Search Results (245)

Background: As the United States population becomes increasingly diverse, the representation of minorities in health professions is critical to addressing health disparities. Few investigations have been conducted among students enrolled in the first semester of the nursing program, a vulnerable and adjustment period for most nursing majors. Thus, this study examined the association between reading comprehension and science aptitude on student retention and standardized test scores. Method: A cross-sectional repeated measures study was conducted to investigate the outcomes from a compendium of programmatic interventions implemented among n = 80 nursing students enrolled in the first semester of a pre-licensure baccalaureate nursing program in one Hispanic-serving institution. These interventions included the Weaver™ reading online program, case studies, NCLEX-type practice tests, test-taking skills, and peer-mentoring. Data collection was conducted in Spring 2024. Multivariate statistical analysis was used to determine predictors associated with student retention and standardized test scores. An independent t-test was used to examine any significant difference in the reading comprehension level among the cohort’s participants. A qualitative investigation using thematic analysis was conducted to understand students’ experiences with the programmatic interventions. Results: Students’ baseline reding comprehension level was significantly associated with failure in the first semester of the nursing program (β = −0.815; SE = 0.349; Wald = 5.444; p < 0.05). End-of-term reading comprehension level was significantly associated with end-of-course HESI score in the Foundations in Nursing course (β = 26.768; SE = 10.049; Beta = 0.445; p < 0.05) while science GPA was significantly associated with end-of-course HESI score for Health Assessment (β = 3.022; SE = 1.315; Beta = 0.434; p < 0.05. Cohort retention was 75%. The independent t-test result indicated a significant difference in reading level was found between those who dropped out from the cohort (M = 4.23, SE = 0.173 and those who did not (M = 5.15, SE = 0.188), t (68) = −3.037, p < 0.01. A reading level of grade 10 and above was associated with student progression to the next semester (M = 10.16, SE = 0.375, t (70) = −0.560, p < 0.05. Although the participants found the reading comprehension modules tedious, test-taking strategies, applying the nursing process in case studies, and the expertise of a nurse educator, who understood the learning needs of first-semester students, were perceived as critical to academic success. Conclusions: Reading comprehension and science aptitude are essential to students’ early success in the nursing program. Addressing gaps in reading comprehension and science aptitude before admission to a nursing program would increase chances of success in the early stages of a nursing major. Full article

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article

This study examines community-based wellness tourism (CBWT) in Ubud, Bali, focusing on ownership structures, community participation, and the role of local traditions. Using a qualitative design, the data were collected through semi-structured interviews with wellness stakeholders and field observations of spas and yoga centers. The findings reveal that spas are predominantly locally owned and staffed, ensuring value retention and skill development, while flagship yoga and retreat centers are dominated by non-local actors, creating risks of economic leakage and weaker cultural stewardship. Community involvement is strong in operations but limited in planning and governance, highlighting a policy–practice gap. Integrating Balinese traditions, such as Usada Bali and Melukat, could enhance authenticity but requires careful protection against commodification. The findings reveal that locally owned spas contribute to SDG 1 (No Poverty) and SDG 8 (Decent Work and Economic Growth) through local value retention, employment creation, and skill development, while non-local dominance of yoga and retreat centers risks economic leakage and weakened cultural guardianship. The study also identifies gaps in governance and planning, underscoring the need for inclusive participation and capacity building to align with SDG 11 (Sustainable Cities and Communities). Integrating Balinese traditions, such as Usada Bali and Melukat, highlights the opportunities for safeguarding cultural heritage, provided that protocols against commodification are enforced. To address these challenges, the study proposes a strategic framework emphasizing governance reform through a quadruple-helix model, shared-equity ownership, standardized human capital development, and protocol-based cultural guardianship. Despite the limitations of this being a single-case, cross-sectional study, the findings contribute to wellness tourism research by shifting attention from visitor demands to governance and equity. The study offers practical strategies for institutionalizing CBWT in Ubud while providing a transferable model for destinations seeking to balance growth with tradition. Full article

