Search Results (60)

As the labor market has tightened and businesses have increased their part-time and hourly wages, recruiting and retaining high-quality college students to work on campus in part-time and hourly roles has remained a stubbornly problematic issue. As a result, this study provides a unique perspective into the minds of student workers by leveraging NASPA/ACPA’s professional competency areas and Tull’s synergistic supervision as conceptual and theoretical frameworks to understand how a subset of college student workers view supervisors in recruiting and retaining them, as well as providing pre-professional development opportunities. Through semi-structured qualitative focus groups with 54 college students working as peer financial mentors within student affairs units, qualitative data suggest that student workers view supervisors as critical to their recruitment if the work is positioned as flexible and career-oriented. Moreover, student workers appreciated supervisors who promised and then delivered professional development during employment, preparing them for the workforce. Additionally, student workers want and need a supervisor who builds a professional relationship with them and who empowers them to develop a sense of confidence through their work. Implications for student affairs research, policy, and practice are addressed. Full article

Background/Objectives: In contemporary nursing education, clinical competence and psychological resilience are both essential; however, they are often treated as separate outcomes. Clinical placements are a central component of nursing education, and often expose students to high levels of stress, emotional challenges, and complex clinical demands. Building both clinical competence and psychological resilience during this phase is crucial to preparing students for the realities of professional practice. This narrative review, grounded in Bandura’s social cognitive theory (SCT), explores how educator behaviors, teaching strategies, and learning environments interact to influence both domains in undergraduate nursing students. Methods: A comprehensive search was conducted in PubMed, CINAHL, and PsycINFO for peer-reviewed articles published between 1 January 2000 and 2 May 2025. Relevant studies were thematically analyzed and were guided by Bandura’s SCT constructs, including observational learning, self-efficacy, and reciprocal determinism. No formal study appraisal was conducted due to the narrative nature of the review. Findings: Nineteen studies were included in the review. The findings highlight that reflective practices, structured feedback, peer learning, and strategies to build self-efficacy are central to building resilience and competence. Supportive educator behaviors such as mentoring, emotional support, and professional role modeling, were strongly associated with increased student confidence, emotional regulation, and adaptability. Psychologically safe clinical learning environments further enhanced self-efficacy and active engagement. In contrast, unsupportive or inconsistent environments were linked to student stress, disengagement, and reduced performance. Conclusions: This review highlights the need to move beyond traditional competency-based models toward an integrated approach that equally values psychological preparedness and resilience. Findings suggest a shift toward emotionally and socially integrated clinical education. Full article

Background/Objectives: In Australia, attrition rates in undergraduate nursing degrees have been increasing nationally. The aim of this study was to explore if and how clinical laboratory-based peer-assisted learning (PAL) improved the first-year nursing student learning experience and retention at a regional university. A further aim was to explore any perceived benefits for third-year student participants. Methods: This is a descriptive study design. The study recruited eight third-year nursing students (named ‘LabPALs’) offering support to 42 first-year nursing students during their self-directed laboratory practice sessions. The first-year students included a high percentage of mature aged and ‘first in family’ students. Over an eight-week period, LabPALs provided peer support for up to four students per one-hour practice session. Unit grade outcomes were compared with students not exposed to the PAL sessions. Both the LabPAL mentors and first-year participants were asked to evaluate their experience. Results: It was found that PAL project participation was associated with higher completion rates when compared with non-participation. When combined with exposure to their experienced peers’ perspectives and support, participation was associated with academic success. Thematic analysis found that first-year nursing students reported developing both ‘confidence’ and ‘competence’ in their laboratory learning spaces. The third-year LabPAL students reported skills gained in facilitating peer learning and perceived their experience as very rewarding. Conclusions: This research suggests that PAL enhances clinical laboratory learning among undergraduate nursing students. Full article

Background: Nurses play a crucial role in health promotion (HP) policy and in encouraging healthy behaviors. However, challenges persist in effectively integrating HP as a core component of healthcare systems and nursing practice. Therefore, it is essential to develop specialized and advanced competencies in nursing students, incorporate HP into nursing academic curricula, and better understand the factors influencing nursing students’ development of these competencies—an area that remains underexplored. Accordingly, this study explores and describes the factors nursing students perceive as essential in developing competencies in HP and in fulfilling their role as health promoters. Methods: A qualitative study was conducted using Reflexive Thematic Analysis. Data were collected through semi-structured interviews with 19 nursing students. Results: Five main themes emerged: (1) Training Needs of Future Health Promoters, (2) Navigating Time Constraints in Health Promotion, (3) Nurses’ Awareness of Their Role in HP, (4) Perceived Need to Adopt Healthier Lifestyles, and (5) Challenges of Lifestyle Management. Key facilitators included strong mentorship and well-structured educational programs; barriers included insufficient clinical exposure and time constraints. Additionally, students emphasized the need for HP to be a core aspect of nursing curricula. While acknowledging existing obstacles, participants also identified practical solutions that could be integrated into training and practice to enhance the impact of HP in nursing care. Conclusions: The study highlights significant gaps in HP education for nursing students and the need for curriculum reforms to better prepare them as health promoters. Future research should consider the perspectives of clinical mentors and evaluate the effectiveness of innovative teaching methods—such as simulation-based training—in strengthening students’ HP competencies. Full article

