Search Results (2,762)

The digital transformation of healthcare requires stronger digital competencies among pharmacists, yet evidence on the effectiveness of structured training remains scarce. This study examines the impact of a blended digital health training programme delivered to practicing pharmacists in Bihor County, Romania, as part of the Romanian pilot of the EU-funded European Health Professionals’ and the DigitAl team SkillS (H-PASS) project. A single-group pre–post educational design was applied to pharmacists from Bihor County, Romania, participating in a modular digital health training programme delivered between May and July 2025. A total of 84 pharmacists completed both pre-training and post-training self-reported competency assessments comprising 18 items across three modules: digital innovation and change management, communication and collaboration, and data management and digital literacy. Paired samples t-tests, Cohen’s d effect sizes, Cronbach’s alpha, moderator analyses, and ceiling effect analyses were conducted using Python-based statistical workflows. Statistically significant improvements were observed across all three modules (all p < 0.0001), with large effect sizes (d = 1.04–1.30). Post-training internal consistency increased substantially, with overall Cronbach’s alpha reaching 0.74. The greatest item-level gains were recorded in adaptive communication, cultural adaptation of care, and data protection ethics. No significant moderation effects were found for age, gender, or years of experience. Course satisfaction showed a moderate positive correlation with competency gains (r = 0.528), while perceived improvement was not significantly associated with observed score change. A ceiling effect indicated greater gains among participants with lower baseline competencies. The Romanian implementation of the H-PASS training programme was associated with improved self-reported digital health competencies among practicing pharmacists, high-lighting its potential as a scalable model for digital upskilling in healthcare. Full article

Disinformation is a global challenge that affects areas such as politics, health, economics, and science and is spread rapidly by social media (SM), suggesting the necessity of advancing educational proposals to strengthen critical thinking (CT) and digital literacy (DL). This quantitative, non-experimental, descriptive study identified the self-perception that master’s students (n = 72; at three Spanish universities; October 2024–March 2025) have regarding their DL, along with their CT, in post-truth and fake news settings. A self-administered online questionnaire (53 items) was conducted, covering aspects such as the responsible use of information and platforms, algorithmic perceptions, actions taken to verify this information, and concepts of CT, post-truth, and fake news. The results show that Instagram (97%) and WhatsApp (96%) predominated, with a notable proportion of users (86%) reporting that algorithms influenced them ‘highly’ or ‘moderately’. Despite being aware of disinformation they find on social media (65%) as well as its close link to hate speech (90% who ‘strongly’ or ‘somewhat’ agreed), this knowledge does not fully translate into taking measures to counter it. In fact 61% of respondents report sharing news on at least some occasions, while only 25% are able to identify a professional fact-checking organization. In conclusion, these findings suggest the merit of assessing the prevalence of skills such as Critical Thinking (CT) and strategies like fact-checking among students in other postgraduate education systems. Such assessments could inform the potential promotion of media and digital literacy as cross-curricular skills in education. This approach would help bridge the gap between theoretical knowledge and the active verification needed to counter disinformation. Full article

The incorporation of digital technologies has transformed Social Work, generating new demands in terms of professional competencies. It is worth questioning whether, in contexts as sensitive as social services, the mere acquisition of instrumental mastery of these tools is sufficient to ensure safe practice. Considering that the level of proficiency with these tools is influenced by age, the aim of this study is to conduct a comparative analysis of the digital competence levels of social work professionals and students in order to contrast the skills and shortcomings of both groups. To achieve this, a quantitative methodological design was employed using questionnaires based on the European DigComp 2.2 framework. The sample included 451 professionals from Spain and 171 students from the University of Huelva, whose data were processed using statistical software (SPSS 27). The results show that students display a higher overall level of digital competence, particularly in the creation of digital content and the use of artificial intelligence tools. Professionals, on the other hand, demonstrate stronger competencies in digital security and data literacy. The findings reveal a clear complementarity between the two groups, highlighting an opportunity for mutual feedback and learning that can help combine technological efficiency with ethical responsibility and respect for human rights. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