This study investigates hotel employees’ perceptions of AI-driven human resource (HR) management systems within the Accor Group’s properties across three major European cities: Paris, Berlin, and Amsterdam. These diverse urban contexts, spanning a broad portfolio of hotel brands from luxury to economy, provide a rich setting for exploring how AI integration affects employee attitudes and work–life balance. A total of 437 employees participated in the survey, offering a robust dataset for structural equation modeling (SEM) analysis. Exploratory factor analysis identified two primary factors shaping perceptions: AI Perceptions, which encompasses employee views on AI’s impact on job performance, communication, recognition, and retention, and balanced management, reflecting attitudes toward fairness, personal consideration, productivity, and skill development in AI-managed environments. The results reveal a complex but optimistic view, where employees acknowledge AI’s potential to enhance operational efficiency and career optimism but also express concerns about flexibility loss and the need for human oversight. The findings underscore the importance of transparent communication, contextual sensitivity, and continuous training in implementing AI systems that support both organizational goals and employee well-being. This study contributes valuable insights to hospitality management by highlighting the relational and ethical dimensions of algorithmic HR systems across varied organizational and cultural settings. Full article

Emergency medical services confront significant challenges in delivering timely patient assessments within geographically isolated or disaster-impacted regions. While drones (unmanned aircraft systems, UAS) show transformative potential in healthcare, standardized protocols for drone-assisted patient evaluations remain underdeveloped. This study introduces the ABCD-IN-BARS protocol, a 9-step telemedicine checklist integrating patient-assisted maneuvers and drone technology to systematize remote emergency assessments. A wait-list randomized controlled trial with 68 first-aid-trained volunteers evaluated the protocol’s feasibility. Participants underwent web-based modules and in-person simulations and were randomized into immediate training or waitlist control groups. The ABCD-IN-BARS protocol was developed via a content validity approach, incorporating expert-rated items from the telemedicine literature. Outcomes included time-to-assessment, provider confidence (Modified Cooper–Harper Scale), measured at baseline, post-training, and 3-month follow-up. Ethical approval and informed consent were obtained. Most of the participants can complete the assessment with a cue card within 4 min. A mixed-design repeated measures ANOVA assessed the effects of Time (baseline, post-test, 3-month follow-up within subject) on assessment durations. Assessment times improved significantly over three time points (p = 0.008), improving with standardized protocols, while patterns were similar across groups (p = 0.101), reflecting skill retention at 3 months and not affected by injury or not. Protocol adherence in simulated injury identification increased from 63.3% pre-training to 100% post-training. Provider confidence remained high (MCH scores: 2.4–2.7/10), and Technology Acceptance Model (TAM) ratings emphasized strong Perceived Usefulness (PU2: M = 4.48) despite moderate ease-of-use challenges (EU2: M = 4.03). Qualitative feedback highlighted workflow benefits but noted challenges in drone maneuvering. The ABCD-IN-BARS protocol effectively standardizes drone-assisted emergency assessments, demonstrating retained proficiency and high usability. While sensory limitations persist, its modular design and alignment with ABCDE principles offer a scalable solution for prehospital care in underserved regions. Further multicenter validation is needed to generalize findings. Full article

This study evaluates the competency-based performance of Initial Incident Commander (IIC) candidates—fire officers who serve as first-arriving, on-scene incident commanders—in South Korea and identifies sub-competency deficits to inform training improvements. Using evaluation data from 92 candidates tested between 2022 and 2024—of whom 67 achieved certification and 25 did not—we analyzed counts and mean scores for each sub-competency and integrated transcribed radio communications to contextualize deficiencies. Results show that while a majority (72.8%) passed, a significant proportion (27.2%) failed, with recurrent weaknesses in crisis response, progress management, and decision-making. For example, “Responding to Unexpected or Crisis Situations 3-3” recorded 27 unsuccessful cases with a mean score of 68.8. Candidates also struggled with resource allocation, situational awareness and radio communications. The study extends recognition-primed decision-making theory by operationalizing behavioral marker frameworks and underscores the need for predetermined internal alignment, scalability and teamwork synergy. Practical implications recommend incorporating high-fidelity simulation and VR scenarios, competency frameworks and reflective debriefs in training programs. Limitations include the single-country sample, reliance on predetermined scoring rubrics and absence of team-level analysis. Future research is indispensable to adopt multi-jurisdictional longitudinal designs, evaluate varied training interventions, assess skill retention and explore the interplay between physical and cognitive training over time. Full article

