Search Results (249)

Aims/Background: Polypharmacy, or the concurrent intake of five or more medications, is a significant issue in clinical practice, particularly in multimorbid elderly individuals. Despite its importance for patient safety, medical education often lacks systematic training in recognising and managing polypharmacy within the framework of patient-centred care. We investigated the impact of a structured learning intervention introducing polypharmacy as a chronic condition, assessing whether it enhances medical students’ diagnostic competence, confidence, and interprofessional collaboration. Methods: A prospective cohort study was conducted with 50 final-year medical students who received a three-phase educational intervention. Phase 1 was interactive workshops on the principles of polypharmacy, its dangers, and diagnostic tools. Phase 2 involved simulated patient consultations and medication review exercises with pharmacists. Phase 3 involved reflection through debriefing sessions, reflective diaries, and standardised patient feedback. Student knowledge, confidence, and attitudes towards polypharmacy management were assessed using pre- and post-intervention questionnaires. Quantitative data were analysed through paired t-tests, and qualitative data were analysed thematically from reflective diaries. Results: Students demonstrated considerable improvement after the intervention in identifying symptoms of polypharmacy, suggesting deprescribing strategies, and working in multidisciplinary teams. Confidence in prioritising polypharmacy as a primary diagnostic problem increased from 32% to 86% (p < 0.01), and knowledge of diagnostic tools increased from 3.1 ± 0.6 to 4.7 ± 0.3 (p < 0.01). Standardised patients felt communication and patient-centredness had improved, with satisfaction scores increasing from 3.5 ± 0.8 to 4.8 ± 0.4 (p < 0.01). Reflective diaries indicated a shift towards more holistic thinking regarding medication burden. The small sample size limits the generalisability of the results. Conclusions: Teaching polypharmacy as a chronic condition in medical school enhances diagnostic competence, interprofessional teamwork, and patient safety. Education is a structured way of integrating the management of polypharmacy into routine clinical practice. This model provides valuable insights for designing medical curricula. Future research must assess the impact of such training on patient outcomes and clinical decision-making in the long term. Full article

Background/Objectives: Effective teamwork is crucial for minimizing human error in healthcare settings. Medical teams, typically composed of physicians and nurses, supported by auxiliary professionals, achieve better outcomes when they possess strong collaborative competencies. High-quality teamwork is associated with fewer adverse events and complications and lower mortality rates. Based on this background, the objective of this study is to analyze the perception of non-technical skills and immediate learning outcomes in interprofessional simulation settings based on E-CRM items. Methods: A cross-sectional observational study was conducted involving participants from the official postgraduate Medicine and Nursing programs at the Catholic University of Murcia (UCAM) during the 2024–2025 academic year. Four interprofessional E-CRM simulation sessions were planned, involving randomly assigned groups with proportional representation of medical and nursing students. Teams worked consistently throughout the training and participated in clinical scenarios observed via video transmission by their peers. Post-scenario debriefings followed INACSL guidelines and employed the PEARLS method. Results: Findings indicate that 48.3% of participants had no difficulty identifying the team leader, while 51.7% reported minor difficulty. Role assignment posed moderate-to-high difficulty for 24.1% of respondents. Communication, situation awareness, and early help-seeking were generally managed with ease, though mobilizing resources remained a challenge for 27.5% of participants. Conclusions: This study supports the value of interprofessional education in developing essential competencies for handling urgent, emergency, and high-complexity clinical situations. Strengthening interdisciplinary collaboration contributes to safer, more effective patient care. Full article

The preparedness of healthcare workers for disaster situations depends on their technical skills, disaster knowledge, and psychosocial strength, including teamwork and emotional regulation. This study aims to assess disaster preparedness among healthcare professionals in primary healthcare centers (PHCs) in Alqurayat, Saudi Arabia, with a specific focus on evaluating technical competencies, psychosocial readiness, and predictive modeling of preparedness levels. A mixed-methods approach was employed, incorporating structured questionnaires, semi-structured interviews, and observational data from disaster drills to evaluate the preparedness levels of 400 healthcare workers, including doctors, nurses, and administrative staff. The results showed that while knowledge (mean: 3.9) and skills (mean: 4.0) were generally moderate to high, notable gaps in overall preparedness remained. Importantly, 69.5% of participants reported enhanced readiness following simulation drills. Machine learning models, including Random Forest and Artificial Neural Networks, were used to predict preparedness outcomes based on psychosocial variables such as emotional intelligence, teamwork, and stress management. Sentiment analysis and topic modeling of qualitative responses revealed key themes including communication barriers, psychological safety, and the need for ongoing training. The findings highlight the importance of integrating both technical competencies and psychosocial resilience into disaster management programs. This study contributes an innovative framework for evaluating preparedness and offers practical insights for policymakers, disaster planners, and health training institutions aiming to strengthen the sustainability and responsiveness of primary healthcare systems. Full article