The current study provides a comprehensive overview of the socioeconomic and sociodemographic conditions of Vietnamese fishing crews, who form the backbone of the nation’s marine capture fisheries but remain among the most vulnerable labor groups. Based on interviews with 2037 captains and crew members across six coastal provinces, the study examines demographic characteristics, education, working conditions, legal arrangements, and income determinants. Results show that the fishing labor force is entirely male, predominantly middle-aged, and characterized by limited formal education and long occupational experience. Employment relationships are largely informal and verbal, leaving crews without labor protection, social or health insurance, or contractual stability. Statistical analysis revealed significant income disparities between captains and crew members, between inshore and offshore fleets, and among fisheries and provinces. Fishing experience and professional certification were positively correlated with income, highlighting the importance of skill development. The findings underscore the urgent need for socioeconomic policies that formalize labor contracts, expand insurance coverage, promote vocational training, and modernize fishing technologies. These measures, combined with income diversification and community welfare programs, are critical to improving the well-being, safety, and resilience of Vietnam’s fishing workforce and advancing sustainable marine economic development. This study provides valuable baseline information on an underrepresented segment of the commercial fishing industry, informing fisheries managers and policymakers in designing future development programs that account for the socioeconomic and demographic conditions of fishing crews. Full article

This structured narrative review aimed to synthesize the findings of various studies to determine the efficacy of Self-Regulated Learning (SRL) training programs for in-service and pre-service teachers on their knowledge and skills, and to evaluate the transfer to teaching practice and student outcomes. Following PRISMA guidelines, a search was conducted across Web of Science, Scopus, and PsycInfo, ultimately including 30 intervention studies. The results confirmed that professional development is effective in enhancing teachers’ knowledge, skills, and beliefs related to SRL. However, due to wide methodological diversity, the review identified varied intervention factors showing promise, but a unified association between sample type (in-service vs. pre-service) and overall impact was unattainable. While SRL training successfully improves teacher competency, the limited evaluation of student performance or long-term effects prevents the definitive claim that the training reliably changes teaching practice toward a more self-regulated approach. Future research should prioritize robust longitudinal designs and include student-level measures. Full article

Currently, airport fleet maintenance is characterized by diverse aircraft models, densely concurrent tasks, and tightly coupled professional skills. Traditional specialized personnel allocation models often lead to severe human resource redundancy and high costs, whereas fully generalized models struggle to meet the strict safety and professional qualification requirements for complex maintenance. Scientifically allocating maintenance personnel to balance support costs and operational efficiency under the constraints of broad task scopes, varied personnel qualifications, and strict time limits has become a critical issue for ensuring stable fleet operations and overall airport efficiency. To address this issue, this study proposes an optimization method for aircraft fleet maintenance support personnel allocation based on an Improved Genetic Algorithm. First, the practical challenges are analyzed and a modeling framework is established by systematically examining the implementation processes, professional skill requirements, and time-consuming characteristics of common maintenance tasks across various aircraft models. Next, the minimum required number of maintenance personnel is calculated as a baseline constraint based on the man-hour method. Subsequently, incorporating practical engineering constraints such as cross-type aircraft support, an Improved Genetic Algorithm integrating adaptive crossover/mutation operators and an elite local hill-climbing strategy is designed to solve the allocation optimization problem. Finally, case studies under four allocation schemes and multiple ablation experiments are performed to comprehensively verify the reliability and rationality of the proposed method. The experimental results demonstrate that the optimal personnel allocation scheme obtained with this method saves approximately 10% to 11% in total human resource costs, when compared to the traditional independent support model. This study provides a scientific decision-making basis and technical support for the refined allocation of human resources in the context of fleet maintenance. Full article

Background: Fundamental movement skills (FMS) underpin lifelong physical activity (PA) and health, yet many children are failing to meet age-appropriate standards. Caregivers hold a critical influence over children’s motor development, but little is known about what helps or hinders family participation, including messaging. This study explored the determinants of family FMS engagement in the United Kingdom (UK) during early childhood, addressing unexplored gaps in how guidance reaches families and the role of grandparents in supporting children’s motor development. Methods: Twenty-three semi-structured interviews were conducted with 15 caregivers and 8 educators, including 4 grandparents and 2 family hub practitioners who offered original insights. Eleven children aged 3–5 years completed a flexible draw-and-tell task, enabling inclusion of rarely represented 3-year-olds. Thematic analysis was deployed. Results: Families and outdoor spaces were pivotal to children’s movement opportunities. However, awareness and understanding of FMS and UK PA guidance were poor, even among educators, disrupting dissemination of information to families. Greater emphasis on PA and FMS concepts within professional development, alongside clearer signposting to resources, more visible public-facing campaigns, and digital formats, could improve how families receive these messages. Tensions emerged between parents’ concerns about grandparents’ physical capability and grandparents’ belief that they could adapt to support children’s development. Unexpectedly, no children drew technology despite screen time frequently displacing active play, hinting at its normalisation and regulatory role in children’s lives. Conclusions: To enhance family understanding, value, and participation in FMS, UK policy must evolve to become more visible, relatable, and responsive to diverse family needs. Full article

