Search Results (26)

Background: Toolkits/toolboxes represent a promising intervention tool for cancer care and mental health. However, research is needed to identify their key components and effective implementation strategies. Methods: Following PRISMA-ScR, the search was conducted across five databases using key terms. Included studies addressed mental health or cancer care using toolboxes or toolkits for adults, documented their delivery or implementation strategies, and were experimental or quasi-experimental in Spanish or English. Excluded studies involved adaptations, relied solely on qualitative methods, did not address the specified population, or were systematic reviews. Three independent reviewers conducted title/abstract screening, full-text review, and data charting, with discrepancies resolved by a senior reviewer. The review protocol was prospectively published in the Open Science Framework (OSF). The Downs and Black’s checklist was used to evaluate quality and assess for bias. Results: A total of 33 studies were included in the final review. The toolkits/toolboxes primarily consisted of themes related to mental health and wellness in cancer care. Most mental health diagnoses reported consisted of depression or depressive symptomatology (14, 20.3%) followed by anxiety (12, 17.4%). Educational (13, 15.1%) and cognitive and behavioral strategies (13, 15.1%) were the most frequently used, followed by self-management (10, 11.6%). A total of 13 (39.3%) included Hispanics/Latinos in their sample. In terms of quality appraisal, representation of the entire population was the least frequently met criterion (10, 30%). Conclusions: This review identified important methodological gaps in implementation and population representation, as well as intervention components that can represent promising key aspects of toolkits/toolboxes. Full article

This study presents a comparative analysis of classroom engagement effects on the academic achievement of senior secondary school physics students, focusing on the replication of prior research and contrasting the impacts of guided and minimally guided constructivist instructional approaches. Drawing on established frameworks of inquiry-based instruction, particularly Cognitively Guided Instruction (CGIS) and Cubing Instruction (CIS), the research investigates their relative efficacy in enhancing student learning outcomes. The clustered quasi-experimental pretest–posttest design, involving the Cognitively Guided Instructional Strategy (CGIS) and the Cubing Instructional Strategy (CIS), was adopted by the study. The intact classroom groups of schools purposively selected participated in the study. An achievement test was administered before and after instruction, and the Analysis of Covariance (ANCOVA) and t-tests were used to determine the effects of the intervention while controlling for baseline achievement and mathematical ability. The findings show that the treatment had a significant effect on the students’ achievement (p = 0.030). The t-test result demonstrated that students exposed to the CGIS recorded higher posttest mean scores than those in the CIS group. These outcomes suggests that guided inquiry may offer pedagogical advantages in supporting classroom and conceptual learning. However, the evidence should be cautiously interpreted. The study contributes to the literature as a conceptual replication by providing evidence regarding the effects of guided and minimally guided constructivist approaches in a different instructional setting. The outcomes underscore the importance of balancing instructional guidance and learner autonomy in physics classrooms, as well as the need for further research involving larger samples and diverse contexts to strengthen causal inference. Full article

Systemic risk in banking systems arises from losses transmitted through networks of contractual exposures. Yet, most widely used measures rely on market-implied volatility and equity prices rather than structural balance sheet fragilities. This paper develops a flow network framework that models systemic risk as a capacity-constrained loss-diffusion process governed by flow conservation, contractual seniority, and interbank topology. Using regulatory balance sheet data for four major U.S. banks across six quarters of the 2007–2008 financial crisis, we simulate millions of unit-consistent cascade scenarios to characterize the distribution of bank failures and aggregate losses. Despite severe macro-financial stress, the system remains in a subcritical contagion regime, exhibiting frequent single-bank failures, virtually no multi-bank cascades, and quasi-stationary aggregate losses concentrated around USD 420–430B.We extend the model to a stochastic setting in which the initial shock magnitude is randomized while propagation mechanics remain deterministic. The resulting loss distribution remains tightly concentrated and scales approximately linearly with shock size, suggesting that uncertainty in shock realizations does not induce nonlinear cascade amplification. Applying an efficient network benchmark, we estimate that 10–23% of expected systemic loss is attributable to suboptimal network architecture, implying potential gains from structural policy intervention. A comparison with SRISK reveals early divergence and convergence only at peak stress, highlighting the complementary roles of structural and market-based systemic risk measures. Finally, a graph neural network trained on synthetic flow network data fails to reproduce threshold-driven cascade dynamics, underscoring the importance of considering network structures vis-à-vis data-driven approaches. Full article

