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Purpose: Dental students learn knowledge and practical skills to provide oral health care to the population. Practical skills must be maintained or continuously developed throughout a professional career. This cross-sectional survey aimed to evaluate the perception of practical skills of dental students and dental-school graduates by national dental associations (NDAs) in international comparison in the European Regional Organization of the FDI World Dental Federation (ERO-FDI) zone. Materials and Methods: A questionnaire of 14 items collected information on pre-/postgraduate areas. Results: A total of 25 countries participated (response rate: 69.4%), with 80.0% having minimum requirements for practical skills acquisition and 64.0% starting practical training in the 3rd year of study. In countries where clinical practical work on patients begins in the 2nd year of study, practical skills of graduates are perceived as average, starting in the 3rd year of study as mainly good, starting in the 4th as varying widely from poor to very good. In total, 76.0% of respondents feel that improvements are needed before entering dental practice. Improvements could be reached by treating more patients in dental school (32.0%), increasing the quantity of clinical training (20.0%), or having more clinical instructors (12.0%). In 56.0% of the countries, it is possible to open one’s own dental practice immediately after graduation, and in 16.0%, prior vocational training is mandatory. Conclusions: All participating countries in the ERO-FDI zone reported practical training in dental school, most starting in the 3rd year of study. The perception of practical skills of dental students and dental-school graduates among NDAs is very hetero geneous. Reasons for the perceived deficiencies should be further explored. [ABSTRACT FROM AUTHOR]

Background: Improving the quality of clinical training is synonymous with accomplishing nursing education goals and improving the quality of nursing care. This study aimed to improve the quality of clinical training in Maternal and Neonatal Health (MNH) in nursing students. Methods: This action research was conducted in two cycles from June 2017 to June 2018. The study setting was the School of Nursing and Midwifery of Lorestan University of Medical Sciences in southwest Iran. The participants were nursing students, faculty members, clinical trainers, educational managers, and teaching personnel. In the first cycle, semi-structured interviews were held with stakeholders to identify clinical problems and improvement strategies. Based on the results of these sessions, the changes needed to improve the quality of clinical training were planned and implemented. The weaknesses and strengths of the implemented changes were then identified through group discussions with the stakeholders. In the second cycle, a second plan was carried out to correct the weaknesses of the changes planned in the first cycle, and the modifications were implemented and evaluated. Results: The main three categories extracted included an unsystematic curriculum and inadequate monitoring, inadequate resources and facilities, and the student's lack of motivation. The measures taken for improvement included holding communication workshops, developing and internalizing logbooks, reducing the number of students in clinical training groups, using modern clinical training methods, and changing clinical evaluation methods. Conclusion: Improving communication skills among the students, trainers, and hospital personnel and using modern clinical training methods, such as conceptual maps, triple jumps, and clinical skill centers, are the best strategies for improving clinical training in MNH nursing students. [ABSTRACT FROM AUTHOR]

The literature suggests that the co-creation of higher education value, from the perspective of the service-dominant logic (SDL), begins in the teaching-learning process, and the results of this process shape the entire ecosystem of higher education value for economic and social development. From this perspective, it is important to identify strategic tools that foster the co-creation of services and value during the teaching-learning process. As a contribution, this article presents the first proposal for a scale to measure teachers’ service-dominant orientation (SDO) in higher education. This proposal was operationalised using a literature review and qualitative and quantitative empirical approaches involving six stages and supported by three studies. Conceptualised as a portfolio of interaction capabilities that teachers can strategically develop to foster co-creation in higher education, the Teacher S-D Orientation scale is presented, made up of five capacities: individual interactions (four items), relational interactions (four items), ethical interactions (three items), empowered interactions (three items) and developmental interactions (four items). Considering that from the SDL perspective, the strength of the student-teacher relationship is a decisive factor in co-creation during the teaching-learning process, the external validation of the SDO scale was ensured, with the results suggesting that the teacher’s SDO has a significant impact on the relationship quality in higher education. The scale validation has implications for both marketing and educational literature. The article concludes with recommendations for teachers and management of higher education institutions. [ABSTRACT FROM AUTHOR]