Background: Effective communication improves patient satisfaction and reduces stress for both patients and physicians. Surveys consistently highlight the importance of strong communication skills among physicians, especially in oncologic settings. Yet, communication training is neither ubiquitous nor standardized in medical studies or residency, and physicians report that this task represents a burden for them. Given the limited data addressing the observations and expectations of patients with gynecologic malignancies when receiving bad news, this survey aimed to assess their perspective on this topic. Methods: We examined throughout an anonymous questionnaire how patients with gynecological and breast cancer experienced the delivery of bad news. Data were collected in Germany from July 2024 to September 2025. The questionnaire was available online and in paper form in four languages (German, English, Turkish, Arabic), with the purpose of recording culture-specific data. Results: A total of 249 patients completed the survey. Regarding the overall need for improvement in delivering bad news, 222 women (94.5%) declared that improvement was necessary, with 92 (39.1%) of them indicating that substantial improvement was required. While 67.9% of patients were content with the physician’s professional competence, 30.5% stated a lack of empathy, and 32.9% stated insufficient time for conversation. When comparing satisfied and dissatisfied patients, significant differences were observed across several aspects, such as consultation length, nonverbal communication, calmness of the setting, stress level after the conversation, and the offer to bring a trusted person or arrange a follow-up conversation. Conclusions: This patient survey highlights a persistent gap between patients’ expectations and physicians’ performance when it comes to delivering bad news. The findings underline the urgent need for the implementation of systematic training programs and structured communication protocols in gynecologic oncology. Full article

Background: Spirituality and religious diversity are increasingly recognized as essential components of holistic nursing care in global healthcare systems. However, their integration into undergraduate nursing education remains heterogeneous and often insufficiently structured, creating a gap between professional values and students’ preparedness to address spiritual needs in culturally diverse clinical environments. This study aimed to explore nursing students’ perceptions, attitudes, and perceived competencies regarding spirituality, religion, and spiritual care. Methods: A descriptive exploratory survey was conducted on a sample of 69 third-year nursing students (69.6% female; majority aged ≤24 years) enrolled in two universities in Rome, Italy. Data were collected between May and July 2025 using the Nursing Care and Religious Diversity Scale (NCRDS), consisting of 31 items. Statistical analyses included descriptive statistics, internal reliability analyses, group comparisons, and multivariate regression models. Results: Students showed moderate levels of attention to patients’ spiritual needs (mean = 3.11, SD = 0.88) and integration of spirituality into care practice, while high importance was attributed to spiritual care skills. University education was perceived as only partially adequate. Multivariate analyses showed that students’ personal spirituality is positively associated with the assessment of spiritual needs and the perception of competence, while exposure to contexts characterized by greater religious diversity is associated with a lower perception of preparedness. Conclusions: The results highlight a discrepancy between professional values and perceived operational skills, suggesting the need to systematically integrate spirituality and religious diversity into nursing curricula. These findings highlight the need for a structured integration of spirituality and religious diversity into nursing curricula through targeted educational strategies in order to strengthen students’ competencies and promote truly holistic and person-centered care. Full article

Artificial intelligence has been considered as a transformative element capable of reshaping STEM education into equitable, resource-efficient, and scalable learning environments. However, realizing this potential requires striking a careful balance between technological innovation, pedagogical considerations, and ethical concerns. This study sought to examine the implementation of artificial intelligence (AI) tools by STEM university faculty members in Saudi Arabia to promote Sustainable Development Goal 4 (quality education). While doing so, the study attempted to explore how Saudi STEM university faculty members integrated AI tools in their instructional practices and analyze their perceptions towards these tools. To achieve these goals, the study employed an explanatory sequential mixed-methods design. In the first phase of data collection, a close-ended questionnaire was applied to a random sample of (324) STEM university faculty members. The second phase involved gathering qualitative data using a semi-structured interview administered to 12 purposively selected experts. Key quantitative findings revealed an overall AI integration at a medium level with a mean of (2.71) and standard deviation of (0.36) across three instructional practices, namely planning, implementation, and assessment. The highest integration level was in assessment (M = 2.93, medium) while the lowest was in planning (M = 2.61, medium). The results also revealed that the participants’ perceptions towards integrating AI tools were highly positive (M = 4.00, high), albeit with some concerns regarding the effect of excessive and unguided use of AI tools on students’ higher-order thinking skills, particularly the risk of AI functioning merely as an information delivery mechanism rather than serving its more pedagogically valuable role as a brainstorming scaffold. Furthermore, the study unveiled a number of barriers to integrating AI tools, including the weakness of digital infrastructure, lack of professional development, the limited credibility of AI-generated content, and ethical concerns related to academic integrity and copyrights. The research suggests the establishment of a sustainable digital environment by improving the infrastructure, providing specific training in accordance with the principles of sustainability, and implementing policies that promote equitable, transparent, and responsible integration of AI. These strategies can coordinate the growth of technology with the larger needs of the quality of education, inclusion, and sustainability of STEM education in the long term. Full article