Amidst the accelerating trend of population aging, addressing regional disparities in basic elderly care services (BECS for short) and identifying the key obstacles to their development have become crucial prerequisites for development. Taking urgent transformation measures is indispensable for enhancing the quality of fundamental senior care provisions and advancing the attainment of the United Nations Sustainable Development Goals (SDGs for short) by 2030. However, the extant literature does not have a sufficient understanding of the evolution of differences, spatial correlations, and sources of obstacles. Therefore, this paper takes the period from 2021 to 2023 as the investigation period and comprehensively applies the entropy weight method, Dagum Gini coefficient, kernel density estimation, Moran Index, and obstacle degree model to conduct a systematic analysis of BECS in China. Quantitative results obtained from the research demonstrate that the level of BECS in China follows the pattern of eastern > western > central > northeastern regions. The overall difference slightly increases, and the differences within and between regions vary. The kernel density estimation results are highly consistent with the current landscape of the level of BECS in China, and the spatial correlation and aggregation characteristics are obvious. It was also found that the main obstacles in the quasi-measurement layer (including the indicator layer) were concentrated in the dimension of welfare subsidies. Based on this, a policy combination proposal is put forward in terms of strengthening the construction of a multi-subject supply network, promoting the cross-regional coordinated development of human, financial, and material factors, and enhancing the government’s governance capacity, with the aim of increasing Chinese contributions to improving the level of BECS and achieving the United Nations 2030 Sustainability Goals on schedule. Full article

Despite growing global interest in improving mathematics outcomes, there has been limited empirical research in Nigeria that has rigorously evaluated the impact of structured after-school intervention programs on low-achieving students, particularly through a gender-based lens. This study addresses this gap by examining the effectiveness of after-school mathematics instruction on the performance of senior secondary school students in Oyo State, Nigeria. The researchers adopted a quasi-experimental pretest–posttest control group design with a 2 × 2 factorial structure. The sample consisted of 92 purposively selected low-achieving students (47 males and 45 females) from eight public, co-educational secondary schools, who were randomly assigned to experimental and control groups. Over the course of six weeks, the experimental group received structured after-school mathematics lessons that targeted foundational skills, while the control group continued with conventional classroom instruction. Data was collected using a researcher-developed Mathematics Achievement Test (MAT), which was validated by mathematics education experts and yielded a Cronbach’s alpha of 0.82. Analysis of Covariance (ANCOVA) revealed a statistically significant improvement in the mathematics achievement of students in the intervention group (F(1, 87) = 114.88, p < 0.05), with a large effect size (Partial η² = 0.569). Although no significant interaction effect between gender and treatment was observed (F(1, 87) = 0.208, p > 0.05). This study contributes to the limited literature on gender-responsive after-school interventions in sub-Saharan African contexts. Findings support the implementation of targeted support programs to enhance mathematics outcomes for struggling learners, regardless of gender. Full article

This study introduces and evaluates an innovative methodology for assessing constructability in the maintenance of university buildings, aiming to improve the quality of academic infrastructure. The proposed approach is based on four key criteria: functionality, usage, investment, and curricular planning. These criteria are derived from the principles established by the Chilean Construction Industry Council (CCI Chile, 2024) and were applied in a case study at Ricardo Palma University. A quasi-experimental research design was implemented in two physical spaces within the Faculty of Architecture and Urbanism, one of which underwent a maintenance intervention while the other remained unaltered. Data was collected through expert-validated instruments, administered to senior students and technical staff before and after the intervention. The results revealed significant improvements, with satisfaction levels increasing from 44% to 56% among students and a 10% rise in positive technical evaluations (p < 0.005) which reflected an improvement in the perceived quality of the academic environment, especially in areas related to maintenance planning, execution, control, safety, and user comfort. This study concludes that integrating constructability criteria into the maintenance phase can optimize infrastructure management, enhancing sustainability, operational efficiency, and user satisfaction. The developed methodology offers a practical and replicable tool for other academic units and universities, supporting continuous improvement and promoting evidence-based decision-making in the management of educational facilities. Full article

This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance are placed in one class, while those with lower scores are placed in another. Instruction for each group is then conducted using the cognitive apprenticeship model, tailoring the teaching approach to align with the specific needs and abilities of each group. A quasi-experimental design was adopted and 150 students were recruited. This study compared the outcomes of a control group, which was instructed using conventional teaching methods (CI), with those of two experimental groups—one instructed using a stratified cognitive teaching method (SCTM)-based on the CAM—and another instructed using the CAM alone. Students’ performance was evaluated based on a mathematics test including the following dimensions: knowing and understanding, investigating, communication, and application (of mathematical knowledge to real-life problems). The data were analyzed using an analysis of covariance (ANCOVA). The results indicated that students instructed using the SCTM outperformed their peers in mathematical achievement, thereby validating SCTM’s effectiveness as a comprehensive educational strategy for mathematics education at the senior high school level. Full article