The aim of implementing this program is to improve the moral attitudes of students in elementary schools. This program is based on social activities in the community. This Design Base Research (DBR) research focuses on developing educational interventions to improve the objectives of the intervention provided. Participants in this research were 42 students, 2 teachers, and parents of students who took part in the program. The forms of intervention carried out are, (1) Volunteer Club; (2) Moral Mentorship; and (3) Entrepreneurship Program. The research instruments to measure the intervention are student perception questionnaires, parental involvement questionnaires, and questions about moral issues which have been tested for validity and reliability. The results of this research are that students experience positive changes in moral attitudes at school and at home. In addition, it was found that there was no difference in moral attitudes for both male and female students. [ABSTRACT FROM AUTHOR]

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 ≥ 86.4%, 2 ≥ 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A–D) and 10 Practice Principles (1–10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools. [ABSTRACT FROM AUTHOR]

Aim: To explore the benefits and challenges of a recently introduced Registered Undergraduate Student of Nursing workforce from the perspective of Nurses and Registered Undergraduate Students of Nursing, in a major metropolitan hospital in Australia in 2020. Design: A qualitative descriptive study was undertaken using individual interviews and focus groups. Methods: Purposively selected employed Registered Undergraduate Students of Nursing and nurses who worked with them were interviewed, using a semi‐structured format. Recordings were transcribed and coded using NVivo software. Reflexive thematic analysis using an inductive approach was undertaken. Results: Four major themes were revealed: (i) Navigating the programme, (ii) Belonging and integration; (iii) Patient care; and (iv) Continuing Development. Initial challenges were common, often related to clarifying the scope of practice for the new role. Ongoing issues were associated with gaps in understanding the role and lack of integration into the team. Mostly, nurses and Registered Undergraduate Students of Nursing built positive, professional relationships. Nurses valued the Registered Undergraduate Student of Nursing knowledge and skill level, reporting improved workload and work experiences when the Registered Undergraduate Student of Nursing was on shift. Nurses believed that the Registered Undergraduate Students of Nursing enhanced patient care. Registered Undergraduate Students of Nursing described positive, therapeutic relationships with patients. Registered Undergraduate Student of Nursing employment provided opportunities for new learning, leading to increased efficiency and confidence on clinical placement. Conclusions: This employment model benefited the Registered Undergraduate Students of Nursing and nurses who worked with them. In the absence of adequate training and support, challenges remained unresolved and negatively impacted the experience for nurses. In addition to university‐level education and clinical placement, the employment model can create a third space for student learning via on‐the‐job training. The study supports the ongoing employment of student nurses through the Registered Undergraduate Student of Nursing model. Implications for the Profession and/or Patient Care: Impact: This study contributes to the very small body of literature investigating Registered Undergraduate Student of Nursing workforces in Australian hospitals. It is the first to explore the experiences of both nurses and students working together in a major metropolitan setting and also the first in the context of the COVID‐19 pandemic.This study reflected a mostly positive experience for Registered Undergraduate Student of Nursing and the nurses who worked with them and highlighted the importance of adequate oversight and support in the implementation and maintenance of a Registered Undergraduate Student of Nursing workforce.Employed Registered Undergraduate Students of Nursing reported improved confidence, skills, and felt like they started clinical placement at an advantage, ready to step up and learn the Registered Nurse scope of practice.In addition to university‐level education and clinical placement, this employment model creates a third space for learning via on‐the‐job training. Reporting Method: COREQ guidelines were followed in the reporting of this study. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

