Search Results (17)

Background/Objectives: Informal caregivers play a crucial role in healthcare, but when caregiving ends the “post-caregivers” often remain invisible and unsupported. Post-caregivers face needs such as reconstructing their identity and finding space and time to grieve. This study aimed to design a support network for informal post-caregivers by exploring perceptions of diverse stakeholders. Methods: A qualitative inductive study was conducted using three focus groups (n = 15; ages 35–70; 12 women, 3 men) held online between June and July 2023. Participants included palliative care team members, home support professionals, general practitioners, informal caregivers, post-caregivers, and members of civil society. A semi-structured guide was used, and narratives were analyzed with a Narrative Medicine-informed approach and thematic analysis. Results: Community-For-Care emerged as an overarching and distinctive concept that, while aligned with the ethos of Compassionate Communities, specifically addresses the transition after caregiving ends, a phase largely absent from existing models. It symbolizes the “living forces of the community” mobilized to accompany informal post-caregivers through identity reconstruction, bereavement, and reintegration. Three interrelated thematic axes structure this concept: (1) Compassion Axis—emphasizing a compassionate community that values caregiving; (2) Coordinated Action Axis—highlighting coordinated, continuous support across healthcare and community services; and (3) Care Literacy Axis—underscoring education and training for caregivers, post-caregivers, and professionals. These axes dynamically interact to empower post-caregivers and stitch the holes in the support network. Conclusions: A community-centered, post-caregiver-focused framework such as Community-For-Care offers a novel extension of compassionate communities by directly addressing the loneliness, identity rupture, and invisibility that often characterize the transition after caregiving. Reinforcing compassion, coordinated action, and care literacy can enable communities to better acknowledge the contributions and ongoing needs of post-caregivers, supporting their emotional recovery, social reintegration, and reconstruction of daily life. By integrating these three axes into community practice, the model introduces a post-care-specific structure that can enhance well-being, reduce preventable health decline, and relieve pressure on formal services by mobilizing local, civic, and relational assets. Full article

There have been many evaluations of specific parent programs, but there is minimal evidence of evaluation of the broader landscape of established advice or support services for parents of children under 18 years old. This paper investigates parent/carer perceptions of support services in their case study city. We explore and examine their perspectives on existing support services and how far they are meeting their needs. Through a thematic analysis of semi-structured interviews with parents and carers from across the city, a range of key themes emerged. These included the supportive environment and positive ethos of services accessed, lack of trust in some professionals, and perceived gaps in provision, highlighting the need for more activities, support, and accessible information, especially for families with special educational needs and disabilities (SEND). These findings underscore the complexity of navigating the landscape of support services and advocate for more coordinated, accessible, and trustworthy support systems for parents and carers. Full article

The escalating demand for sustainable development in the built environment necessitates the integration of innovative, system-based assessment tools. This study investigates the role of energy efficiency (EE) within a nature-inspired sustainability assessment framework, drawing from biomimicry principles to evaluate green building practices in South Africa. Grounded in the ethos of nature’s efficiency, such as closed-loop energy systems, passive energy use, efficiency through form and function, and decentralised and localised energy generation, this study identifies and prioritises key EE criteria, including efficient energy management, renewable energy optimisation, passive heating, ventilation and air conditioning (HVAC) systems, and energy-saving technologies. Using the Analytic Hierarchy Process (AHP), this research engaged 38 highly experienced, practising, and registered construction professionals to perform pairwise comparisons of EE criteria. Results revealed that efficient energy management (29.8%) emerged as the most significant factor, followed closely by energy-saving equipment (26.4%), with strong expert consensus (consistency ratio = 0.03). The findings reflect a convergence of ecological wisdom and industry expertise, suggesting that nature’s design strategies offer a compelling roadmap for achieving sustainable energy performance in buildings. This study reinforces the applicability of biomimicry in shaping context-specific sustainability metrics and informs the development of adaptive, ecologically aligned certification frameworks. This study recommends the integration of these EE criteria into building rating systems, fostering interdisciplinary collaboration, and scaling nature-based frameworks to inform global sustainability practice. By bridging theory and application, this study advances a regenerative approach to construction that aligns with the UN Sustainable Development Goals and long-term environmental resilience. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