The aim of the present study was to understand the effect of a multicomponent physical exercise program on the functional physical fitness of older people with overweight or obesity in Chile, and whether these effects were similar in women and men. For this purpose, a quasi-experimental study was designed with a control group to evaluate the functional physical fitness through the Senior Fitness Test battery for older people [SFT; aerobic endurance (AE), lower body strength (LBS), upper body strength (UBS), upper body flexibility (UBF), lower body flexibility (LBF), dynamic balance (DB), and hand pressure strength right (HPSR) and left (HPSL)]. Seventy older people with overweight or obesity aged between 60 and 86 years participated (M = 73.15; SD = 5.94), and were randomized into a control group (CG, n = 35) and an experimental group (EG, n = 35). The results after the intervention between the CG and EG indicated that there were statistically significant differences in the AE (p = 0.036), in the LBS (p = 0.031), and in the LBF (p = 0.017), which did not exist before the intervention (p > 0.050), except in the HPSR (0.029). Regarding the results of the EG (pre vs. post-intervention), statistically significant differences were found in all of the variables studied: AE (p < 0.001), LBS (p < 0.001), UBS (p < 0.001), LBF (p = 0.017), UBF (p < 0.001), DB (p = 0.002), HPSR (p < 0.001), and HPSL (p = 0.012) in both men and women. These improvements did not exist in any of the CG variables (p > 0.05). Based on the results obtained, we can say that a multicomponent physical exercise program applied for 6 months in older people with overweight or obesity produces improvements in functional physical fitness regardless of sex, except in lower body flexibility and left-hand dynamometry. Full article

This research addresses the social exclusion of elderly citizens in terms of lifelong education via an interdisciplinary STEAM (science, technology, engineering, arts, and mathematics) approach. Technological literacy among older people is a critical factor in social exclusion. This study seeks to provide senior citizens with competencies in scientific, artistic, mathematical, and technological domains by enhancing scientific and technological literacy. The research developed a series of non-formal education sessions on the golden ratio using a STEAM educational approach. A quantitative methodology approach was carried out by using a diagnostic survey of the participants’ conceptions and a subsequent quasi-experimental study to evaluate the impact of the intervention. This study, conducted with 37 senior citizens (n = 37), found positive results aligning with the existing literature on the potential of the STEAM approach. The STEAM approach proved to be engaging for seniors, offering a holistic and interdisciplinary educational experience. Despite the limited availability of science educational programs for seniors and the scarcity of studies on lifelong learning using the STEAM approach, this research highlights the need for such initiatives, especially given the growing senior population. Applying STEAM education shows promise in enhancing scientific literacy and motivation among adult learners. By integrating mathematical concepts, such as the golden ratio, with practical applications in arts and natural sciences, STEAM education can provide a rich, motivating, and accessible learning experience, promoting active and healthy ageing through lifelong learning. Further research and development in this area could maximise educational benefits for the senior population. Full article

With the coming of a rapidly aging society, individuals born in the baby boom era after World War II are now facing the challenges of aging. From late middle age to successful aging, what are the perceptions and responses of these quasi-seniors? With this in mind, referring to Phelan’s successful aging scale, the researchers developed the 4P Strategies (Physical, Psychological, Prospect, and Place and Relationships) tailored for quasi-seniors. Based on grounded theory, the results of 12 sessions of focused interviews (involving a total of 93 interviewees between the ages of 55 and 75; 41 males and 52 females; 48 not retired and 45 retired) were matched with the 4P Strategies. The results were the following: (1) regarding the Physical factor, the interviewees were shocked by their physical decline, and they had begun to devise strategies for health preservation and exercise; (2) regarding the Psychological factor, in order to mentally adapt, the interviewees agreed that moderate stress relief was absolutely necessary; (3) regarding the Prospect factor: the interviewees felt that one should make financial plans early, contemplate the value of life, and more actively learn and realize one’s dreams; and (4) regarding the Place and Relationships factor, the interviewees aimed to rebuild their close relationships with their spouses, family members, and old friends and had polarized views regarding where to live in their old age. On the whole, the most discussed issue among the interviewees was where to live in their old age. Many had their own views and plans and did not stick to traditional views; however, they took the opinions of their significant others into account. During the interviews, interviewees wished to understand the responses of their peers to serve as a reference for their own decisions, and they realized that successful aging also required learning. This study aimed to encourage quasi-seniors about to enter their old age and help them to learn how to positively respond to aging as well as work towards a happy life with successful aging. This study could fill in gaps in research involving individuals in this age group and provide a reference for relevant policies. Full article

