Search Results (626)

Background/Objectives: It is essential to explore and disseminate positive deviance strategies that promote resilience, mindfulness, and well-being beyond stress and burnout reduction strategies for residents and physicians who experience high levels of occupational stress. This scoping review maps studies that investigate positive deviance strategies to enhance the well-being of residents and physicians. Methods: A scoping review was conducted by PRISMA guidelines to identify English-language studies on strategies for physician well-being. PubMed, MEDLINE, Embase, and ERIC were searched using terms related to well-being, coping, and medical education. Results: Among the 38 studies included, 17 (44.7%) targeted physicians in graduate medical education (GME), while 19 (50%) focused on continuing medical education (CME). Positive deviance strategies were identified in 26 studies and were most frequently implemented at the microsystem level, such as small group interventions (e.g., coaching, mentoring, and workshops). These strategies addressed individual and organisational factors that contribute to physician well-being and were associated with improvements in life satisfaction, resilience, professional identity, and psychological safety. The review found that positive deviance strategies were often proactive, values-driven, and disseminated organically over time, emphasising the importance of longitudinal engagement and sustained institutional support. Conclusions: This scoping review highlights the growing use of positive deviance strategies, especially at the microsystem level, to promote physician well-being. These approaches emphasise sustainable, values-driven practices and may offer effective, context-sensitive solutions within healthcare systems. Full article

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

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

Generative Artificial Intelligence (GenAI)-assisted Virtual Reality (VR) heritage serious game design constitutes a complex adaptive socio-technical system in which natural language prompts act as control levers shaping designers’ cognition and action. However, the systemic effects of prompt type on agency construction, decision boundaries, and process strategy remain unclear. Treating the design setting as adaptive, we captured real-time interactions by collecting think-aloud data from 48 novice designers. Nine prompt categories were extracted and their cognitive effects were systematically analyzed through the Repertory Grid Technique (RGT), principal component analysis (PCA), and Ward clustering. These analyses revealed three perception profiles: tool-based, collaborative, and mentor-like. Strategy coding of 321 prompt-aligned utterances showed cluster-specific differences in path length, first moves, looping, and branching. Tool-based prompts reinforced boundary control through short linear refinements; collaborative prompts sustained moderate iterative enquiry cycles; mentor-like prompts triggered divergent exploration via self-loops and frequent jumps. We therefore propose a stage-adaptive framework that deploys mentor-like prompts for ideation, collaborative prompts for mid-phase iteration, and tool-based prompts for final verification. This approach balances creativity with procedural efficiency and offers a reusable blueprint for integrating prompt-driven agency modelling into GenAI design workflows. 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

Despite robust evidence linking career adaptability (CA) to positive vocational and psychosocial outcomes in general populations, research on the CA among individuals with special educational needs (SEN) remains limited. Prior reviews have largely overlooked the distinct challenges faced by SEN populations. To address this gap, we conducted a systematic review across five major databases, yielding an initial pool of 81 studies. Following rigorous screening, only eight quantitative studies met the inclusion criteria, reflecting the early stage of the research in this area. The included studies span diverse SEN groups, including individuals with visual impairments, intellectual disabilities, and mental health conditions. CA was consistently found to be associated with adaptive outcomes such as self-esteem, self-efficacy, hope, and career satisfaction. However, the literature is characterized by methodological limitations, notably the predominance of cross-sectional designs, the underrepresentation of neurodevelopmental conditions (e.g., ASD, ADHD), and a lack of cross-cultural perspectives and standardized instruments specifically adapted to SEN learners. Future studies should focus on the need for longitudinal and mixed-method designs, contextually cross-cultural research, and inclusive measurement tools. Furthermore, exploring the ecological and emotional predictors of CA; expanding to underrepresented SEN subgroups; and evaluating diverse interventions beyond mentoring are essential to informing tailored educational and vocational support for individuals with SEN. Full article

This study examines the employment of persons with disabilities in small- and medium-sized enterprises (SMEs) in rural Japan. An online survey of 40 SME owners was conducted to assess their understanding, experiences, and challenges in employing persons with disabilities. The results indicate that many SMEs lack awareness of employment systems, but those with prior contact experience demonstrate greater understanding. Key challenges include difficulties in job creation, workplace acceptance, and inadequate environments. To address these issues, it is essential to enhance information on job creation, share successful cases, and establish mentoring systems for knowledge exchange between SMEs. These findings provide insights for policy development and practical strategies to promote the employment of persons with disabilities in SMEs. Full article