Self-care is a complex concept that incorporates various strategies designed to promote personal wellbeing and prevent illness, which is a critical need in nursing given the profession’s inherent stressors. The physical, emotional, spiritual, and psychological demands placed on nurses can significantly influence their wellbeing and the quality of care they provide. Yet, professional accountability and responsibility for self-care remains contested within the profession. To support a healthier and more sustainable healthcare workforce, Approved Education Institutions (AEIs) delivering pre-registration nursing programmes can play a pivotal role in embedding self-care ethos and practices into the nursing curricula. Grounded in educational psychology and drawing on insights from related theories, this paper explores barriers to self-care, proposes actionable interventions, and advocates for its integration as a cornerstone of nursing education. Full article

The adoption of biopesticides in Mediterranean agriculture is shaped by environmental, economic, and socio-cultural factors. This study explores the push and pull factors influencing farmers’ decisions in Spain’s Ebro Delta, Tunisia’s Nabeul region, and Turkey’s Adana province. Through qualitative fieldwork and comparative analysis, key barriers to adoption are identified, including high costs, limited market availability, skepticism about efficacy, and reliance on conventional pesticides. However, this study also highlights opportunities driven by regulatory changes, increasing market demand for sustainable products, and the potential of biopesticides to improve ecological sustainability. The research follows a comparative case-study approach and was conducted between January and November 2024. The methodology included a literature review, two rounds of qualitative interviews with farmers, and thematic analysis to identify barriers and enabling factors, ensuring methodological rigor and cross-validation. Findings indicate that farmers’ professional ethos and economic conditions significantly limit biopesticide adoption. Perceived inefficacy, high production costs, and low profit margins reinforce reluctance. Spain struggles with skepticism, Tunisia faces economic and informational barriers, and Turkey’s reliance on traditional practices slows innovation. Despite these obstacles, key drivers facilitate adoption, including improved agricultural education, cooperative support, and increasing consumer demand for sustainable products. Legal frameworks, particularly the EU’s “Farm to Fork” strategy, play a crucial role, though top-down policies risk local resistance. This study outlines a model for biopesticide adoption based on seven key factors, with legal frameworks and farm structure emerging as primary drivers. Addressing economic and educational barriers is crucial for widespread adoption. By implementing targeted policies, Mediterranean agriculture can become a model for sustainable practices, balancing productivity and environmental stewardship. Full article

This article aims to reflect on the institutional ethos of three Chilean, less selective massive private universities, analyzing their organizational identities, discourses, and practices and discussing how the dynamics of the competitive and marketized Chilean educational system influence this ethos. Through a qualitative design, which includes semi-structured interviews with key university staff members and direct observations in formal and informal instances, this article concludes that the ethos of these institutions is structured around four main axes: pluralism and student diversity; the pursuit of excellence as a competitive horizon; the construction of merit as a personal, family, and institutional effort; and education for employability, underpinned by professional ethics and social commitment. Furthermore, we find evidence that the logic of the university market shapes these private universities’ ethos transversally. Full article

While religious dogma and science are often viewed at odds, scientific knowledge is increasingly integrated into religious journalism. This challenges the epistemic tenets that underlie the worldviews of religious readers. In this study, we aim to investigate the role of religious journalists as science gatekeepers and, more specifically, uncover their ethos in advocating science communication to their audience, amid widespread ambivalence. To this end, we focus on the ethical gaze of ultra-Orthodox (Haredi) Jews in Israel. An enclaved religious group that has a history of challenging scientific precepts and has of late demonstrated various levels of ambivalence and resistance to scientifically inspired policies made during the COVID-19 pandemic. To this end, we conducted in-depth interviews with 20 Haredi editors, radio and print/online journalists, engaged with science reporting before and during the COVID-19 outbreak. The findings unveil several ethical facets employed by Haredi journalists: care, community, professionalism, and religion. The findings also outline the interaction between professional, religious, and communal codes of conduct, as they play out in bounded mediascapes. Accordingly, religious journalists’ role breaches traditional boundaries as they respond and strive to integrate multiple sources of knowledge for what they see as the betterment of their devout readers. Full article

