions included choice of advisor and research projects, switching advisors if necessary, completing internships and visiting other labs, and enjoying a higher standard of living. Advisor support is a necessity for students funded on fellowships. Multi-year fellowships from external sources, in comparison to internal sources, more often supported agency. We make recommendations for institutions to structure and administer fellowships to better support students. Full article

Childhood, adolescent, and young adult cancer (CAYAC) survivors often face challenges entering the workforce due to long-term physical, cognitive, and psychological late effects, defined as chronic health conditions resulting from cancer and its treatments. This study evaluated a vocational integration programme that addresses these barriers and promotes psychosocial well-being. The multidisciplinary intervention combined career guidance, soft-skills training, and a paid internship. Using a mixed-method design with questionnaires and semi-structured interviews, we assessed feasibility, satisfaction, and psychosocial outcomes. Thirteen participants (mean-age-at-diagnosis: 12.9 years, SD 5.2; mean-age-at-interview: 27.2 years, SD 5.3) reported over 40 late effects, mostly of moderate severity. Health-Related Quality of Life (HRQoL), measured by the SF-12, showed a Physical Component Score mean of 45.2 (SD 9.1) and a Mental Component Score mean of 43.5 (SD 11.2), indicating greater psychological impact. The programme received high satisfaction ratings (mean 8.3/10) and was described as motivating and valuable, enhancing self-confidence and career prospects. Social support emerged as a key facilitator, while participants noted the need for flexibility and individualised pacing. Despite a limited sample size and potential recruitment bias, this study provides preliminary insights into the feasibility and perceived value of tailored vocational programmes, emphasising the importance of adaptable, socially supportive interventions for CAYAC survivors. Full article

As the automotive industry increasingly relies on plastic components to meet fuel efficiency and emissions targets, the challenge of managing end-of-life vehicle (ELV) plastics continues to grow. Currently, more than 80% of ELV plastics in the U.S. are landfilled due to limited economic incentives and technical barriers to recycling. This study examines a mechanical recycling pathway for thermoplastic components disassembled from ELVs and assesses their usability for reintegration into new vehicle parts. Four representative materials were chosen based on material labels embedded in recovered parts and aligned with their virgin industrial equivalents: polypropylene (PP), 10% talc-filled PP (PP-T10), 20% talc-filled PP (PP-T20), and a 20% glass-/mineral-filled polyamide (PA6 + GF7 + MF13). The materials underwent shredding, drying, and injection molding before being characterized by particle size analysis, density measurement, thermal analysis (TGA, DSC), mechanical testing, and heat deflection temperature (HDT) evaluation. The results in this work indicated that minor differences in crystallinity were observed and small differences between model materials and ELV materials could have contributed to these changes. Mechanical testing revealed that neat polypropylene suffered a 15–20% reduction in stiffness and tensile strength, but talc-filled polypropylene and glass/mineral-filled nylon retained >90% of their modulus, strength, and heat deflection temperature values relative to virgin controls. Differences between virgin and ELV materials could have been attributed to use life degradation, contamination during use life, or even chemical/processing differences in model materials and ELV materials. However, these findings suggest that mechanically recycled, disassembled ELV plastics can retain sufficient structural performance to support circularity efforts in the automotive sector. Full article

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a cross-curricular, practice-oriented methodology designed to strengthen the integration of theoretical knowledge and professional competencies among engineering students. The method has been implemented in the degree in Industrial Design and Product Development Engineering at the University of Cádiz. Students engaged in a realistic design task—developing an outdoor clothesline system—requiring the application of content from Materials Science, Structural Analysis, and Computer-Aided Design. Digital tools such as MILAGE LEARN+ (for gamified content review) and MindMeister (for concept mapping) have been integrated to promote autonomous learning and interdisciplinary thinking. The methodology has also been designed to improve transversal skills such as initiative, communication, and teamwork through collaborative and student-led project development. The approach has been evaluated through pre- and post-intervention surveys, informal feedback, and internship outcomes. The results showed a 40% reduction in students reporting difficulty retaining theoretical content (from 78% to 38%) and a 29% increase in self-perceived autonomous learning. The proportion of students feeling unprepared for professional environments dropped from 73% to 34%. Those experiencing anxiety when facing real-world problems has been reduced from 92% to 57%. Students have also reported greater motivation and a clearer understanding of the practical relevance of the academic content. These findings suggest that structured interdisciplinary challenges, when supported by blended learning tools and authentic design problems, can significantly improve student readiness for professional practice. The proposed methodology offers a replicable and adaptable model for other engineering programs seeking to modernize their curricula and foster transferable and real-world skills. Full article