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η²_p = 0.17), Individual Support (η²_p = 0.04), and Participation (η²_p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article

This article is related to Sustainable Development Goal 3: Good Health and Well-Being and focuses on preparedness and response strategies, as well as resilient health systems capable of facing health crises. It presents the implementation and perceived effects of two student volunteering programs during the COVID-19 pandemic, underlining implications for medical education and healthcare. A cross-sectional study was performed using anonymous questionnaires among students from the University of Medicine and Pharmacy in Cluj-Napoca, Romania (April–May 2021); 51 student volunteers involved in activities from the Public Health Directorate of Cluj County (PHDCC) and 78 student volunteers involved in healthcare settings (HCSs) participated. The main reasons to become involved in volunteering activities with the PHDCC were the fact that students found the activity useful and necessary for the pandemic control (100%), an interest in helping other people (98.1%) and the need to be involved in the control of the pandemic (98.1%). Students participated in volunteering activities in hospitals, mainly to develop new medical knowledge and skills (94.8%) but also to apply the medical skills and knowledge they had (89.8%), because of the desire to help other people (88.4%) and the need to be involved in the control of the pandemic (87.1%). More than 90% of volunteers from the PHDCC reported an increase in knowledge regarding the transmission/prevention/clinical manifestations/diagnoses of SARS-CoV-2 and improved their abilities to conduct an epidemiological investigation, their communication skills and their capacity to develop and offer information/educational materials for different population groups and to make informed decisions with medical and legal consequences. Among volunteers in HCSs, the positive outcomes most frequently declared were the belief that this volunteering activity represents an important part of their future career, the opportunity to interact with people who were perceived as competent mentors and the fact that it helped them acquire new medical knowledge as well as made them feel useful. There were several differences noticed based on gender, previous volunteering experiences and volunteering position (student volunteer or student coordinator). Healthcare students might be a relevant resource in crisis situations. Full article

Acknowledgement of the importance of students interacting with faculty in a social context has prompted the development of Learning Communities (LCs) in many medical schools. Understanding successful LC and fruitful mentor–mentee relationships is essential to recognize the perspective of multiple stakeholders, i.e., both mentors and mentees. This study used inductive qualitative analysis methods to compare the key attributes and competencies of mentors that are most important to mentors with those most important to mentees in LCs. Six mentor focus groups (N = 50) and four mentee focus groups (N = 22) were conducted. Thematic analysis revealed twelve distinct themes. Three were categorized as mentor/mentee similarities: (1a) individualized approach, (1b) history and physical skills, and (1c) group interaction. Three were categorized as mentor/mentee differences: (2a) teaching versus relationship competence, (2b) mentor as a relatable figure, and (2c) faculty development. Four themes were unique to mentees: (3a) cultural competence and role modeling, (3b) feedback to students, (3c) one-on-one sessions, and (3d) clinical pearls, and two themes were unique to mentors: (4a) communication and (4b) peer development. Formative evaluation is needed to recognize new styles of learning preferences and new forms of feedback. Awareness of the similarities and differences in the perspectives of mentors and mentees can inform modifications to LCs that can potentially improve the experience of both mentors and mentees. Full article

