Search Results (2,090)

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

Many business schools have set strategic objectives to integrate sustainability in their curricula; however, there is limited evidence of effective curriculum change initiatives, including organizational change approaches that could inform effective strategy design and implementation. This paper examines how a business school sought to embed sustainability content in undergraduate business education, and how it navigated contested understandings of sustainability and multiple orientations to teaching sustainability, including ESG, Corporate Social Responsibility (CSR), Sustainable Development Goals (SDGs), Social-ecological Systems, and Social Innovation. Using qualitative documentary curriculum data, a curriculum mapping methodology is presented to quantitatively assess year-on-year changes in sustainability content at curriculum, discipline, and orientation levels. Findings show that sustainability integration increased over the period studied, albeit unevenly across the curriculum, with integration driven by educators of various instructor types and sustainability orientations. The discussion highlights factors that likely supported progress, including the School’s approach to change and the strategy’s explicit recognition of multiple sustainability orientations. The study presents a practical methodology that senior managers seeking to integrate sustainability in higher education can use to track curriculum change progress, drivers, and orientations. It also offers guidance on how to advance sustainability integration in organizational contexts characterized by different sustainability orientations. Full article

This paper argues that English translations of the Qur’ān play a pivotal role in shaping interfaith dialogue, either fostering mutual understanding or reinforcing religious division, depending on the translator’s ideological stance. While interreligious relations have historically been marred by conflict, the 1893 Parliament of the World’s Religions marked a turning point toward more inclusive and dialogical engagement. In this context, translating the Qur’ān emerged as a crucial medium through which Islamic teachings could be made accessible to non-Muslim audiences. Several scholars, including Kidwai and Elmarsafy, have explored the Orientalist framing of Qur’ān translation; however, few researchers have examined how modern renderings consciously reposition the text as a site of interfaith ethics. This study critically examines whether George Sale’s influential translation of the Qur’ān—reprinted nearly 200 times—contributes to or hinders interfaith dialogue between Muslims and Christians. It compares Sale’s Qur’ān rendition into English with five contemporary translations. The paper analyzes the translations of five Qur’ānic verses promoting coexistence, with particular attention to key terms such as إِكْرَاهَ ikrah (compulsion), الدِّينِ ad-dīn (religion), تَّقْوَىٰ taqwā (piety), and مُسْلِمُونَ muslimūn (submitters). Guided by Munday’s theory of ideology in translation, the analysis demonstrates that Sale’s rendering adopts a distinctly polemical tone intended to assert Christian superiority. The findings indicate a clear shift from polemical to dialogical translation strategies. Sale’s Orientalist approach—evident in his footnote on Q.4:157, where he characterizes Muslim exegesis as intellectually deficient—ultimately constrains meaningful interfaith engagement. In contrast, Khattab employs an inclusive and ethically grounded approach that actively fosters interreligious dialogue. By positioning Qur’ān translation at the intersection of theology, linguistics, and interfaith relations, this paper demonstrates that translation choices hold significant power: they can either bridge divides or exacerbate tensions between religious communities. Full article

In the context of Industry 5.0, human–robot collaboration increasingly demands intuitive, safe, and sensorless interaction for tasks such as hand-guided teaching and concurrent manipulation. However, conventional admittance control systems are prone to instability due to abrupt changes in human arm stiffness and their reliance on accurate dynamic models. To address these challenges, this paper proposes a sensorless external force estimation and variable admittance control method that models robot dynamic uncertainties and interaction forces as normally distributed stochastic quantities. An improved particle swarm optimization algorithm is introduced to calibrate the variance parameters, enhancing estimation accuracy and robustness. Furthermore, an energy-based variable admittance control strategy is developed, which preserves system passivity by adaptively adjusting inertia and damping gains based on real-time energy variations. The proposed method was validated on a redundant robot platform. Experimental results show that the external force and torque estimation errors remain below 3 N and 3 N.m, respectively, with lower detection delays and errors than those of a first-order generalized momentum observer in collision detection. Variable admittance experiments demonstrate that the system maintains passivity and stable interaction even under sudden arm stiffness changes. The approach is well-suited for industrial applications requiring safe, sensorless, and compliant human–robot collaboration. Full article