Job advertisements play a key role in human resource management as they are the first contact between employers and potential employees. A well-written job advertisement communicates not only the requirements and expectations of the position but also the culture, values, and goals of the organisation. Transparent and attractive advertisements increase the number of applicants and help to select the right candidates, leading to more efficient recruitment and selection processes in the long run. From a human resource management perspective, effective job advertising can give organisations a competitive advantage. Continuous changes in the labour market and technological developments require new competencies. Digitalisation, automation, and data-driven decision-making have brought IT, analytical, and communication skills to the fore. There is a growing emphasis on soft skills such as problem solving, flexibility, and teamwork, which are essential in a fast-changing work environment. Job advertisements should reflect these expectations so that candidates are aware of the competencies and skills required for the position. The aim of the study is to carry out a cross-country comparative analysis for a few pre-selected jobs based on data extracted from the CEDEFOP database as it is assumed that there are differences between countries in the European Union in terms of the expectations of workers for the same jobs. Full article

Advanced three-dimensional extended reality (XR) technologies are highly suitable for cultural heritage research and education. XR tools enable the creation of realistic virtual or augmented reality applications for curating and disseminating information about cultural artifacts and sites. Developing XR applications for cultural heritage requires interdisciplinary collaboration involving strong teamwork and soft skills to manage user requirements, system specifications, and design cycles. Given the diverse end-users, achieving high precision, accuracy, and efficiency in information management and user experience is crucial. Human–computer interaction (HCI) design and evaluation methods are essential for ensuring usability and return on investment. This article presents ten case studies of cultural heritage software projects, illustrating the interdisciplinary work between computer science and HCI design. Students from institutions such as the State University of New York (USA), Glasgow School of Art (UK), University of Granada (Spain), University of Málaga (Spain), Duy Tan University (Vietnam), Imperial College London (UK), Research University Institute of Communication & Computer Systems (Greece), Technical University of Košice (Slovakia), and Indiana University (USA) contributed to creating, assessing, and improving the usability of these diverse cultural heritage applications. The results include a structured typology of CH XR application scenarios, detailed insights into design and evaluation practices across ten international use cases, and a development framework that supports interdisciplinary collaboration and stakeholder integration in phygital cultural heritage projects. Full article

This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic outcomes positively, but online teamwork and collaboration outside the institution walls present unique challenges. The study adopts a qualitative approach and an interpretivist standpoint to find meaningful aspects and generate an understanding of positions among the students. Data was gathered through interviews, allowing students to express their unique experiences and perspectives on SoB in the context of a master’s course, with participants from several countries. Thematic analysis of the interview data identified the following seven categories related to students’ perceived belonging: team formation and trust, personal introductions, group continuity, access to teachers, use of informal communication channels, shared tools, and digital fluency. Furthermore, working towards a common challenge or goal seems to promote SoB among team members. The results indicate that SoB was shaped by multiple interrelated factors, with team-based collaboration and structured group dynamics playing a central role. The study contributes to ongoing research on student belonging by identifying specific practices that may support SoB in digitally supported, team-oriented learning environments. Full article

Spinal cord injury (SCI) represents a complex pathological event, which requires continuous and highly specialized territorial interventions. The literature highlights disadvantages faced by people with SCI in accessing local services. This study aimed to investigate the concept of territorial continuity for SCI, reconstructing patients and healthcare professionals’ perspectives, to identify facilitators, barriers and opportunities. Methods: a Focus Group (FG) qualitative study was conducted at Piacenza Ausl; four FGs were carried out; a research team member moderated FGs using thematic guides, while an observer was responsible for noting non-verbal aspects. Meetings lasted between 90 and 120 min and were audio-recorded. Transcript analysis involved the identification of units of meaning, which were grouped into general themes. Results: Final analysis highlighted 435 verbatim, grouped into 21 initial themes, that converged into 5 emerging themes: “SCI continuity as multidisciplinary teamwork”; “The need for rehabilitation as a driver of territorial continuity”; “Reinventing everyday life after SCI”; “Barriers and facilitators”; and “The future of territorial care”. Discussion: Patients and healthcare professionals highlighted the absence of a defined treatment path and the lack of reference points, thus generating disorientation and need for information. Among the proposals, telemedicine, empowering the case manager’s role, promoting specific training courses and rethinking community hospitals were supported. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