Background: Adolescent girls and young women (AGYW) who engage in alcohol and substance abuse face more significant health and social consequences compared to the general population. This study evaluated the prevalence and associated factors of alcohol abuse and substance use among AGYW in Namibia. Methods: We conducted a retrospective analysis of programmatic data from AGYW aged 10–24 who participated in the Determined, Resilient, Empowered AIDS-free, Mentored, and Safe (DREAMS) component of the Reducing HIV Vulnerability: Integrated Child and Youth Health (REACH) Project HOPE Namibia from March to December 2024. Data analysis was conducted employing chi-squared tests alongside binomial and multinomial logistic regression. Results: Among the 19,662 participants included in this analysis, 2068 (10.5%) abused alcohol and/or substances in the previous six months. Participants who were HIV-negative or did not know their status (AOR = 1.57, 95% CI (1.15–2.14), and AOR = 1.50, 95% CI (109–2.07), respectively), from outside Windhoek, those who had failed or repeated school in the previous year (COR = 1.77, 95% CI (1.54–2.05)), those not disabled (AOR = 1.27, 95% CI (1.06–1.52)), those who had dropped out of school or had completed their studies, and those with no adult emotional support (AOR = 1.25, 95% CI (1.11–1.40)), were more likely to have abused alcohol and/or substances recently. In contrast, participants who were not depressed were less likely to have recently abused alcohol and substances. Conclusions: The prioritization of strategies to identify AGYW experiencing depression and to provide them with treatment is essential. Moreover, it is important to encourage parents and guardians to provide emotional support to AGYW, as it prevents them from abusing alcohol and substances. Full article

This study investigates how inclusive leadership, mentorship, and digital tools shape conflict prevention and social cohesion within the Greek public sector. Employing a cross-sectional quantitative design, data were collected from 203 employees across municipalities, ministries, regional, and decentralized administrations. The survey instrument captured four dimensions: leadership and mediation for social cohesion, mentorship for the empowerment of vulnerable groups, use of digital tools, and the perceived social impact of inadequate conflict management. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test direct and indirect effects, evaluate the explanatory and predictive power of the model, and explore the mediation mechanisms linking leadership, mentorship, and digital tools to social cohesion. The results demonstrate that both leadership and mentorship are positively perceived and significantly interrelated, jointly enhancing workplace cohesion and trust. Mentorship emerged as a critical predictor of digital tool adoption, highlighting its role as a bridge for digital inclusion and organizational innovation. In contrast, digital tools, despite their high importance in the model, remain underutilized and require further investment in training and integration. Poor conflict management is perceived as a major organizational risk, strongly linked to increased stress, diminished trust, and a deteriorated workplace climate. These findings highlight the value of integrating mentorship and inclusive leadership with mediation and digital technologies, supporting the development of hybrid strategies for conflict management. The study enriches theoretical debates on organizational resilience and social cohesion, while offering practical recommendations for modernizing public administration through participatory leadership, targeted mentoring programs, and the thoughtful adoption of digital solutions. Full article

Background: Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder that continues into adulthood and is linked to significant academic, occupational, and psychological challenges. Medical students may be at heightened risk due to the cognitive and emotional demands of their training. However, regional data on adult ADHD symptoms in this population, particularly in northern Saudi Arabia, remain limited. Objective: to estimate the prevalence of probable adult ADHD symptoms among medical students at the University of Tabuk and to examine the associated sociodemographic, academic, and health-related factors. Methods: A cross-sectional, web-based survey was conducted between 15 May and 5 June 2025 among randomly selected Saudi medical students (years 2–6) at the University of Tabuk. The validated Arabic version of the WHO Adult ADHD Self-Report Scale (ASRS-v1.1) was used to screen for probable ADHD. A positive screen was defined as ≥4 flagged items. Descriptive and bivariate analyses were performed using SPSS v29. Results: Of the 219 respondents (60.3% male; mean age: 21.6 years), 23.3% screened positive for probable adult ADHD. Symptom frequency peaked in the third (40.0%) and fourth (35.6%) academic years and was lowest among sixth-year students (11.4%) (p = 0.012). A strong association was observed between positive ADHD screening and self-reported psychiatric disorders (p < 0.001). No statistically significant associations were found for gender, income, GPA, marital status, or academic phase. Conclusions: Nearly one in four medical students at the University of Tabuk exhibited symptoms suggestive of adult ADHD, a prevalence markedly higher than global estimates and consistent with regional trends. The association with psychiatric morbidity and the mid-programme peak suggests a need for proactive screening, mental health support, and academic accommodations. Universities can translate these findings into practice by instituting routine ADHD screening, offering flexible assessment accommodations, embedding peer-mentoring programmes, and strengthening on-campus mental-health referral pathways. Full article