Background: Safe medication administration is a fundamental aspect of nursing practice and a core component of patient safety. However, systemic failures, workload pressures, and educational gaps continue to contribute to medication errors, posing persistent challenges for healthcare systems. In this context, innovative educational technologies, particularly Artificial Intelligence (AI), have emerged as promising strategies to support the development of competencies related to safe medication administration. Methods: This scoping review aimed to map evidence on AI-based tools used to teach safe medication administration in nursing. The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the PRISMA-ScR guidelines. Searches were performed in PubMed, Scopus, Web of Science, LILACS, and Google Scholar, covering studies published between 2010 and October 2025 in English, Portuguese, and Spanish. Study selection was conducted in two stages, followed by standardized data extraction. Results: A total of 545 records were identified, of which only two studies met the eligibility criteria. The included studies, conducted in Israel and South Korea, evaluated a microlearning chatbot and Large Language Model (LLM)-based tools designed to support teaching safe medication administration. Both studies demonstrated improvements in knowledge and performance in tasks and simulations related to the medication process, as well as positive acceptability among participants. However, neither study assessed direct clinical outcomes, such as reductions in medication errors or preventable adverse events. Conclusions: Although AI-based educational tools show potential to enhance competencies related to medication safety in nursing, the available evidence remains limited. Further robust, multicenter, and comparative studies are needed to evaluate their impact on clinical outcomes and to support their integration into nursing education and practice. Full article

Optimal coordination of distance and directional overcurrent relays (DR–DOCR) aims to achieve a fast, selective, and reliable protection scheme for transmission and sub-transmission systems. However, it constitutes a complex, nonlinear, and highly constrained optimization problem. In particular, single-setting DOCR characteristics used in conventional DR-DOCR coordination introduce additional challenges in lowering relay operating times while satisfying the coordination time interval (CTI) constraint. To address this issue, this paper proposes a novel DR-DOCR coordination approach that leverages a two-level DOCR characteristic. The objective is to exploit this characteristic, which partitions the relay curve into primary and backup protection regions in a highly flexible manner, thereby enabling easier avoidance of CTI violations. In addition, an enhanced variant of the red-tailed hawk algorithm, called ERTH, has been newly developed to solve this challenging problem. The proposed method is validated on versions of the 8-bus and 33-kV portion of the 30-bus power networks that have been modified to include renewable energy sources. Results demonstrate that the proposed method achieves total relay operating times of 23.681 s and 70.742 s for the 8-bus and 30-bus power systems, respectively. These values correspond to an 80.4% and 81.2% reduction compared to the conventional coordination scheme optimized by the ERTH algorithm, which yields 120.702 s and 376.757 s, respectively. Moreover, the ERTH algorithm exhibits superior performance in attaining near-global optimal solutions compared to the original RTH and other competitive optimization algorithms. In particular, for the 30-bus system under the conventional coordination scheme, the second-best result after ERTH is obtained by the teaching-learning-based optimization algorithm with a total relay operating time of 415.885 s. This indicates a 9.4% improvement achieved by ERTH (376.757 s) and a significantly higher improvement of 83% (70.742 s) achieved by the proposed strategy integrating ERTH with the two-level DOCR-based coordination scheme. Full article

Image communication represents a fundamental domain of human experience that intersects cognitive neuroscience, educational psychology, and visual communication theory. The increasing digitalization of contemporary society has amplified the importance of visual literacy, defined as the ability to interpret, use, and create visual media. While neuroscientific research highlights the brain’s proficiency in processing visual information, significant gaps remain in understanding the underlying psychological mechanisms and their practical applications in educational contexts. This study proposes a multidisciplinary research design to systematically analyze these psychological dimensions. The research will integrate cognitive, perceptual, and pedagogical perspectives to understand how visual representations influence learning. The methodological design includes a multi-method approach combining experimental analysis, ethnographic observation, and psychometric evaluation on a stratified sample of 240 participants (aged 16–25) divided into three groups: high school students (n = 80), university students (n = 80), and young professionals (n = 80). The proposed methodology will utilize eye-tracking to analyze visual perception patterns, integrated with semantic differential methods to evaluate cognitive and affective associations with visual imagery. The expected results should clarify how the effectiveness of image communication depends on the coherence between technical and semantic aspects of visual imagery. The research aims to contribute to the theoretical framework of educational neuroscience, offering empirical evidence for optimizing teaching strategies based on multimodal visual communication. 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

In recent years, Visual Education has emerged as an innovative and interdisciplinary teaching approach aimed at promoting meaningful learning through the conscious use of visual tools and languages. This educational paradigm helps to facilitate the understanding of complex concepts, translating them into clear and intuitive visual representations, while enhancing memorisation skills, critical information processing and the practical application of acquired knowledge. This systematic review, conducted according to the PRISMA (2020) protocol, analyses the most recent empirical evidence on the effectiveness of Visual Education in educational contexts. The main objective is to assess how the intentional use of visual tools—images, concept maps, educational videos, interactive digital materials, and virtual manipulatives—contributes to enhancing learning processes and developing transversal skills. Through a comparative analysis of fourteen international contributions published between 2020 and 2025, selected from the Scopus, Web of Science and EBSCO databases, the research highlights how Visual Education significantly influences the improvement of academic performance, motivation and cognitive and emotional engagement of students. The results also confirm the inclusive function of visual teaching, which can encourage participation, self-esteem and cooperation even in individuals with special educational needs. The discussion emphasises the need for the systematic integration of Visual Education into school curricula as a strategy to enhance soft skills and promote more equitable, effective learning geared towards the integral development of the individual. Full article

