Search Results (1,437)

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

As a key piece of equipment in badminton, the surface treatment technology of rackets has garnered significant attention in the fields of material science and sports engineering. This study is the first to systematically review research on racket coatings, integrating interdisciplinary knowledge on the classification of functional coatings, their performance-enhancing principles, and their relationship with competitive levels, thereby addressing a gap in theoretical research in this field. This study focuses on four major functional coating systems: superhydrophobic coatings (to improve environmental adaptability and reduce air resistance), anti-scratch coatings (to prolong the life of the equipment), vibration-damping coatings (to optimise vibration damping performance), and strength-enhancing coatings (to safeguard structural stability). In badminton, differences in player skill levels and usage scenarios lead to variations in racket materials, which, in turn, result in different preparation processes and performance effects. The use of vibration-damping materials alleviates the impact force on the wrist, effectively preventing sports injuries caused by prolonged training; leveraging the aerodynamic properties of superhydrophobic technology enhances racket swing speed, thereby improving hitting power and accuracy. From the perspective of performance optimization, coating technology improves athletic performance in three ways: nanocomposite coatings enhance the fatigue resistance of the racket frame; customized damping layers reduce muscle activation delays; and surface energy regulation technology improves grip stability. Challenges remain in the industrial application of environmentally friendly water-based coatings and the evaluation system for coating lifespan under multi-field coupling conditions. Future research should integrate intelligent algorithms to construct a tripartite optimization system of “racket-coating-user” and utilize digital sports platforms to analyze its mechanism of influence on professional athletes’ tactical choices, providing a theoretical paradigm and technical roadmap for the targeted development of next-generation smart badminton rackets. Full article

While first-year transitions are well studied, less is known about students who enter directly into Year 2 of a four-year Scottish Computing Science degree via international foundation programmes, UK colleges, or high schools. This study investigated their academic preparedness, use of AI tools, English language confidence, and transition challenges. Using a mixed-methods design, 77 students completed a survey with Likert-scale and open-ended items. Findings indicate gaps in programming skills, independent learning, and understanding academic expectations. Many students reported feeling a sense of low social belonging after joining pre-established cohorts. AI tools were commonly used for programming support and concept clarification, but they offered limited emotional reassurance. Students recommended clearer academic alignment, a tailored induction process, compulsory social events, and peer mentoring. This study advocates for equity-driven transition models that cater to the diverse needs of direct entrants, thereby fostering inclusion, belonging, and success. Full article

The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers’ conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were ‘cognitive based’ and ‘culturally context consistency’. Teachers expressed mixed perceptions, with concerns about SBQs’ alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers’ cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively. Full article

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

Modern societies are increasingly experiencing limited contact with nature, a phenomenon referred to as the “nature deficit.” The article presents a systematic review of the literature on this issue, with particular emphasis on the role of forests in mitigating its effects. The analysis, based on the Scopus and Web of Science databases, synthesizes the current state of knowledge on the consequences of nature deficit for physical, mental, and social health, while also highlighting the potential of forests as spaces supporting human well-being. The review process followed a systematic methodology, using precisely defined keyword combinations and multi-stage screening. From an initial pool of 88 publications, a critical selection process led to 11 articles that met the inclusion criteria and were analyzed in depth. The findings show that regular contact with nature reduces stress, anxiety, and ADHD symptoms, supports cognitive development, and im-proves concentration, creativity, and social skills. At the same time, there is a lack of consistent tools for clearly diagnosing nature deficit, and existing studies face significant methodological limitations (small samples, subjective measurements, lack of laboratory control). The article also identifies research gaps, particularly in the context of sustainable forest management, cultural differences, and the long-term health effects of exposure to nature. Full article

Twice-exceptional students, who are both gifted and present with characteristics of neurodiversity such as Autism Spectrum Disorder (ASD), possess distinctive academic and socio-emotional needs that necessitate individualized educational strategies. This qualitative case study explores the academic and socio-emotional experiences of Murat, an eighth-grade learner identified as gifted and diagnosed with ASD, from the perspectives of the student himself, his mother, and his teachers. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase reflexive thematic analysis. The findings revealed that Murat achieved success in mathematics and science, particularly within enriched, strength-oriented environments that accommodated his sensory sensitivities. Despite challenges in social skills and group participation, he benefited considerably from teacher scaffolding and interactive pedagogies. His mother’s active engagement and strong family–school collaboration emerged as pivotal factors in his developmental progress. This study extends beyond individual challenges to highlight the potential strengths that arise from by the intersection of neurodiversity and giftedness. Additionally, it contributes to the limited body of literature exploring how the notion of twice-exceptionality manifests within underrepresented educational contexts. Future research could investigate diverse socio-cultural contexts and develop strategies to enhance teacher preparation and family engagement in supporting gifted learners with ASD. Full article

Background/Objectives: Hearing loss is a disorder that develops because of being exposed to high noise levels affecting the quality of life among affected individuals. A review of the literature was conducted to explore the prevalence of hearing loss and its associated factors among workers in the metal industry. Methods: The literature search was conducted on ScienceDirect, Google Scholar, Pub Med, ResearchGate and African Journals Online databases to identify articles according to the Preferred Reporting Items for Systematic Reviews and Meta analyses (PRISMA) guidelines. The studies published in scientific journals between January 2014 and December 2024 describing hearing loss and its associated factors among workers in the metal industry were considered for inclusion in the review. The articles were screened by the author. The Critical Appraisal Skills Programme (CASP) quality assessment tool with modified checklist questions was used to evaluate the quality of studies. Results: Following the literature search and using the relevant inclusion criteria, a total of 127 articles were identified, and 8 articles with a total of 2605 participants were included in the review. The sample sizes ranged from 93 to 606. The participants’ age ranged from 19 to 65 years. A review of studies showed varying prevalence of hearing loss ranging from 13.8% to 59%. Furthermore, the studies have found working experience, advanced age, cigarette smoking, tinnitus, working in areas of high noise levels and not using hearing protective devices to be associated with a risk of developing hearing loss. Conclusions: The review found that workers in the metal industry are at risk of developing hearing loss and, therefore, implementation of control measures to prevent the occurrence of hearing loss is necessary. Full article

