Search Results (739)

Soft skills play a fundamental role in transversal competences in the field of training and employment, especially in university collectives with disabilities. Traditional methodologies are giving way to gamified and transmedia environments, which are more efficient in the educational process and more sustainable for institutions. This study compares two educational programmes, one based on MOOCs and the other in a gamified environment (Transwork), with the participation of 181 university graduates with some degree of disability and unemployed for more than five years. The gamified educational programme shows a significantly lower dropout rate and a higher employability rate (χ², p < 0.001), as well as an improvement in interpersonal skills such as teamwork and conflict management. This demonstrates that methodologies in gamified and transmedia environments promote social sustainability by enhancing autonomy and inclusion in vulnerable groups, as well as contributing to the achievement of the Sustainable Development Goals, especially those related to quality education, reducing inequality, and decent work. This improvement in the labour market integration of people with disabilities represents not only an advance in equity, but also a long-term saving in care costs, by promoting their autonomy and active participation in the labour market. Thus, the sustainability of the social system is reinforced through inclusive educational policies based on gamified environments. Full article

Collaboration is essential in today’s technology-driven world, where IT professionals work in teams to solve complex problems. To mirror industry practices, universities have increasingly adopted project-based learning approaches, requiring students to work collaboratively on tasks such as software development. However, while considerable research has examined group project outcomes, little is known about the decision-making processes students use to select their partners, particularly in software development. This study, therefore, explores the factors influencing IT students’ choices of group project partners and how these choices reflect broader learning priorities. A qualitative approach was employed, collecting open-ended responses from 103 software development students through individual interviews conducted via MS Teams. Thematic analysis was used to identify recurring patterns in the data. Five main themes emerged: Personal Relationships & Familiarity, Work Ethic & Dedication, Communication & Teamwork, Reliability & Accountability, and Technical Skills & Competence. The findings indicate that students prioritise interpersonal trust, reliability, and communication skills over technical ability when selecting partners. This suggests that students view effective collaboration as grounded more in work ethic and relational qualities than in coding proficiency alone. Full article

This scoping review examines the affective–psychological and social characteristics of undergraduate engineering students in South Korea, identifying key research trends, thematic focuses, and gaps in the literature. A total of 95 peer-reviewed articles published between 2000 and 2024 were analyzed based on publication year, journal outlet, research topics, and related variables. The literature search was conducted using major databases, including RISS, KCI, and DBpia. The findings highlight self-efficacy—particularly domain-specific self-efficacy—as a core construct linked to academic achievement, persistence, and career development. Social competencies such as communication, teamwork, and convergence ability are also emphasized; however, limited attention has been paid to emotional resilience, burnout, and ethical responsibility. Despite their growing importance in the artificial intelligence-driven era, gender differences, digital literacy, and global competencies remain underexplored. These findings underscore the need for learner-centered, evidence-based instructional strategies, as well as more longitudinal, comparative, and intervention-focused studies. This review offers foundational insights for designing inclusive, future-oriented educational programs tailored to the diverse needs of South Korean undergraduate engineering students. Full article

Background: This paper examines the human and safety culture factors of the seemingly intractable problem of foreign object retention in surgery. Objectives: It reports selected findings of the FOR-RaM (Foreign Object Retention—Reduction and Mitigation) research project, which sought to discover and understand challenges to Foreign Object Management across surgical and maternity settings in Irish hospitals and to recommend changes to address these challenges. Methods: This paper presents the findings from surgical settings in one hospital site. A qualitative action research study was conducted with a wide range of stakeholders in the study hospital; the qualitative methods included 18 Semi-structured interviews with hospital staff, structured observations in surgical settings and Action Learning Sets to validate the data collected. Result: The results highlight a number of safety culture and human factors considerations which may facilitate or hinder Foreign Object Management, such as (individual and team) Goals, the Processes required for successful Foreign Object Management, Culture, Teamwork, Information Management, and Training. Full article