This scoping review, conducted within the Joanna Briggs Institute (JBI) framework, analysed the recent literature (January 2018 to March 2023) addressing factors inherent to professional practice environments and organisational contexts influencing nurses’ adoption of evidence-based practice (EBP). This review included studies involving nurses regardless of sector, practice setting, and scope of practice. A systematic search was undertaken across the PubMed, Web of Science, CINAHL, and MEDLINE databases, as well as the EThOS, OATD, and RCAAP platforms. The extracted textual elements underwent a content analysis, resulting in a coding structure established through an inductive approach that categorised information into main categories and subcategories linked by similarity and thematic affinity. Forty-one studies were included, revealing four main categories of factors impacting EBP adoption by nurses: (1) organisational dynamics, (2) management and leadership, (3) teamwork and communication, and (4) resources and infrastructure. The study’s limitations acknowledge the subjective nature of categorisation, recognising potential variations based on individual perspectives despite adopting procedures to minimise the risk of bias. The results provide a substantial foundation for developing interventions to cultivate environments conducive to EBP adoption by nurses, thereby enhancing the integration of evidence into nurses’ professional practice contexts. This review was prospectively registered on the Open Science Framework (registration no. osf.io/e86qz). Full article

Professional ethos encompasses individual factors such as attitudes and expectations, and commitment and responsibility, as well as other social factors related to collaboration or identification with role models. All of these factors are expressed in professional experiences and routines. Practicum experiences within teacher education programmes contribute to the initial expression and formation of students’ professional ethos. This study aims to analyse how the restrictions in the context of the COVID-19 pandemic affected the formation of future teachers’ professional ethos and their resilience skills. The study analyses the assessment discourse of the practicum during two academic years affected by the pandemic, involving a sample of n = 725 students. The Multivariate Analysis of Variance (MANOVA) Biplot and Reinert’s Alceste methods were employed to examine differences in the discourse based on gender and developmental changes over the two academic years. The results highlight the significant impact of limitations on routines as a determining factor. Additionally, both collaboration with professional tutors and innovation stood out as variables in the development of professional ethos. Gender differences revealed more negative expectations among female students, while, per year, there was a more positive evolution in learning expectations among male students. In conclusion, the practicum experiences during the pandemic-affected academic years facilitated the development of students’ professional ethos, emphasising resilient attitudes and solutions. Full article

Wonderbrass is a community music band that performs professionally. This article—written by three members of the band—uses collaborative/conversational autoethnography to explore the significance of the band through the lens of spirituality. After a brief overview of the history and ethos of the band, the autoethnographic methodology is discussed with particular attention to its significance for the investigation of music and spirituality. The rest of the article uses this methodology to explore the authors’ relationships, first to religion and spirituality, and then to their shared experience of Wonderbrass through the period of lockdown and subsequent emergence from that period. Through the conversational autoethnographic writing of the authors and analysis of emerging themes, the band is identified as supporting a spirituality that we identify as collective joy, experienced through fun, connection, and joy as sources of happiness, wellbeing, and flourishing. Full article