To identify the perceptions of veterinary students interested in specialization regarding veterinary anesthesiology. Cross-sectional, multi-institutional, voluntary, anonymous, nonrandomized survey. Veterinary students (303 of 557 total respondents) from 10 veterinary schools. Quantitative data were obtained via 5-point Likert scale questions about anesthesia-related topics. Open-ended questions were used to obtain qualitative data. A multivariate logistic regression model assessed the likelihood of choosing a career as an anesthesiologist. Spearman's rank correlation coefficient was used to assess the relationship between 'anesthesia is interesting' and other variables. Of the respondents, 14 (6%) indicated veterinary anesthesia as their chosen specialty. There was a significant positive relationship between 'anesthesia is interesting' and the following variables: age, enjoyment in anesthesia class, belief in the importance of anesthesia for their career, belief in the importance of analgesia for their career, belief that anesthesia and analgesia have a large impact on patient care, interest in pharmacology, interest in physiology, interest in learning technical skills, belief that anesthesiologists are respected by their colleagues and belief that anesthesiologists are an important part of the health care team. More weeks on the anesthesia clinical rotation was positively and significantly associated with increased rotation enjoyment. Enjoyment in the anesthesia class [ p = 0.001, Exp(β) = 2.1, 95% confidence interval (CI): 1.3–3.4] and belief that anesthesia is interesting [ p = 0.013, Exp(β) = 2.6, 95% CI: 1.2–5.4] were predictors that respondents would be more likely to consider a career as a veterinary anesthesiologist. Those veterinary students with an interest in pharmacology and who enjoyed their anesthesia course were more likely to consider a career as a veterinary anesthesiologist. If students indicated no interest in specializing in veterinary anesthesia, they appreciated the value the specialty brings to animal care and believed that veterinary anesthesiologists are respected by their peers. [ABSTRACT FROM AUTHOR]

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching–learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional‐immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in‐person modalities resulted in significantly superior learning outcomes compared to online ones. [ABSTRACT FROM AUTHOR]

The Recovery-Stress Questionnaire for Athletes (RESTQ-Sport-52) is a tool developed to measure the frequency of stress associated through recovery activities with strong theoretical foundations. The study aims to examine the psychometric properties of the Malay version of RESTQ-Sport-52 using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). A cross-sectional study with purposive sampling method was employed. There were 617 undergraduate university students in Malaysia participated in the study with mean age of 20 years old (SD = 1.5). The majority of the participants were female (66.1 %), Malay (76 %) and participated in at least one sport or exercise. The RESTQ-Sport-52-M consisted of 52 items with two main sections; (1) general stress and recovery scales and (2) sport-specific stress and recovery scales. Mplus 8.3 was used to perform the CFA and ESEM analysis to examine the construct validity and reliability of RESTQ-Sport-52-M. For measurement model assessment using CFA, the final model of general-stress/recovery and sport-specific stress/recovery indicated a fit based on several fit indices. However, in the measurement model assessment using ESEM, the fit indices for model of general-stress/recovery (CFI = 0.935, SRMR = 0.037, RMSEA = 0.045) and sport-stress/recovery (CFI = 0.923, SRMR = 0.036, RMSEA = 0.044) were generally improved. The construct reliability for measurement models of RESTQ-Sport-52-M ranged from 0.76 to 0.89. The ESEM approach yielded a better fit indices compared to the CFA approach for both scales. The RESTQ-Sport-52-M (50 items) were considered a more valid and reliable questionnaire to measure recovery and stress in sports for Malaysian sample. [ABSTRACT FROM AUTHOR]

Clinical reasoning is a complex process whereby psychologists review a large amount of data to generate diagnostic conclusions. Limited research has studied clinical reasoning specific to psychoeducational assessment. In this study, we used a think-aloud protocol to examine trainees' and licensed practitioners' clinical reasoning as they completed an unfolding case. Data were collected on efficiency (time spent on case, amount and order of diagnostic information requested), accuracy, and confidence, with the expectation that these areas would be more developed in experienced practitioners. Analyses found no effect of experience on clinical reasoning efficiency. However, trainees were less confident and accurate in their diagnostic conclusions and more likely to be influenced by contextual information that was less core to the diagnosis. These findings suggest that previous exposure to specific disorders is beneficial to clinical reasoning development and suggests a need for systemic training related to a broad range of disorders in graduate programs. [ABSTRACT FROM AUTHOR]