This study falls within the field of lifelong education and investigates the role of aesthetic-sensory experiences—particularly those mediated by digital visual arts—in the development of critical thinking, a key competence identified in the European LifeComp Framework. In light of contemporary social transformations characterised by complexity, uncertainty, and change, critical thinking emerges as a transversal skill of fundamental importance for the education of conscious and autonomous citizens. The objective of this research is to analyse how digital sensory experiences, integrated with innovative teaching methodologies—such as laboratory-based teaching and collaborative learning—can foster the activation and enhancement of critical thinking in educational contexts. The work is based on a narrative analysis of the literature, conducted through the consultation of academic databases (e.g., Scopus, ERIC, and Google Scholar), and is developed within a theoretical framework encompassing digital education, laboratory didactics, and collaborative learning strategies. Studies published in recent years were selected according to their relevance to digital aesthetic experiences and critical thinking in educational contexts and were analysed through a thematic synthesis of the main conceptual contributions. The knowledge activities include the selection, categorisation, and discussion of recent studies that relate aesthetic experiences to the development of soft skills, in line with the principles of visual education understood as aesthetic and critical literacy in visual languages. The results of the review indicate that the intentional use of aesthetic digital environments, in combination with active and reflective teaching approaches, can stimulate complex cognitive processes and significantly contribute to the formation of critical thinking. The contribution implements an interdisciplinary approach among visual education, digital education, and experiential aesthetics, emphasising the need for further empirical research to consolidate the evidence and guide the implementation of innovative educational practices based on this approach. Full article

Background: Molecular diagnostics may detect several respiratory pathogens simultaneously with rapid turnaround times. The aim of this study was to determine the frequency and distribution of respiratory pathogens among symptomatic outpatients. Methods: All outpatients presented for testing due to suspected acute respiratory infection between 1 January and 31 December 2024 to the Teaching Institute for Public Health of Split-Dalmatia County, Croatia, and multiplex real-time PCRs for 13 respiratory pathogens were included. Results: Out of 15,437 analyzed panels, 8878 (57.5%) were positive. Single-pathogen infections dominated (82.6%), while co-infections were recorded in 17.4% of panels; therefore, a total of 10,546 individual pathogens were detected, which were mostly viruses (87.0%). The following distribution of pathogens was observed: rhinovirus/enterovirus in 38.9% of positive results, influenza A virus in 14.5%, SARS-CoV-2 in 9.5%, parainfluenza virus in 7.9%, respiratory syncytial virus in 7.3%, Mycoplasma pneumoniae in 4.9%, Bordetella pertussis in 4.6%, human metapneumovirus in 4.2%, adenovirus in 3.4%, Chlamydia pneumoniae in 3.4%, influenza B virus in 1.3%, Bordetella parapertussis in 0.1% and Legionella pneumophila had one positive result. The first trimester of the year had the highest number of positive test panels (47.0%). Conclusions: Our study demonstrates a predominance of viral pathogens across all age groups and seasons, further supporting guideline-based practice and highlighting the importance of confirming bacterial infection before initiating antibiotic therapy. This insight into the post-pandemic circulation of respiratory pathogens may help inform public health strategies, including improved surveillance, anticipation of seasonal outbreaks, and targeted interventions, thereby supporting future pandemic preparedness and mitigation efforts. Full article

Introduction: Persons diagnosed with Autism Spectrum Disorder (ASD) require adaptations to dental care that many undergraduate programmes may not explicitly treat. This cross-sectional pilot study assessed the extent of ASD-related content in Australia and New Zealand (ANZ) dental and oral health curricula and explored Oral Health Therapy students’ knowledge and self-efficacy. Methods: Online surveys of academic staff across ANZ programmes and Bachelor of Oral Health Therapy students at the University of Newcastle were conducted. Quantitative data was summarised descriptively, and free text responses underwent thematic analysis. Results: Fifteen educator responses (8% of 178 invitees) suggest limited ASD-specific teaching and minimal use of simulation-based education. Among 38 student responses (from one institution), knowledge was generally foundational, but misconceptions persisted and no respondents reported high confidence in providing oral health care for Autistic patients. Interest in further training was high. Conclusions: Within the constraints of low response rates and a single institution student sample, these preliminary findings suggest opportunities to strengthen Autism-related teaching, particularly sensory adaptations, communication strategies, and experiential learning. Inferences should be considered exploratory and hypothesis generating. Limitations: Low educator responses and potential response bias due to limited external validity from a single student cohort. Full article