Physical and cognitive exercises can prevent or at least mitigate the symptoms of certain diseases and help older adults perform a range of daily functions. Yet, most seniors do not meet the World Health Organisation’s recommended guidelines for physical activity. The objective of this study is to promote and maintain the physical and cognitive capacity of older adults by implementing a feasible and effective low-threshold, age-appropriate, motor–cognitive training outdoors. In the German city of Chemnitz, citizens aged 60 years and older participated in a quasi-randomised intervention trial. Exercises to train coordination, strength, endurance, and cognition were integrated into a 12-week outdoor motor–cognitive exercise programme. Both the physical (e.g., 6MWT) and cognitive skills (e.g., TMT B) of the intervention group (n = 41) and control group (no intervention, n = 58) were measured before (T1) and after (T2) completion of the exercise programme. Some of the participants’ physical and all their cognitive measures improved. Neurocognitive performance (DSST) showed a significant time × group interaction effect (F(1,95) = 6.943, p = 0.010, ${\eta }_p^2$ = 0.068). Sex and age were found to be influencing factors. We consider our exercise programme to be successfully implemented, well received by the participants, and feasible and useful to promote the continued exercise of daily functions as part of healthy aging in community-dwelling older adults. Full article

Background: Frailty often results from deteriorating muscle strength and decreased physical function in older adults. Frailty includes not only physical components, but also psychological and social aspects. Previous research has shown that exercise programs, especially resistance exercises combined with nutritional care, can reduce frailty. Objectives: This study aimed to develop a Frailty Prevention Care Management Program that prevents frailty and improves physical activity and nutrition compared to usual care for community-dwelling older adults. Methods: A quasi-experimental and single-blinded trial with a non-equivalent control group using a before-after design will be performed involving Frailty Prevention Care Management Program interventions, taking place both at the communities. Participants will be divided into two different intervention groups and two control groups. All groups will be assessed three times: at baseline, immediately after the intervention, and 3 months post intervention. A total of 72 community-dwelling older adults are recruited. This intervention includes an exercise program (design TRX program) and nutritional education. The control group will not receive any specific exercise training. The primary outcome shall comprise the effect of the Frailty Prevention Care Management Program on frailty using the Taiwanese version of the Tilburg frailty indicator. Secondary outcomes include the effect of physical activity using the Senior Fitness Test and nutrition measures using the Mini Nutritional Assessment-Short Form. A generalized estimating equation is constructed to analyze the effects of the intervention. Conclusions: This trial will provide vital information to guide interventions to improve outcomes (frailty, physical activity, and nutrition) and inform the integration of nutrition and TRX exercises in community-dwelling older adults. Full article

Background: Incivility experienced by pre-licensure nursing students in clinical settings continues to grow. Interventions for clinical incivility to nursing students are needed. Our study aimed to examine the effects of a piloted two-hour interactive incivility management module on nursing students’ perceived stress and general self-efficacy levels and preparedness for responding professionally to clinical incivility. Methods: A quasi-experimental post-test-only non-equivalent comparison design with control and experimental groups was used. Senior nursing students enrolled in a Bachelor of Science in Nursing program from a nursing college located in Seoul, South Korea, were recruited. The control group (n = 94) completed a self-administered online survey without the clinical incivility management module. The experimental group (n = 93) completed the same survey after receiving the clinical incivility management module. The two groups’ survey data were compared; qualitative data from the experimental group’s post-module debriefing session were also analyzed. Results: The prevalence of reported clinical incivility was 72.73% (n = 137 out of 187 participants). Clinical incivility experienced by the experimental group was significantly lower than that of the control group (z = −4.865, p < 0.001). However, there was no significant difference in stress levels and self-efficacy between the two groups. The mean score of the experimental group on preparedness for responding professionally to clinical incivility was statistically higher than the control group’s mean score (z = −2.850, p = 0.004). Conclusions: Interventions to prepare students for the experience of clinical incivility are useful; they can positively affect the students’ ability to respond professionally. Full article

Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted. Full article

The discovery of new knowledge is inseparable from the process of determining whether that applies science process skills (SPS). Science process skills are essential for students to develop science. This study aimed to determine the effect of the GIReSiMCo (Guided Inquiry, Reading, Sharing, Mind Mapping, and Communication) learning model as a new guided inquiry on students’ SPS and cognitive learning outcomes. A quasi-experimental research design was applied in biology classrooms at seven senior high schools for one semester. One hundred and twenty-six eleventh-grade students who were interested in mathematics and natural sciences were selected as the research sample. In this study, the application of the GIReSiMCo learning model was compared to that of a guided inquiry model, the Reading Mind Mapping Sharing (RMS) model, and traditional learning models. The two dependent variables are science process skills and cognitive learning outcomes. The data collection instrument for the two variables is in the form of an essay test. The reliability of the instrument test was 0.75 for cognitive learning outcomes, and 0.68 for SPS. The dependent variable data were analyzed using the ANCOVA test. The result showed that the GIReSiMCo learning model had a higher impact on students’ cognitive performance and SPS, compared to the traditional learning models. In short, the GIReSiMCo learning model can enhance students’ SPS and cognitive learning outcomes. The GIReSiMCo as a student-centered learning model is recommended in Biology learning. Full article