Background: Since effective education is one of the main concerns of every society and, in nursing, can lead to the education of successful people, the development of learning and teaching methods with greater effectiveness is one of the educational priorities in every country. The present study aimed to compare the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment. Methods: The present study was a Parallel randomized clinical trial study. The participants were 166 nursing students. The clinical trial data was collected from December 14, 2023, to February 20, 2024. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. The participants were allocated to four groups with colored carts. In the first group, teaching was performed via gamification in a flipped learning environment; in the second group, teaching was performed via the gamification method. A flipped class was implemented in the third group. In the fourth group, the usual lecture method was used. The practical performance to assess the physical health assessment with 10 questions using the key-feature questions, along with the satisfaction and self-efficacy of the students, was also checked with questionnaires. Results: In this study, 166 nursing students, (99 female and 67 male), with an average (standard deviation) age of 21.29 (1.45) years, participated. There was no statistically significant difference in the demographic characteristics of the participants in the four intervention groups (P > 0.05). Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners (P < 0.001). In the comparison of the four groups, the ANOVA results for the comparison of the average scores of knowledge evaluation and satisfaction after intervention among the four groups indicated a statistically significant difference (P < 0.001). When the knowledge evaluation scores of the groups were compared, the scores for gamification in the flipped learning environment were significantly different from the other methods (P < 0.05), and there was no significant difference between the scores for the flipped class and lecture methods (P = 0.43). According to the ANOVA results, when comparing the satisfaction scores of the groups, the students in the flipped learning environment and gamification groups were more satisfied than the flipped class and lecture groups (P < 0.01). Conclusion: Based on the results of the present research, it can be concluded that teaching methods have an effect on students' learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods. [ABSTRACT FROM AUTHOR]

This study aimed to explore the perceptions of nursing students regarding the flipped classroom and Kahoot! application used in intramuscular (IM) injection teaching. This study was conducted using a descriptive qualitative approach with 16 nursing students. Semi-structured open-ended questions was used in-depth face-to-face individual interviews. Content analysis with deductive and inductive approaches were used to analyse the data. Four main themes were generated: impact on learning, learning environment, emotions, suggestions for Kahoot/flipped classroom model. The flipped classroom model and the Kahoot application facilitated the teaching of IM injection skills to nursing students. In addition to ensuring the permanence of knowledge, facilitating learning, learning in a fun way, increasing motivation and strengthening student-teacher interaction, providing positive emotions such as self-confidence and happiness, negative emotions such as fear and stress were also experienced. Therefore, there is a need for interventions that will reduce students’ grades fear and stress when using these methods. [ABSTRACT FROM AUTHOR]

AbstractWorking in the criminal justice sector can be psychologically challenging. It is important that students seeking to join this workforce are adequately prepared for the psychological rigours that they will invariably be exposed to. This paper presents findings from a scoping review examining whether there are mental health-related or psychological well-being issues specific to criminal justice and criminology students and what universities and colleges have done to respond to, or prevent, such issues. Only 15 eligible studies were identified within the published literature with the majority examining potential trauma to criminal justice and criminology students. Only six studies explicitly examined any response to mental health or psychological well-being issues. This paper reflects on the implications of these findings and highlights future directions notably that more attention must be paid to the mental health and overall well-being of criminal justice and criminology students. Despite this recognition, research in this area remains limited, highlighting a critical gap in our understanding of how to support these students effectively. [ABSTRACT FROM AUTHOR]