Integrating artificial intelligence (AI) into design education is no longer optional; it has become an essential tool for enhancing innovative design and preparing students for data-driven practice and rapid technological acceleration. However, ignoring AI risks professional irrelevance; it introduces a range of concerns about students’ cognitive skills and comes with many drawbacks in the education process, as it threatens the attainment of learning outcomes, renders a fair assessment process unachievable, and places academic integrity in a vulnerable position. Using a qualitative case study approach, this research employs semi-structured interviews with 27 senior-year students in the interior design department to gain in-depth academic insights into how AI influenced their design process in their term project and its impact on their cognitive development and decision -making. Instructors’ observations on students’ skills, their pace in the project, and their end-products were documented. This study demonstrates that integrating AI into design education cannot be avoided, making a new paradigm for addressing design education inevitable. Based on the analysis, the paper proposes a conceptual framework outlining key dimensions in teaching and assessing strategies in design education adopting AI, focusing on analysis, critical thinking, reasoning, and process rather than on the end-product and its presentation. Full article

Images generated by artificial intelligence recombine visual fragments learned from datasets, producing representations based on criteria of semantic proximity and aesthetic familiarity. These images lie in an intermediate zone between verisimilitude and statistical construction, requiring new interpretative skills to understand their nature and limitations. This paper explores the need to develop visual literacy for generative AI, understood as the critical ability to analyse generation processes, recognise implicit biases, and verify the consistency of the representations produced. Through some case studies, prompting is analysed as a dialogical and reflective practice that highlights recurring patterns in datasets and diffusion models. The cases highlight how automatic composition tends to reproduce dominant cultural patterns related to gender, posture, and professional role. This paper introduces NEGOTIA, a seven-step framework designed to foster critical and operational visual literacy, applicable in educational and design contexts where synthetic images function as tools for representation, communication, and verification. NEGOTIA offers a replicable model for education and design practice. Full article

European universities are increasingly adopting competency-based education to enhance transfer between academic and professional contexts, demanding assessment systems aligned with classroom practices. This study explores what is assessed in three Spanish universities. Spain constitutes a particularly relevant case: its course guides are legally binding contracts subject to external audit by the National Agency for Quality Assessment and Accreditation (ANECA), ensuring exceptional standardization. A theory-driven documentary analysis examined 7810 teaching guides from all degree programs, with coding supported by ATLAS.ti software applied to these documents, which represent statements of intent by faculty members. The findings reveal notable discrepancies: competencies were rarely the central focus of assessment, and evaluation appeared fragmented, overlooking the integration of knowledge, skills, and attitudes. These gaps raise concerns about the innovative dimension of competency-based models. The study concludes that institutional assessment schemes should promote holistic education, ensuring students develop collaborative and cross-disciplinary capacities essential for professional environments. Full article

The rapid advancement of artificial intelligence (AI) is reshaping the landscape of library and information science, significantly altering the roles and responsibilities of information professionals. This paper aims to examine the transformations of information professional roles in the era of artificial intelligence. This study conducted a systematic literature review (SLR) emulating the PRISMA 2020 protocol. Titles and abstracts were screened based on predefined inclusion criteria, including English full-text journal articles, review papers, and conference papers indexed in Scopus addressing the roles and competencies of information professionals in the era of artificial intelligence. The study employed a conceptual and review analysis of documents to examine the use of AI and its impact on the roles of information professionals. We investigated the positive and negative effects of AI on the roles of information professionals, as well as the evolving role of information professionals in routine process automation. AI’s presence and transformation of virtually all the information professionals’ roles are profound, with pertinent challenges. The impact of AI on the roles of information professionals are both positive and negative, while the roles of information professionals have undergone significant changes in the AI era. This paper presents a unique perspective on the evolving roles of information professionals in the era of artificial intelligence. It offers original insights into how AI is reshaping the profession, highlighting the profound impacts and transformations that are redefining traditional practices and skill sets. Full article