Background/Objectives: Digital obesity therapy requires exercise therapists with adequate digital competences, yet training opportunities remain limited. This study provides the first application of the DigCompThExO questionnaire to assess exercise therapists’ digital competences and their predictors in obesity therapy, addressing digital sovereignty as an educational outcome and informing future training programs. Methods: A cross-sectional online survey assessed self-perceived digital competences among German-speaking exercise therapists in obesity care using the validated DigCompThExO questionnaire (14 items). Descriptive and regression analyses examined personal (age, gender, qualification) and contextual (type of therapy, therapeutic targets) predictors of overall digital competence, with correction for multiple testing. Results: Of 203 therapists (mean age 33.3 ± 5.9 years), ‘Teaching Strategies’ yielded the highest scores, ‘Selection Criteria’ the lowest. Regression analysis (n = 202) accounted for a substantial proportion of variance in overall digital competence (R² = 0.801, adjusted R² = 0.790, p < 0.001), with the digitally pursued therapeutic target body awareness emerging as significant predictor (B = 0.18, p_FDR = 0.003). Conclusions: This study provides initial insights into the digital competence profiles of exercise therapists in obesity therapy. In exploratory analysis, the therapeutic target of digitally fostering body awareness was the only predictor that remained significant after correction. The findings suggest that targeted education in data protection, media reflection, and the communication of exercise-related therapeutic targets may be relevant to support digital competence development. Full article

We introduce the concept of a one-way, broadband information package, the Cosmic Illuminating Gift, intended to provide distant intelligences with fundamental empirical data about the Universe. Unlike previous messaging to extraterrestrial intelligences (METI) that emphasized greetings or cultural identity, the Gift aims to transmit unbiased, universally interpretable information that recipients could not otherwise obtain due to their distinct spacetime position and epoch. By emphasizing raw observations, rather than human interpretations or cosmological models, the Gift aspires to serve as a neutral and enduring resource. A central assumption of the project is that any potential recipients are likely to possess a level of intelligence and technological sophistication far beyond our own. Accordingly, the content and encoding of the Gift are not designed to “teach” fundamentals, but to deliver compact, logically structured packets that such civilizations could decode even at extremely low signal-to-noise levels. This perspective shifts the challenge from brute-force transmission to ensuring that photons arrive in spectrally quiet windows and that the format is unmistakably artificial and distinguishable from astrophysical backgrounds. We outline strategies for content selection, encoding, and transmission that reflect this assumption. Practical implementation is feasible with current or near-term infrastructure, and future advances will only improve the quality of subsequent Gifts. Ultimately, the endeavor is unique among scientific projects in that it anticipates no feedback or measurable result within the span of our civilization’s timeline. Its significance lies instead in the act of contribution itself: offering a durable, universal dataset as a gesture of intellectual solidarity across cosmic distances. Full article

Under the dual carbon strategy and the sweeping tide of digital transformation in education, higher education confronts an urgent imperative: cultivating talent equipped with interdisciplinary skills and sustainable decision-making capabilities. To meet this critical challenge, this study pioneers the PAMD (Patient Capital–Accounting–Matrix–Development) interdisciplinary teaching framework. Rooted firmly in Education for Sustainable Development (ESD) principles, PAMD uniquely weaves together patient capital, carbon asset accounting, and linear algebra matrix modeling. Utilizing a quasi-experimental design with undergraduate business students, we implemented “Carbon Asset Accounting and Low-Carbon Transition Investment Analysis” as a case study. We rigorously evaluated teaching effectiveness across academic performance, competency, and cognitive attitude dimensions using Welch’s t-test, Hedges’ g, and ANCOVA. After controlling for baseline scores, the experimental group significantly surpassed the control group in comprehensive decision-making (81.22 vs. 72.41, g = 0.71) and matrix modeling competency (3.74 vs. 3.22, g = 0.77). The experimental cohort also demonstrated consistent gains in carbon accounting reporting precision and data representation clarity. Cognitive assessments revealed moderate effect sizes for both low-carbon investment literacy and interdisciplinary learning interest. These compelling results demonstrate that embedding a long-term value orientation into accounting representation and matrix modeling powerfully cultivates students’ ability to transfer interdisciplinary knowledge and make sound sustainable decisions within complex contexts. This study offers a robust, evidence-based, and replicable pathway for driving sustainability-oriented interdisciplinary reform within business education. Full article