This study examines the link between deep approaches to learning (DAL) and undergraduate senior students’ employability skills and perceived satisfaction in STEM fields in the United States. DAL, comprising higher-order (HO) and reflective/integrated (RI) learning constructs, enhances the understanding of real-world applications and promotes reflective thinking about individual ideas in broader contexts. HO activities focus on analyzing, synthesizing, and applying new information in practical scenarios such as internships, classroom discussions, and presentations. RI activities involve integrating existing knowledge with new ideas. The efficacy of DAL in improving student outcomes including employability and satisfaction skills was investigated using Structural Equation Modeling (SEM), which included a Confirmatory Factor Analysis (CFA) to measure observed variables associated with the four latent factors (HO, RI, student satisfaction, and employability skills), followed by structural analysis to explore the relationship between these latent factors. Data from 14,292 senior students surveyed by the National Study of Student Engagement (NSSE) in 2018 were analyzed. The results indicated a significant positive effect of DAL on students’ satisfaction and perceived employability skills, underscoring its importance in higher education for STEM students. These findings can guide higher education institutions (HEIs) in focusing on DAL activities for meaningful learning outcomes and enhanced critical thinking. Full article

This study evaluates the impact that Spanish for Specific Purposes in Agriculture (SSPA) courses taken by animal science and veterinary medicine students have on animal welfare knowledge among Spanish-speaking livestock workers in Texas. The paper describes an internship experience in which animal science and veterinary students delivered animal welfare presentations in Spanish to Spanish-speaking livestock workers while gaining practical skills with a particular animal species. Guided by a One Welfare and Intercultural Communicative Competence framework and comparing survey data collected before and after the student’s intervention, this investigation aimed to identify workers’ improvements in understanding animal welfare issues, assess the effectiveness of communication efforts in the Spanish language, and understand livestock workers’ attitudes towards the welfare training program. The results were examined using a mixed-method approach, integrating quantitative assessments of knowledge with qualitative insights into farmworkers’ perceptions, showing that Spanish competence developed by students through the SSPA curriculum had a positive impact on the self-perceived knowledge of animal welfare practices among Spanish-speaking livestock workers. The most impacted animal welfare areas were acts of abuse and transport. Full article

In Italy, the management of built assets confiscated from organized crime groups is particularly relevant. Returning these assets to the community is becoming increasingly important for Italian municipalities, thanks to the many social benefits that can be generated (e.g., new spaces to provide community services, a visible and tangible symbol of legality, etc.). The process of redeveloping confiscated buildings, due to procedural complexity and a lack of resources, is currently characterized, on one hand, by a limited number of projects actually implemented compared to the potential of the total number of buildings available and, on the other hand, by the lengthy duration of the redevelopment process (12 years on average), which significantly increases the time it takes for the asset to return social value to the community. The objective of this research was to study, develop, and describe a mechanism that (i) enables an increase in the number of redevelopment actions of confiscated assets, (ii) accelerates the attribution of social value to these assets over time and (iii) extends the social impact of the requalification interventions that provide an opportunity for the professional training of students and the professional qualification of vulnerable people. There are two main tasks of the research shown in this article: (i) to highlight the main critical issues and needs in the management of confiscated assets by Italian municipalities, through a survey conducted among key informants; (ii) to build and test an innovative ‘win–win model’ for the requalification process of confiscated buildings, aimed at overcoming obstacles and anticipating the delivery of social benefits to a large group of stakeholders, including vulnerable people, tested in a pilot project. This “win–win model” combines building requalification and training through the activation of a “construction site school”. All original contributions are derived from the research “Co-WIN”, funded by the “Polisocial Awards 2021”, which developed methods, strategies, and tools capable of reducing social imbalances, with an equity and sustainability perspective. The results illustrated the drivers and challenges for the renovation and reuse of confiscated built assets; the necessary changes in documents and procedures to activate and replicate the “Co-WIN model”; and a training program for the construction-site school based on the social categories involved. Finally, the discussion highlights the network and the mutual benefits for stakeholders, focusing on the social relevance and social impact achievable through applying the Co-WIN model to the requalification process of confiscated buildings. Full article