Aim Background Data Sources Methods Results Conclusion Patient or Public Contribution To understand how pre‐registration student nurses experience moral distress and refine the concept in this population.The experience of moral distress has positive and negative effects for health professionals and negatively impacts on patient care. Moral distress is a fluid concept which permits the experience to be varied among different populations. Despite empirical research, a concept analysis has not been performed in the student nurse population.Electronic databases were searched via Ebsco Host Complete and included Cinahl, Medline, APA Psych in March 2024. Search terms included ‘Moral Distress’ AND ‘Student’, ‘Moral Distress’ and ‘Baccalaureate.’ Search limits included articles between 2014 and 2024, English Language. Twenty‐five papers were included in the review and consisted of eight quantitative studies, 11 qualitative studies, three mixed methods studies and three literature/systematic reviews.An integrated mixed research synthesis (Sandelowski, Voils, Barroso 2006) was conducted and organized into Walker, Avant's (2005) framework of antecedents, attributes and consequences. Braun and Clarkes (2006) thematic analysis was then used to generate themes from the literature.Antecedents emerged as students having moral sensitivity, they recognize unethical circumstances. Attributes identified roots of moral distress. These roots include poor patient care, harm to the patient and unsafe care. Students experience of morally reprehensible events is exacerbated by the disempowerment they experience as being ‘just a student’. Student nurses who do not exhibit moral courage and do not oppose immoral practices do so due to internal constraints which transpire as fear of conflict, withdrawal of learning opportunities, and fear of disruption to learning. This is influenced by their registered nurse supervisor relationship. Consequences of moral distress identify negative feelings, coping mechanisms and positive effects.The attributes of moral distress in the student nurse population have distinctive features which should be considered by nurse educators and in empirical research.None, as this is a concept analysis that contributes to theory development and is not empirical research. [ABSTRACT FROM AUTHOR]

Mahathir Mohamad is a national leader who successfully propelled Malaysia towards rapid socioeconomic development. However, during his second tenure as Prime Minister, political instability, economic challenges, and weaknesses in implementing promised policies occurred. Therefore, this study aims to assess Mahathir Mohamad's leadership value from the perspective of students at Universiti Pendidikan Sultan Idris (UPSI) during his two tenures as Malaysia's Prime Minister. This study uses a quantitative approach through a survey instrument randomly distributed to 377 UPSI students. The study's findings indicate that the title "Father of Modernization" is fitting for Mahathir Mohamad's leadership values, which significantly contributed to the country's and society's socioeconomic development. Although most UPSI students doubted Mahathir Mohamad's selection as the 7th Prime Minister, they did not deny that his leadership was pivotal in determining Pakatan Harapan's (PH) victory in the 14th General Election. The analysis also shows that his extensive knowledge and experience have made him a globally renowned leader. Overall, this study concludes that there is a change in UPSI students' acceptance of Mahathir Mohamad's leadership values. Student acceptance was high during his tenure as the 4th Prime Minister. However, acceptance was moderate when he became the 7th Prime Minister. This change is due to the maturity of society in evaluating national politics, alongside the weaknesses in his administration during his 7th tenure as Prime Minister. The study's implications provide a clear picture of the changes in public political perceptions towards Mahathir's leadership and the need to develop better strategies for the country's future. [ABSTRACT FROM AUTHOR]

Background and Objectives: Virtual education has flourished during the COVID-19 pandemic. This study was carried out in order to determine the satisfaction of lecturers from virtual education during the COVID-19 epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021. Materials and Methods: In this descriptive study, the research population consisted of 100 teachers who taught in the mentioned faculties in 2020-2021. The data collection tool was a researcher-made questionnaire that was compiled by at least 10 experts in the field of education and investigated using content validity ratio (CVR) and content validity index (CVI). Data were analyzed using independent t-test, one-way analysis of variance, and Tukey's post hoc test. Results: 41 people (41%) of the teachers stated that they continue virtual education after the COVID-19 epidemic and 89 people (89%) considered the speed of the internet as the most important problem of virtual education. The average satisfaction score in the age group of 30-40 years and in the teaching experience of less than 5 years and the scientific rank of professor was significantly higher than the average score of other groups (p<0.05). Conclusion: The findings of the study showed that the overall satisfaction of teachers with virtual education is at an average level. From the teachers' point of view, some aspects of virtual education including the level of interaction with the student, providing and receiving feedback, and formative and cumulative evaluation of the student need to be improved. Therefore, upgrading the infrastructure and empowering teachers to improve the quality of virtual education seems necessary. [ABSTRACT FROM AUTHOR]