Service-Learning (SL) is an innovative educational methodology that integrates academic learning with active community engagement, fostering both technical and transversal competencies. This pilot study explores the implementation of an SL-based experience within the Physiotherapy Degree at the University of Extremadura. The primary objective was to design and deliver therapeutic exercise programs targeting patients with cardiorespiratory conditions, utilizing local community resources. A total of 44 third-year physiotherapy students participated in the design and simulated the implementation of community-based interventions targeting muscular strength, postural control, balance, and endurance. A mixed-methods approach was used, combining descriptive statistics (SPSS v23) and thematic analysis of student reflections to assess the impact of SL on the development of specific professional competencies, including clinical reasoning, patient communication, therapeutic planning, and adaptation of interventions to diverse environments. The results show a significant improvement in students’ theoretical and practical understanding, with over 70% of participants rating their learning experience between 8 and 10 (on a 0–10 scale) in aspects such as pathology description, clinical assessment, and exercise planning. Additionally, 92% reported improved teamwork, 89% noted better adaptability, and 87% reported enhanced decision-making skills. The findings suggest that SL can enhance perceived learning in musculoskeletal rehabilitation and support the transition from academic training to clinical practice. However, the study is exploratory and based on perceived outcomes, and future research should include validated tools and real patients to assess its impact more rigorously. This pilot study highlights the value of integrating musculoskeletal-focused training—targeting strength, balance, and endurance—into physiotherapy education through Service-Learning methodology. The study highlights SL’s potential to enrich physiotherapy education while leveraging community spaces—such as those in Extremadura, a region with three UNESCO World Heritage Sites—as dynamic learning environments. Full article

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be. Full article

This study presents a case of community-integrated project-based learning (PBL) at a Japanese National Institute of Technology (KOSEN). Three students collaborated to design and build a rideable 5-inch gauge railway system, integrating mechanical design, brushless motor control, and computer vision. The project was showcased at public events and a partner high school, providing authentic feedback and enhancing learning relevance. Over 15 weeks, students engaged in hands-on prototyping, interdisciplinary teamwork, and real-world problem-solving. The course design was grounded in four educational frameworks: experiential learning, situated learning, constructive alignment, and self-regulated learning (SRL). SRL refers to students’ ability to plan, monitor, and reflect on their learning—a key skill for managing complex engineering tasks. A mixed-methods evaluation—including surveys, reflections, classroom observations, and communication logs—revealed significant gains in technical competence, engagement, and learner autonomy. Although limited by a small sample size, the study offers detailed insights into how small-scale, resource-conscious PBL can support meaningful interdisciplinary learning and community involvement. This case illustrates how the KOSEN approach, combining technical education with real-world application, can foster both domain-specific and transferable skills, and provides a model for broader implementation of authentic, student-driven engineering education. Full article

Youth sport research has routinely suggested that sport has the potential to serve as a meaningful context for learning. particularly when programs are designed to promote positive youth development (PYD) outcomes. Indeed, participation in sport-based PYD programs has been shown to lead to the development and transfer of life skills. Yet, even given the growth of sport-based PYD research over the last two decades, much remains unknown about specific programmatic design features. Promising practices point to the role of reflection in facilitating life skill development and the application of newly learned skills to real-life. This study investigates the reflective journaling of 234 youth experiencing social vulnerabilities who participated in a sport-based PYD program called LiFEsports. Thematic analyses explored text and illustrations included in youth journals. Results suggest that youth both understand and consider how life skills (i.e., self-control, effort, teamwork, social responsibility, personal responsibility, leadership) can be transferred to settings such as at home, during school and in the community. Further findings highlight the relationship between significant others (e.g., teammates, coaches, parents) and life skills transfer, particularly related to reinforcement. Ultimately, journaling may serve as a viable method to prompt reflections among youth. Full article