Recovery within mental health service delivery is no longer a new consideration in the Western world. However, it is well-documented how challenging its implementation and translation to practice and reality have been in contemporary mental health systems. In conjunction with this, mental health social work is continuously being challenged and debated in relation to its role, responsibilities, and identity in service delivery. This is largely the consequence of the continued dominance of the biomedical model in relation to service delivery. Yet, if we critically reflect on the philosophy and ethos of recovery, it becomes very clear that social work should be the key profession to lead the development and improvement of recovery-orientated services across the globe. To illustrate this argument, the authors first draw on empirical research undertaken by the lead author within the Republic of Ireland on how recovery is socially constructed within mental health service delivery. The key stakeholders involved in the Irish study included professionals, service users, family members, and policy influencers, with participants taking part in semi-structured interviews. Secondly, the authors reflect on some of the findings from this Irish study, presenting an argument for not only a more significant role for social work in an Irish mental health context but also making comparisons from an international perspective. This includes exploring the role of critical social work traditions for supporting services to move beyond a philosophy of recovery that has, to date, overlooked the intersectional injustices and inequalities faced by hard-to-reach populations. Finally, the authors conclude by providing some possibilities for how the paradigms of social work and recovery can and should continue to converge towards each other, opening a space for social work to become a more dominant perspective within mental health systems worldwide. Full article

This article examines the impact that the experience of the 1905 Revolution had on the political attitudes of professional artists of various creative persuasions and on the younger generation who were still attending art schools. It inevitably focuses on a few representatives and argues that Realists as well as more innovative artists like Valentin Serov and the World of Art group became critical of the regime and began to produce works satirizing the Tsar and his government. These artists did not, however, take their disenchantment further and express a particular ideology in their works or join any specific political party. The author also suggests that the Revolution affected art students like Mikhail Larionov and Natalia Goncharova, who subsequently became leaders of the avant-garde and developed the style known as Neo-Primitivism. The influence of 1905 can be seen in their pursuit of creative freedom, the subjects they chose, and the distinctly anti-establishment ethos that emerged in their Neo-Primitivist works around 1910. Full article

Introduction: The first wave of the COVID-19 pandemic resulted in the closure of all Polish medical universities. Simultaneously, due to staff shortages and the Polish health-care system being seriously challenged, many students were eager to contribute to the fight against the outbreak. This study explores medial student volunteers’ (MSV) perspectives and their lived experiences during the COVID-19 pandemic in Poland. Material and Methods: Semi-structured interviews were conducted with twenty-one students. Results: A total of seven major themes emerged from the interviews: 1. students’ reactions to the COVID-19 pandemic, 2. students’ experiences of the outbreak, 3. motivations for volunteering, 4. students’ perceptions of the COVID-19 volunteering, 5. organization of students’ volunteering, 6. benefits and costs of volunteering during COVID-19, and 7. social perception of MSVs. Although students volunteering was an example of civic responsibility and created new learning opportunities, many students felt unprepared for the pandemic, lacked social skills and access to psychological support, and were the target of stigmatization and discrimination. Discussion: Because during the first wave of the COVID-19 pandemic medical universities were closed and classes were held online, students’ volunteering became an important part of service learning and created an opportunity for education. Consequently, while it benefited students, patients and the healthcare system, students’ involvement reinforced such important values of medical ethos as: altruism, public service, and (professional) solidarity. However, some systemic approach should be undertaken that would prepare students better for future crises. Full article

Nurses are rarely treated as equals in the social, professional, clinical, and administrative life of healthcare organisations. The primary objective of this study is to explore nurses’ perceptions of organisational justice in public healthcare institutions in Majorca, Balearic Islands, Spain, and to analyse the ways in which they exercise their political agency to challenge the institutional order when it fails to reflect their professional ethos. An ethnomethodological approach using critical discourse analysis will be employed. The main participants will be nurses occupying different roles in healthcare organisations, who will be considered central respondents, and physicians and managers, who will be considered peripheral respondents. Data generation techniques include semi-structured interviews, a sociodemographic questionnaire, and the researcher’s field diary. This is one of the first studies to address organisational justice in healthcare organisations from a macrostructural perspective and to explore nurses’ political agency. The results of this study have the potential to advance knowledge and to ensure that healthcare organisations are fairer for nurses, and, by extension, for the patients in their care. Full article