Background and Objectives: With the expansion of the use of internet technology, teenagers, as a group of society that use cyber space more, are exposed to its abuse. The aim of the present study was to determine the structural equation model of cyberbullying based on the brain/behavioral system with the mediating role of cognitive emotion regulation in students. Materials and Methods: In the current descriptive study, the statistical population was all students of secondary school (second period) in Gotvand City in 2022-2023. Three-hundred and eighty people were selected by multi-stage cluster random sampling method and responded to the Behavioral Inhibition/Activation, Cyberbullying-Victim Experience, and Emotional Eegulation Scales. Data analysis was performed by structural equations modeling method. Results: Direct effects of behavioral inhibition system on cyberbullying (β=-0.460, p=0.001), behavioral activation on cyberbullying (β=0.299, p=0.001), and cognitive regulation of excitement on cyberbullying (β=-0.376, p=0.001), and also inhibition of behavior on cognitive regulation of emotion (β=0.235, p=0.001), activation of behavior on cognitive regulation of emotion (β=-0.239, p=0.001) were significant. Moreover, the indirect effects of inhibiting behavior on cyberbullying through cognitive regulation of emotion (β=- 0.122, p=0.001) and activating behavior on cyberbullying through cognitive regulation of emotion (β=-0.200, p=0.001) were significant. Conclusion: The results of the present study showed that the behavior inhibition/behavior activation system is effective directly and through the cognitive regulation of emotion on cyberbullying, and the cognitive regulation of emotion also has a direct effect on cyberbullying. The results of the present research will help education experts and psychotherapists in identifying variables related to behavioral and emotional control conditions in order to increase the mental health and quality of life of adolescents with the optimal use of cyber technology. [ABSTRACT FROM AUTHOR]

Background: Professional values create a basis for successful collaboration and person-centred care in integrated care and services. Little is known about how different health and social care workers assess their professional values. Research aim: To describe and compare professional value orientation among different health and social care workers in Finland. Research design: A quantitative cross-sectional study. Participants and research context: We carried out an online survey of health and social care workers from 8 March to 31 May 2022, using the Finnish version of the Nurses' Professional Values Scale-3. The data were analysed using descriptive and advanced statistics. Ethical considerations: Permission was received from all participating organizations and those who completed the survey provided informed consent. Results: A total of 1823 health and social care workers, representing seven professional groups and students, took part. The overall level of professional values among the participants was relatively high. Commitment to providing patients and clients with equal care was more important than engaging with society and professional responsibilities in the work environment. Professional values were strongest among professionals with higher educational degrees and training in professional ethics. The same was true for workers who received organizational support for ethical practice, were satisfied with their work and had shorter work experience. Discussion: Our results showed shared professional values among different health and social care workers and students. These results are meaningful for integrated care and services. At the same time, a clear need for strengthening engagement with society and professional responsibilities for developing work environments were identified. Conclusions: Health and social care workers and students need training in professional ethics and organizational support for ethical practice and work satisfaction to maintain their professional values at different stages of their career. [ABSTRACT FROM AUTHOR]