Learning Natural Sciences represents a key opportunity to spark scientific interest and foster fundamental skills across different educational stages. This study aimed to analyze the influence of motivation on academic performance in the learning of Natural Sciences at various educational levels. To this end, a systematic review method was employed following PRISMA guidelines, consulting the Web of Science and Scopus databases, identifying four relevant studies. The results showed that high levels of motivation were associated with a more positive classroom attitude and better conceptual understanding, which enhanced academic performance. The use of innovative methodological strategies, such as implementing immersive virtual reality in the classroom, PhET simulations (Physics Educational Technology), and the use of hypertext, significantly increased both student motivation and academic performance. The meta-analysis revealed a favorable effect in experimental groups, showing moderate heterogeneity (I² = 49) and significance of p = 0.0001. The concurrence analysis reported that current pedagogical practices should focus on strengthening student autonomy and active engagement, integrating critical reflection, the use of innovative methodological strategies, and technological resources that enhance meaningful learning in scientific literacy. Among the instruments used to measure motivation, the Motivation to Learn Science Questionnaire was identified, and for academic performance, the Motivated Strategies for Learning Questionnaire. In conclusion, the importance of implementing the identified methodological strategies across different educational stages is emphasized, in order to promote competency-based learning through meaningful and innovative acquisition of content in Natural Sciences. Full article

This study analyses the literature on virtual reality and employee training and development in organisations, contributing to the advancement of knowledge in this area, as well as proposing a conceptual model of analysis and an agenda for future research. This is a systematic review, based on the PRISMA checklist, stratifying the different thematic groups, using the VOSviewer software, version 1.6.19, and content analysis to establish a systematised and integrated structure, registered on the INPLASY platform and based on a sample of 201 studies published and indexed in the Web of Science and SCOPUS databases between 1998 and 2025. The results show four main groups: (1) Opportunities and sectoral applications in the use of virtual reality; (2) challenges in the use of virtual reality; (3) skills developed with virtual reality; (4) integration of virtual reality into organisational strategies. A conceptual model of analysis is presented to better integrate the themes. The study provides a new and solid systematization of the literature and supports the argument that virtual reality enables the acquisition of new technical and behavioural skills and offers personalised and safe training, contributing to the achievement of organisational strategy. 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

Given the construction industry’s significant contribution of approximately 39% of global CO₂ emissions, implementing effective carbon reduction strategies is becoming increasingly critical. In this context, Internet of Things (IoT) technologies present promising solutions for monitoring and reducing emissions. However, there is a lack of comprehensive understanding regarding specific IoT applications, implementation barriers, and opportunities for carbon reduction in construction practices. This study investigates the role of IoT in reducing carbon emissions in the construction industry. Following PRISMA guidelines, this study analyzed bibliometric data from Scopus and Web of Science databases using VOSviewer for science mapping visualization. Content analysis was conducted on 17 carefully selected articles to identify key research topics and applications. The analysis identified four mainstream application areas: (1) IoT-based smart monitoring systems for carbon emissions, (2) energy efficiency and management applications, (3) sustainable construction implementation frameworks, and (4) smart cities and other built environment applications. Key findings highlight growing research interest in IoT applications for sustainable construction, with China, the United States, and the United Kingdom leading collaborative efforts. Despite demonstrated carbon reduction potential, significant implementation barriers exist, including technical limitations, organizational resistance, skill gaps, and economic constraints. Key opportunities include Artificial Intelligence (AI) integration, Building information modeling (BIM)-IoT synergies, energy prosumer models, and standardization frameworks. This study provides the first focused review of IoT applications specifically targeting carbon reduction in construction, highlighting a critical technology-practice gap where organizational factors frequently outweigh technological barriers. A proposed socio-technical integration framework in this study bridges technical and organizational elements to overcome adoption barriers. 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

Social and emotional learning (SEL) is seldom explicitly considered in science-based higher education (HE), yet we argue that group-based lab learning both requires and facilitates the development of valuable interpersonal and emotional skills. This study focuses on Year 1 and Year 2 Biomedical Science undergraduates working in groups to undertake an innovative, discovery-based laboratory module. It explores students’ perceptions of how emotions impact science discovery learning and whether and how they used and developed social and emotional skills in this learning context. We draw together theories that explain the development of emotional intelligence and how people influence each other’s emotions, and apply them to an HE context. Data were collected using questionnaires and semi-structured interviews, and analysis identified three key themes: situated and social emotion in the lab, awareness of interpersonal emotional influence, and SEL as experiential and relational. These give insight into the subtle yet powerful ways that students work with emotion in the process of collaborative discovery learning. We identify successful strategies and challenges, and make recommendations for embedding SEL in Science, Technology, Engineering, and Mathematics (STEM) HE settings. These include approaches to integrate context-relevant emotional skill development, both explicitly and implicitly, and nurture peer emotional scaffolding. Full article