The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on. Full article

Background/Objectives: Historically, male nurses were predominant in mental health settings due to their perceived physical strength and ability to manage violent patients. However, societal changes and the evolution of nursing education have led to a decline in male participation. This study aims to explore the characteristics, qualities, and attributes of male mental health nurses, while aiming to identify factors that attract and retain, as well as that deter, men in this field, to inform male recruitment and retention strategies to grow the mental health nursing workforce. Methods: A scoping review was conducted across six databases, including PubMed, MEDLINE, Web of Science, Scopus, CINAHL, PsycINFO, and ProQuest. The focus was on studies from 1970 to 2024. Screening and selection of studies were based on eligibility criteria. Narrative synthesis was conducted, and the study follows the PRISMA for Scoping Reviews checklist. Results: Limited research exists on male mental health nurses. The data highlight the unique contributions of male nurses, including their resilience, teamwork, and emotional competence. They also identify challenges such as workplace violence, stigma, and lack of career development opportunities. The literature suggests that targeted recruitment strategies and supportive work environments are essential to increase the number of male mental health nurses and address the nursing shortage in this specialty. Positive academic experiences and professional development opportunities are crucial for retaining male nurses. Conclusions: Addressing stigma associated with mental health nursing is needed, starting with a positive public health education campaign. Addressing workplace violence needs to stem from improved organisational procedures that promote the safety and wellbeing of nurses and clients, combined with de-escalation education and training; mentoring are vital to improving attraction, job satisfaction, and the retention of male nurses. By understanding these factors, health care organisations can better support male mental health nurses and enhance the overall quality of mental health care. Full article

Background: Experiential learning is a vital component of health-professional education. It provides students with the opportunity to apply their knowledge in real-life settings before becoming licensed practitioners. Preceptors (i.e., practice educators) play a crucial role in developing students’ professional skills and competencies, as well as shaping their attitude during their clinical training. Ensuring preceptors’ quality and preparedness is a key aspect in students’ experiential learning due to the important impact of the provided training on the quality of the students’ learning experience. There is a knowledge gap about the desired attributes of pharmacy preceptors in the Gulf region, specifically Qatar, highlighting the need to explore preceptors’ views on this topic. Purpose: The aim of this scoping review is to identify the available tools in the literature to explore the desirable attributes of pharmacy preceptors as clinical educators. The objectives are to explore the reported desirable attributes of clinical preceptors in the published literature and select and utilize an appropriate tool to identify the desirable attributes of pharmacy preceptors in Qatar. Methods: The scoping review was designed to identify the relevant original research articles, which were published in English language, utilizing CINAHL, ERIC, ProQuest, and PubMed databases. Key concepts were preceptorship, attributes, pharmacy, and tools. Quantitative and mixed-methods study designs were included. The included articles were summarized according to their design, setting, population, and outcomes. The validity of the used instruments in these studies was reported. Results: A total of six articles qualified for inclusion into the full screening and were used to inform the results of this review. Skills like being a role model, assessment, and feedback expertise were of the highly important attributes to different populations (i.e., students, graduates, and preceptors). The review revealed the need for more validated tools in pharmacy research to increase the knowledge about the desired qualities of preceptors. Finally, a list of the most reported attributes in the literature was created after grouping all the reported attributes into five categories: (1) knowledge, teaching, and presentation skills; (2) professionalism and development skills; (3) communication skills; (4) supportive mentoring; and (5) enthusiasm and interest. Conclusions: the top three identified attributes were related to communication, assessment and feedback, and professionalism. The results of this review demonstrated a lack of well-designed and validated tools in pharmacy research that can be used to explore the desirable attributes of pharmacy preceptors. This necessitates further research to develop and validate a new appropriate tool to ultimately understand the perceptions of pharmacy preceptors on this topic. Including more databases in the research could have enriched the findings. Full article

This study investigates the impact of professional competencies (moral, knowledge, and skill) on the occupational identity of government-supported preschool teacher trainees and examines the moderating role of support from significant others, including family, peers, and mentors. A quantitative research methodology was employed, involving a cross-sectional survey of 193 publicly funded teacher trainees. Validated scales were used to measure professional competencies, occupational identity, and perceived support. The results revealed a strong positive correlation between professional competencies and occupational identity (r = 0.61, p < 0.01), supporting the hypothesis that higher competency levels enhance trainees’ professional identity. Furthermore, support from significant others moderated this relationship, with a higher level of support amplifying the positive association (β = 1.412, p < 0.01). These findings highlight the interconnected nature of professional competencies and social support in shaping occupational identity. Based on these results, it is recommended that teacher training programs integrate targeted competency-building strategies alongside structured support systems to enhance professional identity formation. These initiatives are critical for fostering sustainable professional development and improving the quality and stability of preschool education. Full article