Background/Objective: Nursing and non-nursing students experience high stress levels, making them susceptible to mental health issues. This study compared stress, anxiety, and depression between these two groups after 2 years of the COVID-19 pandemic. Additionally, it explored the relationship between perceived helplessness, self-efficacy, and symptoms of mental stress and strain resulting from challenging internship conditions for nursing students. Methods: This cross-sectional study included 154 nursing students (mean age = 22.43 years) and 291 non-nursing students (mean age = 27.7 years). Data were collected using the Depression Anxiety Stress Scales (DASS-21), Perceived Stress Scale-10 (PSS-10), and a questionnaire on mental stress and strain. Results: Nursing students reported significantly higher scores in the DASS-21 subscales depression (ηp² = 0.016) and anxiety (ηp² = 0.037), and global stress (PSS-10; ηp² = 0.029) compared to non-nursing students, but no significant difference on the DASS-21 Stress subscale. The observed group differences in the present study may be partially attributed to group differences in demographic factors. Helplessness correlated strongly with nearly all scales of mental stress and strain during internships (all p’s < 0.001), while self-efficacy showed a strong negative correlation with non-occupational difficulties, health impairment, and emotional problems (all p’s < 0.001). Conclusions: Nursing students experience elevated depression, anxiety, and perceived stress levels compared to non-nursing students. Stronger feelings of helplessness and lower confidence in their ability to overcome challenges were strongly correlated with mental stress and strain during clinical training. Targeted interventions such as cognitive behavioral training and stress management should be integrated into nursing curricula to enhance resilience and coping strategies. Full article

This study develops and validates an artificial intelligence (AI)-assisted internship learning platform for automotive electronics based on the Llama 3 large language model, aiming to enhance pedagogical effectiveness within vocational training contexts. Addressing critical issues such as the persistent theory–practice gap and limited innovation capability prevalent in existing curricula, we leverage the natural language processing (NLP) capabilities of Llama 3 through fine-tuning based on transfer learning to establish a specialized knowledge base encompassing fundamental circuit principles and fault diagnosis protocols. The implementation employs the Hugging Face Transformers library with optimized hyperparameters, including a learning rate of 5 × 10⁻⁵ across five training epochs. Post-training evaluations revealed an accuracy of 89.7% on validation tasks (representing a 12.4% improvement over the baseline model), a semantic comprehension precision of 92.3% in technical question-and-answer assessments, a mathematical computation accuracy of 78.4% (highlighting this as a current limitation), and a latency of 6.3 s under peak operational workloads (indicating a system bottleneck). Although direct trials involving students were deliberately avoided, the platform’s technical feasibility was validated through multidimensional benchmarking against established models (BERT-base and GPT-2), confirming superior domain adaptability (F1 = 0.87) and enhanced error tolerance (σ² = 1.2). Notable limitations emerged in numerical reasoning tasks (Cohen’s d = 1.15 compared to human experts) and in real-time responsiveness deterioration when exceeding 50 concurrent users. The study concludes that Llama 3 demonstrates considerable promise for automotive electronics skills development. Proposed future enhancements include integrating symbolic AI modules to improve computational reliability, implementing Kubernetes-based load balancing to ensure latency below 2 s at scale, and conducting longitudinal pedagogical validation studies with trainees. This research provides a robust technical foundation for AI-driven vocational education, especially suited to mechatronics fields that require close integration between theoretical knowledge and practical troubleshooting skills. Full article

The growing complexity of production systems in the technology sector demands advanced tools to ensure efficiency, flexibility, and cost-effectiveness. This study presents the development of a simulation model for a selective soldering line at a technology manufacturing company in Poland, created during an engineering internship. Using FlexSim 24.2 software, the real production process was replicated, including input/output queues, manual insertion (MI) stations, soldering machines, and quality control points. Special emphasis was placed on implementing dynamic process logic via ProcessFlow, enabling detailed modeling of token flow and system behavior. Through experimentation, various configurations were tested to optimize process time and the number of soldering pallets in circulation. The results revealed that reducing pallets from 12 to 8 maintains process continuity while offering cost savings without impacting performance. An intuitive operator panel was also developed, allowing users to adjust parameters and monitor outcomes in real time. The project demonstrates that simulation not only supports operational decision-making and resource planning but also enhances interdisciplinary communication by visually conveying complex workflows. Ultimately, the study confirms that simulation modeling is a powerful and adaptable approach to production optimization, contributing to long-term strategic improvements and innovation in technologically advanced manufacturing environments. Full article

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article