Initial teacher education is an important contributor to teacher retention through teachers’ identity and their resilience in teaching. Relationships are key elements of teachers’ resilience and identity formation. During teacher education, professional learning communities can build these relationships and dispositions that support pre-service teachers’ persistence during challenges they encounter professionally and as students during their teacher education program. While previous research has shown the value of learning communities in professional experience in teacher education, the effects of a learning community approach to the delivery of an entire teacher education program has not previously been examined. A professional learning community approach to delivery of a postgraduate initial teacher education program was designed and has been implemented at regional campuses of an Australian university since 2018. This interpretivist study evaluated the contribution of the program to pre-service teachers’ personal resources for their professional lives as teachers. Focus groups were held with all students enrolled in the regional program in 2018 and 2021, and self-selected alumni of the program in 2022, as well as four teacher educators involved in delivering the regional program in 2021 and 2022. A thematic approach was employed to analyze the transcripts. The professional learning communities built a number of resources for teaching, including relational resilience in the form of strong relationships that offered support during the program, teacher education student engagement, and teacher identity. In the process, the learners obtained skills and dispositions that would equip them to continue to work in professional learning communities during their teaching careers. The findings highlight the importance of relationships in teacher education and have implications for the design of initial teacher education programs for teacher retention. Full article

Background: The European Doctoral Conference in Nursing Science provides a unique platform for doctoral students in nursing and health sciences to present their research in a supportive environment. Celebrating its 20th anniversary, the 2024 conference embraced the motto “looking back and looking forward,” offering an opportunity to reflect on the development of nursing science and future challenges. Results: Held at the Medical University of Graz, Austria, the conference hosted 90 participants from 13 countries. It featured two keynote lectures, three workshops, 48 presentations, and a science slam. Abstract submissions underwent peer review to ensure the quality of presentations. The presentations highlighted key challenges and opportunities across nursing practice, healthcare work environments, education and digitalization in nursing, and health perspectives. Topics included, for example, workforce retention, artificial intelligence in nursing practice, leadership in error management, and culturally sensitive care. The keynotes emphasized the importance of patient and public involvement in research and the benefits of survey data in nursing science. Workshops imparted knowledge and skills regarding funding acquisition, guideline development, and effective research presentation. A science slam introduced innovative and creative ways to present research. Conclusions: The conference showcased the evolving landscape of nursing science, emphasizing the importance of evidence-based practice, supportive working conditions, and constructive collaboration. It demonstrated the enthusiasm and readiness of a new generation of researchers to advance nursing science in a rapidly changing healthcare environment. Full article

Background/Objectives: Family meetings (FMs) are clinical encounters in a structured space between the patient, family members, and care teams. Healthcare professionals (HPs) often lack formal training in conducting FMs. The scoping review aims to provide an overview of the available research evidence on FMs’ education for HPs. Methods: We searched MEDLINE, Embase, CINAHL, PsycINFO, and Scopus. The PCC (Population-Concept-Context) framework was used to define inclusion criteria: educational intervention on FMs aimed at HPs in all settings of care and students of medicine and nursing sciences treating adult patients with oncological and non-oncological diseases. Results: The search retrieved 1017 articles, of which 26 were eligible. The training had as its primary aims the development of communication skills and curriculum development/evaluation. For the most part, palliative care physicians served as trainers, while medical students and residents represented a major part of trainees, underscoring a focus on early-career learners. FM training is mainly provided in the American countries and intensive care settings. Role-play or simulation was the most common teaching method. Pre- and post-interventional designs were the most common, with few studies incorporating longitudinal follow-up to assess skill retention. Quantitative and qualitative methodologies were used to evaluate interventions. Conclusions: The training topics are related to advanced communication, but there is a lack of an interprofessional perspective and long-term assessment of the skills learned. It is necessary to consider different family types as subjects of communication. Full article