Context: The systematic evaluation of a practitioner’s adherence to and competence in delivering psychotherapeutic interventions can be complex. This study describes the development of a fidelity assessment tool for the Reitman Centre CARERS Program (RCCP), a carer group-psychotherapy intervention with multiple didactic and clinical components. The tool’s value in informing psychotherapy training and best practices for practitioners from diverse professional settings is examined. Methods: The RCCP Fidelity Assessment Tool (RCCP-FAT) was developed following an iterative process of item writing and checking. Seven components of the RCCP—Group Structure, Dementia Education, Problem-Solving Techniques, Therapeutic Simulation, Vertical Cohesion, Horizontal Cohesion, and Overall Global Rating—were assessed, with three to eight items, and a “global score” assigned to each. Fifteen trained raters were paired up to rate 36 RCCP sessions using the RCCP-FAT. Rater agreement, correlation between itemized and global scores, and correlation between global ratings and RCCP participants’ satisfaction were calculated. Results: A total of 1188 RCCP-FAT items were rated by each of the two rater groups. Rater agreement was calculated to be 54.3% (κ = 0.32; 95% CI, 0.02681–0.3729). A positive correlation was found between the itemized and global scoring for four RCCP components evaluated (R = 0.833 to 0.929; p < 0.01). The global score and the participants’ satisfaction with “Simulation” was also positively correlated (R = 0.626, p < 0.01). Conclusions: The study provided evidence for fair rater agreement for all RCCP-FAT assessment items. More importantly, the process of developing the tool systematically crystallized the clinical elements of the RCCP and helped to standardize the training methods by creating a framework for providing feedback to learners that matches the items on the RCCP-FAT. The use of the RCCP-FAT to guide the training and mentoring of incoming group leaders is essential in the scaling and dissemination of a complex training method like the RCCP to ensure fidelity to the original evidence-based intervention. Full article

Education 4.0 arises to provide citizens with the technical/digital competencies and cognitive/interpersonal skills demanded by Industry 4.0. New technologies drive this change, though time-independent learning remains a challenge, because students might face a lack of support, advice and surveillance when teachers are unavailable. This study proposes complementing presential lessons with online learning driven by ChatGPT, applied as an educational tool able to mentor K-12 students learning science at home. First, ChatGPT’s performance in the field of K-12 science is evaluated, scoring A (9.3/10 in 2023, and 9.7/10 in 2024) and providing detailed, analytic, meaningful, and human-like answers. Then, an empirical interventional study is performed to assess the impact of using ChatGPT as a virtual mentor on real K-12 students. After the intervention, the grades of students in the experimental group improved by 30%, and 70% of students stated a positive perception of the AI, suggesting a positive impact of the proposed educational approach. After discussion, the study concludes ChatGPT might be a useful educational tool able to provide K-12 students learning science with the functional and social/emotional support they might require, democratizing a higher level of knowledge acquisition and promoting students’ autonomy, security and self-efficacy. The results probe ChatGPT’s remarkable capacity (and immense potential) to assist teachers in their mentoring tasks, laying the foundations of virtual mentoring and paving the way for future research aimed at extending the study to other areas and levels, obtaining a more realistic view of AI’s impact on education. Full article

Background/Objectives: Nursing competence encompasses the integration of knowledge, skills, and attitudes essential for comprehensive and safe patient care. This study aimed to compare self-assessment and tutor evaluation of nurses’ competencies in a hospital emergency department before and after a training intervention. Methods: A quasi-experimental design was employed, involving 63 newly hired nurses who participated in a mentorship program. The intervention included theoretical and practical sessions on critical care skills. Data were collected through self-assessment questionnaires and objective evaluations by tutors using validated rubrics. Results: The results indicated significant differences between self-assessment and tutor evaluations in pre- and post-intervention phases, particularly in competencies related to orotracheal intubation and fibrinolytic therapy for ischemic stroke. Post-intervention, discrepancies between self-assessment and tutor evaluations decreased, suggesting improved self-awareness and competence among participants. Conclusions: This study highlights the importance of combining self-assessment and external evaluation to ensure accurate competency assessment and effective educational interventions, ultimately enhancing the quality of patient care. Full article

The healthcare environment faced by nurses is complex, with high workloads and situations of high comorbidity. The integration of nurses into the work environment is a cause for concern, and improvements are sought for their incorporation into the workforce. The benefits of mentoring programs are described not only for nurses but also for patients with safer practices and benefits for the institution due to the increased commitment of its professionals. A methodological article that illustrates the complete process to design and implement a tutoring program for new nurses in an emergency department is presented. The competency profile required for the figure of tutor was developed, including the steps followed for the development of the program and the structure and phases of which it is composed, as well as the validation of the evaluation instruments of the process. A strength was the participation of experts during the in-depth analysis of the competency profile, as well as in the adaptation of the evaluation items, which endorses the pertinence, relevance, usefulness, and clarity of the content of this program. The transparency in this methodology makes it possible to follow the steps for its reproduction and applicability in other hospitals. Full article