Background: Ensuring the safety of patients in the operating room, through the monitoring and prevention of adverse events is a central priority of healthcare delivery. In the professionalization of operating room nurses, the processes of identifying, assessing, developing, monitoring, and certifying transversal competencies are crucial. While national and international frameworks have attempted to define such competencies, they often vary in scope and remain inconsistently integrated into education and clinical practice. There is, therefore, a need for a comprehensive and structured identification of transversal competencies relevant to both perioperative and perianesthesiological nursing roles. Objectives: To formulate a validated and structured repertoire of transversal competencies demonstrated by operating room nurses in both perioperative and perianesthesiological contexts. Methods: A qualitative descriptive design was adopted, combining shadowed observation with Hierarchical Task Analysis (HTA). A convenience sample of 46 participants was recruited from a university and a public hospital in Italy. Data were collected between September 2021 and June 2023 and analyzed using content analysis and data triangulation. Results: Through a qualitative, inductive and iterative approach the study identified 15 transversal competencies, 50 sub-competencies, and 153 specific tasks and activities. Specifically, operating room nurses working in perioperative and perianesthesiological roles presented the following transversal competencies: communication and interpersonal relationships, situation awareness, teamwork, problem solving and decision-making, self-awareness, coping with stressors, resilience and fatigue management, leadership, coping with emotions, task and time management, ethical and sustainable thinking, adaptation to the context, critical thinking, learning through experiences, and data, information and digital content management. Each competency was associated with specific tasks observed. Conclusions: This framework complements the existing repertoire of technical-specialist competencies by integrating essential transversal competencies. It serves as a valuable tool for the assessment, validation, and certification of competencies related to patient and professional safety, emotional well-being, relational dynamics, and social competencies. The findings underscore the need for academic institutions to revise traditional training models and embed transversal competencies in both undergraduate and postgraduate nursing education. Full article

Background/Objectives: Clinical incivility is a persistent issue in nursing education and practice, with negative impacts on students, educators, and clinicians. Uncivil behaviors—such as belittling, exclusion, and dismissiveness—compromise communication, teamwork, and patient safety. Although various interventions have been implemented, their effectiveness remains inconsistent. This systematic review aimed to evaluate the effectiveness of interventions addressing clinical incivility in nursing and to identify common trends, gaps, and implications for future practice and research. Methods: Following PRISMA 2020 guidelines, a systematic search was conducted in PubMed, Web of Science, and EBSCOhost (CINAHL) for peer-reviewed empirical studies published between 2014 and 2024. Search terms included “clinical incivility” and (“intervention” or “program” or “training”) and “nursing”. Studies were eligible if they evaluated interventions aimed at reducing incivility among nursing students, faculty, or practicing nurses. Seventeen studies met the inclusion criteria and were analyzed for intervention types, target populations, delivery methods, and outcomes. Results: The review identified five main intervention types: educational modules (n = 9), cognitive rehearsal (n = 5), simulation and role-play (n = 5), team-based strategies (n = 3), and feedback/communication strategies (n = 2). Many studies used multiple strategies. Fourteen studies reported positive outcomes such as improved awareness, communication, and self-efficacy. Eight studies demonstrated statistically significant reductions in perceived incivility, particularly those with simulation-based, multi-session, or institutionally supported formats. Three studies showed limited or mixed results due to insufficient follow-up or lack of leadership engagement. Conclusions: Experiential and multi-component interventions appear effective in reducing clinical incivility. Long-term success requires leadership engagement, institutional support, and integration into ongoing professional development. Full article

Soft skills such as client-oriented communication, leadership, and teamwork skills are essential for veterinary clinicians. However, they are rarely addressed in the academic curriculum of most veterinary schools. Role-playing has been previously used to train and evaluate communication skills in veterinary students, but leadership and teamwork are difficult to implement in this methodology. In this study, we designed a novel role-playing activity where groups of undergraduate veterinary students faced simulated pre-planned clinical consultations portraying different roles in a hierarchically structured group (leader, two veterinarians, and one client). We tested the performance of the participants before and after receiving a focused lecture on soft skills. While the overall performance of the students in veterinary roles was significantly better after the lecture, the number of mistakes related to leadership did not significantly vary. Students rated the role of leader consistently lower than the rest. Participants considered that this novel design was useful to train and evaluate these competences. Hierarchically structured role-playing is a suitable tool to improve soft skills in veterinary students, allowing for self-learning and training in a controlled environment. Full article