Technical drawing is a foundational university course typically taught in the first semester of most technical and engineering programmes. A thorough understanding of the course content and the ability to prepare high-quality technical documentation require basic knowledge of the technological processes applied in product manufacturing. However, these aspects are usually not part of the standard curriculum. The main goal of this research was to examine how the working methodology used during the project task (PT) affects students’ learning outcomes and social interactions. This study explores three different active learning methods applied during the realisation of the PT, involving one individual group and two teamwork groups, in one of which the students had the opportunity to manufacture a final product based on their technical documentation. In all three groups, student-centred and project-based learning methods were employed. This study uses a combination of two quantitative evaluations: one based on the difference in students’ pre- and post-test results and one supported by a survey performed at the end of the semester to capture the students’ experiences during the project and their satisfaction. The results demonstrate that the learning method that allows students to gain hands-on experience in manufacturing their own products significantly improves learning outcomes. Additionally, it enhances students’ satisfaction by fostering social interactions among them. Full article

This study analyses how early childhood teachers experience their local curricula-updating process provoked by the national policy changes. This is a relevant problem related to teachers’ agency, which is critical in supporting and developing curriculum policies or opposing them. The hermeneutic phenomenological approach (van Manen) was used to uncover the pre-reflective lived experiences of teachers through phenomenological interviews with 16 teachers. The lived experiences of local curriculum updates triggered by the national preschool curriculum guideline were a dualistic phenomenon manifesting as open and hidden voices of teachers. The open voices metaphor revealed the pre-reflective experiences increasing the openness of teachers to changes, while the hidden voices represented a pre-reflective experience of threat to established concepts and practices resulting in defensive reactions. These dualistic experiences appeared in five emergent categories: resonating body: vitality vs. freezing (Corporeality); teamwork during a critical moment: safe sustainability vs. uncertainty (Relationality); competing spatial perspectives: new possibilities vs. conflicting visions (Spatiality); altered perception of time: third wave vs. lost time (Temporality); and awakened existential questions: intentional self-reflection vs. conflict of roles (Existentiality). This paper highlights tensions between the national policies and the professional authenticity of teachers and the importance of teachers’ agency in the change context. Full article

The slowdown in global progress toward the Sustainable Development Goals (SDGs) highlights the need to develop systems thinking, sustainability literacy, and ethical responsibility among higher-education students. The article presents an innovative educational approach, applicable in various university contexts, which involves the analysis of interdependencies between SDG 2: Zero Hunger and the other SDGs. The methodology included teamwork, brainstorming, a bidirectional analysis of the links between SDG 2 and the other SDGs, and the production of visual materials, and public presentations were followed by interactive debates and collective feedback. The case study presents an innovative educational approach and includes a component for assessing student perceptions through the application of an anonymous questionnaire. The results showed that this method significantly contributed to the development of critical thinking, the capacity for systemic analysis, and a deep awareness of global issues related to food security. The students’ perception was predominantly positive; they appreciated the practical usefulness and personal impact of the educational activity. The conclusions support the transferability of this educational method in various academic contexts, demonstrating that the analysis of interdependencies between SDGs represents a valuable tool for developing transversal skills and a sustainable ethic necessary for future professionals involved in addressing the complexity of global challenges. Full article

The growing number of older adults with cancer confront practical and organizational limitations that hinder their ability to obtain care that is adapted to their health status, needs, expectations, and life choices. The integration into practice of evidence-based and institutional recommendations for a geriatric approach and person-centered high-quality care remains incomplete. This study uses an action research design to explore stakeholders’ perspectives of the challenges involved in translating the established care priorities into a compassionate geriatric approach in oncology and identify promising pathways to improvement. Fifty-three stakeholders participated in focus groups to create cognitive maps representing perceived relationships between concepts related to compassionate care of older adults with cancer. Combining maps results in a single model constructed in Mental Modeler software to weigh relationships and calculate concept centrality (importance in the model). The model represents stakeholders’ collective perspective of the determinants of compassionate care that need to be addressed at different decision-making levels. The results reveal pathways to improvement at systemic, organizational, practice, and societal levels. These include connecting policies on ageing and national cancer programs, addressing fragmented care through interdisciplinary teamwork, promoting person-centered care, cultivating relational proximity, and combatting ageism. Translating evidence-based practices and priority orientations into compassionate care rests on collective capacities across multiple providers to address the whole person and their unique trajectory. Full article