Registered Respiratory Therapists (RRTs) have unique skills in managing chronic obstructive pulmonary disease (COPD) in primary care settings. With an 82% increase in COPD diagnoses between 2000 and 2010 in Canada, the fact that over 10% of Canadians aged 35 and older are living with COPD, and primary care reform in Ontario and Manitoba, we would expect an increasing number of RRTs working in this setting. However, this is not happening. Through the concept of job satisfaction, we want to investigate the barriers of integrating this allied healthcare professional into primary care settings. Using a pragmatic approach, we examined RRT job satisfaction in primary care via semi-structured interviews of 19 RRTs in Manitoba and Ontario in 2018 and 2019. A combined inductive and deductive (Mottaz framework) analysis approach allowed us to cross reference work context with job satisfaction. The context in which primary care is operationalized impacts RRT job satisfaction. In Ontario, retention of RRTs in primary care was the main issue due to lower salaries and benefits. In Manitoba, recruitment of RRTs in primary care was the main issue due to lack of human resources and funding. Efforts should be made to address gaps in job satisfaction of RRTs in primary care. To improve retention in Ontario, RRTs should be compensated similarly to their counterparts in acute care. In Manitoba, there should be increased positions for RRTs in primary care. Developing strategies for enhancing job satisfaction will ensure the delivery of high-quality, patient-centered care. This study provides both theoretical and practical contributions to primary care workforce research. Theoretically, our findings demonstrate how contextual factors moderate job satisfaction, showing that the primary care context produces various work situations and heavily impacts work satisfaction. Practically, our results offer specific guidance for healthcare policymakers and administrators, including standardizing compensation across care settings, converting part-time positions to full-time roles, and developing targeted educational initiatives to improve workforce recruitment and retention in underserved areas. Full article

Background/Objectives: Based on years of work from high-income countries, the Parenting for Lifelong Health programme for parents of Young Children (PLH-YC) was developed by the first and last authors, as a freely available low-cost programme for low-income families in low- and middle-income countries (LMICs). The initial group-based 12-session programme has since been delivered, adapted, and evaluated across many LMICs and now has a significant body of evidence. Over the last 10 years, early intervention services in the UK have been considerably reduced whilst, exacerbated by the impact of COVID-19, service demands have grown. This paper describes a feasibility trial of the 12-session PLH-YC programme in Wales to explore whether it could recruit and retain parents, and demonstrate improvements in parenting skills and reductions in child behaviour problems. Methods: Two small pre–post trials were conducted in socially disadvantaged communities in Wales, and they were delivered by local parenting practitioners. Of the 20 parents recruited across 3 groups, 17 provided pre- and post-course data and 10 completed qualitative interviews. Results: Retention was good (85%) with mean attendance of 8.7 sessions, and parental and facilitator feedback reported high levels of satisfaction with the programme, with the only recommendation being to make the programme longer and for facilitators to be given more time. Results showed significant benefits to parent-reported parenting practices, child behaviour, and parental mental wellbeing. Conclusions: These preliminary results justify work to develop a rigorous evaluation to establish whether PLH-YC could have a place among parenting-support programmes in the UK. Full article