Background: The project ‘Multicenter Renal Pharmacist Group—Implementation of Pharmaceutical Care for Patients with Renal Impairment at four Non-University Hospitals in Germany’ started in the beginning of 2020 with the goal to establish high-quality pharmaceutical care to improve patient safety for hospitalized patients with renal impairment at German non-university hospitals. Pharmaceutical service quality should be optimized by intense and effective intraprofessional collaboration within the network. Methods: Over a period of two years (2020–2022), we implemented renal pharmacists (RPs) for patients with renal impairment (RI) at four non-university hospitals in Germany (Starnberg Hospital, Rudolf Virchow Hospital Glauchau, Catholic Hospital in the Märkisch District (KKiMK), and Hospital Sindelfingen-Boeblingen). The RPs conducted medication analyses identifying renal-drug-related problems (rDRPs) two to five days a week. The rDRPs, including recommendations to solve them, were forwarded to the attending physicians via written consultations or personally during ward rounds. The RPs were mentored by a renal pharmacist expert from LMU Munich and formed a multicentered team with close collaboration. Data about the RP service were collected and were retrospectively evaluated. Results: During the two-year project period, a total of 3924 patients from various disciplines were visited across all four locations. In total, 1425 patients (36.3%; with a range from 22.7 to 56.4% between hospitals) received one or more interventions by RPs concerning 2454 rDRPs (a median of one to three rDRPs per patient). In cooperation with the physicians, 77.6 to 88.2% of the rDRPs were solved. The most common causes were ‘dosage too high’ and ‘contraindication’. Conclusion: The implementation of pharmaceutical care for patients with renal impairment at four non-university hospitals in Germany increased appropriate prescribing by physicians. The multicenter team proved to be an excellent support for the newly established services. 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

Food waste significantly impacts the restaurant industry’s financial viability and environmental sustainability. This study explores training practices used to minimize food waste and identifies obstacles encountered in implementing these practices. Semi-structured interviews with 10 chefs from diverse restaurants in a mid-South U.S. state were conducted. Two themes emerged from the qualitative analysis. The results revealed that the predominant training methods were verbal instruction, mentoring, and hands-on coaching, emphasizing real-time feedback and individualized guidance. Training for front-of-house staff primarily included reducing unnecessary table items, whereas back-of-house employees focused on portion control and repurposing ingredients. Mentoring emerged as critical, especially for new employees with limited culinary experience, ensuring that they develop critical thinking skills and resourcefulness in minimizing waste. Chefs identified significant barriers, including staff cooperation, knowledge gaps, employee turnover, and resource limitations. Overcoming these challenges necessitates stronger managerial commitment, standardized guidelines, and incentive-based reinforcement. This study concludes that cultivating an organizational culture that embeds sustainability into training practices is essential. Practical strategies such as mentoring and continuous reinforcement can mitigate food waste, enhance operational efficiency, and promote a sustainable food system. Future research should quantify training impacts on waste reduction and examine consumer-side factors influencing restaurant food waste. Full article

In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staff schools, where a growing cohort of inexperienced teachers increases the need for mentoring. The analysis is based on data from semi-structured interviews conducted with teachers in six schools across two Australian states, as part of a larger project exploring work experiences of teachers in hardest-to-staff schools. In addition to formal mentoring, our findings illustrate that in these schools, informal and incidental mentoring is widespread. Further, the iterative nature of novice teacher induction creates a sense of ambivalence in longer-serving teachers. While experienced teachers find reward in supporting early-career colleagues, the hidden labour inherent to constant incidental mentoring encroaches on the time available to manage their own workload, sometimes leading to frustration and even resentment. We conclude that while mentoring is crucial with so many new entrants to the profession, policymakers should be aware of the labour associated with increased incidental mentoring to avoid unintended consequences for teachers who find themselves in the position of supporting growing numbers of new staff. Full article