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings. Full article

Background/Objectives: Men have historically contributed significantly to mental health nursing, particularly in inpatient settings, where their presence has supported patient recovery and safety. Despite this legacy, men remain under-represented in the nursing workforce, and addressing this imbalance is critical to workforce sustainability. This study offers a novel contribution by exploring the lived experiences, motivations, and professional identities of men in mental health nursing, an area that has received limited empirical attention. The aim of the study is to examine the characteristics, qualities, and attributes of mental health nurses who are male, which contributes to their attraction to and retention within the profession. Methods: A qualitative interpretive inquiry was conducted among nurses who were male and either currently or previously employed in mental health settings. Two focus groups were conducted using semi-structured questions to explore their career pathways, motivations, professional identities, and perceived contributions. Thematic analysis was used to identify key themes and patterns in their narratives. Results: Seven participants, with 10–30 years of experience, participated. They had entered the profession through diverse pathways, expressing strong alignment between personal values and professional roles. Five themes emerged and centred on mental health being the heart of health, personal and professional fulfillment, camaraderie and teamwork, a profound respect for individuals and compassion, and overcoming and enjoying the challenge. Conclusions: Mental health nurses who are male bring unique contributions to the profession, embodying compassion, resilience, and ethical advocacy. Their experiences challenge traditional gender norms and redefine masculinity in health care. Fostering inclusive environments, mentorship, and leadership opportunities is essential to support their growth. These insights inform strategies to strengthen recruitment, retention, and the future of mental health nursing. Full article

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

Palliative care aims to alleviate suffering and prioritize the quality of life of patients facing serious and fatal diseases, such as cancer. Cancer patients, especially in advanced stages, often have many difficult-to-control symptoms, such as pain, fatigue, dyspnea, anxiety, and depression, requiring the attention of a multidisciplinary team highly trained in palliative care and end-of-life management. Pain, dyspnea, nausea, and vomiting are the focus of symptomatic assessment in palliative care, but patients experience other equally important symptoms that do not receive as much attention and are often overlooked, which negatively impacts the quality of life of these patients. One of the main aims of palliative care is to provide patients with the best possible quality of life through adequate symptom control, teamwork, and psychosocial support based on the principles, values, and wishes of the patient and family. In this review, the authors summarize the management of common symptoms in patients in oncology and palliative care, as well as present a brief reflection on quality of life in this context. 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

Background: As population aging accelerates, the demand for professionals in older adult care continues to rise. Traditional teaching methods often fail to improve students’ willingness to serve older adults or foster teamwork. This study evaluated the effects of integrating a flipped classroom with project-based learning (PBL) and a hands-on clinical practicum into a health internship course. Methods: A mixed-methods design was adopted. Participants included 88 interdisciplinary university students enrolled in an 18-week, two-credit geriatric health internship course offered at a university in central Taiwan from August 2023 to July 2024. The course combined flipped classroom and PBL approaches, as well as clinical practicum activities. Data on willingness to serve older adults, teamwork skills, and learning outcomes were collected using structured questionnaires and analyzed with paired t-tests. Results: Significant improvements were found in willingness (from 68.93 to 73.15), teamwork (67.33 to 71.45), and learning outcomes (89.84 to 102.14) (p = 0.001). Qualitative findings further revealed increased empathy, improved teamwork, and enhanced ability to apply knowledge in real-world contexts. Conclusions: A teaching approach that integrates a flipped classroom, PBL, and a clinical practicum can effectively enhance students’ competencies in older adult care. Future research should explore long-term and cross-cultural impacts. Full article

This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education. Full article