Providing feedback is a key instructional strategy in motor learning. Recently, interest has grown in self-controlled (SC) feedback, which allows learners to choose when to receive feedback. However, evidence on its effectiveness remains mixed, and its impact across different learning phases and populations is unclear. This meta-analysis assessed the effect of SC feedback on motor skill learning during acquisition, retention, and transfer phases, compared to passively received (PR) feedback and Yoked (YK) feedback groups. A comprehensive search of three datasets identified 29 studies comprising 1147 participants. Although SC feedback did not bring a significant advantage in the acquisition phase, it facilitated motor skill learning in both the retention and transfer phases. Moderator analyses revealed that cognitive status influenced SC feedback efficacy during the acquisition phase, with significant effects observed only in cognitively impaired individuals. Additionally, skill type moderated outcomes in the transfer phase, with series skills showing greater benefits than discrete skills, and this effect was significant only when compared to the YK group. In summary, SC feedback-enhanced motor skill learning in the retention and transfer phases, supporting its role in the consolidation and generalization of learning. Additionally, cognitively impaired individuals showed greater benefits during the acquisition phase, and series skills demonstrated more substantial gains in the transfer phase. Full article

Background: High attrition rates among nursing students, particularly during the sophomore year, threaten the sustainability of the nursing workforce. Objectives: This study assessed structured assessment methods implemented at a School of Nursing located in northern Virginia to improve student success and reduce attrition. Methods: Interventions included a three-tier grading system (Mastery, Intermediate, and Novice), standardized rubrics, detailed instructor guidelines, remediation sessions, and medication competency practice materials. Results: Data from student and instructor feedback surveys and attrition rate comparisons between Spring 2024 and Spring 2025 revealed a reduction in overall attrition of sophomores from 23.5% to 17.3% and from 20% to 12% in the Fundamentals courses. Students reported increased engagement and confidence in foundational core skills, though complex nursing skills care posed challenges. Instructors valued the structure but questioned the suitability of certain skills for sophomores. Conclusions: These findings underscore the value of structured assessments in enhancing retention, with implications for revision of curriculum design in students’ early years of nursing education. Full article

The development of online courses aligned with sustainable education principles is crucial for equipping learners with 21st-century skills essential for a sustainable future. As online education expands, predicting achievers (in this research, students with a final grade of seven or higher) becomes essential for optimizing instructional strategies and improving retention rates. This study employs a Linear Discriminant Analysis (LDA) model to predict academic performance in an online theatre course rooted in sustainable education principles. Engagement metrics such as total logins and collaborative assignment completion emerged as decisive predictors, aligning with prior research emphasizing active learning and collaboration. The model demonstrated robust performance, achieving 90% accuracy, 80% specificity, and an 88% correct classification rate. These results underscore the potential of machine learning in identifying achievers while highlighting the significance of sustainable pedagogical components. Future research should explore emotional engagement indicators and multi-course validation to enhance predictive capabilities. By utilizing the e-learning system information, the presented methodology has the potential to assist institutional policymakers in enhancing learning outcomes, advancing sustainability goals, and supporting innovation across the educational and creative sectors. Full article

Background/Objectives: Effective clinical handover is a critical component of nursing care, particularly in mental health settings, where the transfer of clinical and behavioral information is essential for both patients’ and health personnel’s safety. Gamification has emerged as a promising strategy to enhance clinical education, yet few interventions have focused specifically on mental health care contexts. This study aimed to evaluate the effectiveness of a serious game designed to teach the SBAR (Situation, Background, Assessment, Recommendation) handover framework to undergraduate nursing students through a psychiatric care unit scenario. Methods: A quasi-experimental pre–post design was employed with a convenience sample of 48 nursing students from a Northern Italian university. Participants completed a test assessing their ability to organize clinical information according to the SBAR model before and after the game intervention. Students’ experience was assessed using the Player Experience Inventory. Results: A statistically significant improvement in SBAR application was observed post-intervention. The majority of students reported a positive experience across PXI domains such as Meaning, Challenge, Progress Feedback, and Enjoyment. Comparisons with a previously validated video-based nursing serious game showed a consistent overall pattern in response trends. Conclusions: The SG was an effective and engaging educational tool for improving structured handover skills in nursing students. Gamification may represent a valuable complement to traditional instruction in nursing education, especially in high-communication clinical areas such as mental health. Further research is needed to assess long-term retention and to explore more immersive formats. Full article