Purpose: In this cohort study, we used a sponge simulator to train students in second-degree perineal laceration repair. We examined whether the training course improved the students' skills, as measured with an objective structured assessment of technical skills (OSATS) and by a senior physician. We also examined the correlation between these ratings to assess the validity of OSATS application in this context. Methods: Between April and July 2022, 40 medical students took part in gynecological/obstetrics training that included a lecture about perineal trauma and the viewing of a video that demonstrated second-degree perineal laceration repair using a sponge model. They then underwent initial evaluation by a senior physician and OSATS application, yielding two independent scores. After training with the sponge model, a second evaluation was performed. The OSATS assessed practical skills (8 items) and suture results (2 items). The senior physician assigned ratings on a five-point ordinal scale ranging from 1 (excellent) to 5 (poor). Results: Training with the sponge simulator significantly increased students' OSATS (practical skills, p < 0.001; suture results, p < 0.05) and senior physician (p < 0.001) ratings. The OSATS and senior physician ratings correlated strongly (Spearman's r: first assessment, – 0.72; second assessment, – 0.74; p < 0.01). Conclusion: The sponge-based training improves students' skills for the repair of a second-degree perineal laceration. The OSATS for the sponge model might be a valid option to examine medical students in an obstetrical course. [ABSTRACT FROM AUTHOR]

• Parents' and teen children's time use patterns change when the school year starts/ends • Teenagers sleep 1+ extra hours and have 2+ extra hours of free time when school is out • 70% of teens' extra free time over the summer break is spent with screens • Mothers spend less time in sleep, free time, and exercise during the school year • Effects of the school year on mothers' time allocations are mostly larger than on fathers' We demonstrate how mothers, fathers, and 15–17-year-old students alter their schedules around the K-12 academic year. Using regression discontinuity methods, combined with school start and end dates, we show that mothers are more affected by the school year than are fathers. During the school year, mothers sleep less, spend more time caring for others, and have less time for eating, free time, and exercise. Fathers experience fewer and mostly smaller changes. Teenagers reduce education time by 5.5 hours per day on weekdays during the summer, substituting that time with 2+ hours of free time and 1+ hours of sleep. [ABSTRACT FROM AUTHOR]

A potential emerging shortage of veterinary medical educators requires the profession to acknowledge and understand the factors leading to this outcome. Expanding class sizes within existing schools and colleges of veterinary medicine and the expected expansion of new programs seeking AVMA-Council of Education accreditation have heightened the need to address an impending shortage of veterinary medical educators. A solution-oriented approach that accurately projects educator workforce needs and identifies factors contributing to the shortage requires effective collaboration across various partnering organizations to develop innovations in pedagogy and educational delivery methods. The veterinary profession must also identify and reduce disincentives that deter students and post-DVM trainees from pursuing careers in education. Finally, efforts at the state and federal level are critical to advocate for financial support and incentives for expansion of the veterinary medical educator workforce. Through these collective approaches and partnerships, the veterinary medical educator workforce can be strengthened to overcome obstacles for educating the next generation of veterinarians to meet societal needs. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study is to examine the relationship between leisure time and physical activity constraints and healthy lifestyle behaviors among university students and to determine possible differences according to sociodemographic and physical characteristics. Materials and Methods: The participants were reached using the purposeful sampling method, which is an improbable sampling method, and students from a public university located in a province in Southeastern Anatolia were accepted as the target group. The study population consisted of students who received health education at the level of associate degree (n=380). The questionnaire created by the researchers comprises three parts. The first part of the form consisted of descriptive questions that query the sociodemographic characteristics, the second part consisted of the Scale of Leisure Time Physical Activity Constraints, and the third part consisted of the Healthy Life Style Behavior Scale-II form. Results: In the present study, sociodemographic characteristics of the participants, such as gender, persons sharing living quarters, transportation preferences, and regular exercise, were effective in reducing leisure physical activity constraints, and the department they studied at the university, gender, and regular exercise were effective in reducing healthy lifestyle behaviors, as well. In addition, as a result of the present study, it was determined that leisure time and physical activity constraints have a negative effect on healthy lifestyle behaviors. Conclusion: Interventions to reduce physical activity constraints may also have a positive effect on a healthy lifestyle. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to develop a mobile application to assess the psychological well-being of university students. Material and Methods: Using an innovative and interdisciplinary approach, this study follows a rigorous methodology from September 2022 to June 2023. The development of the mobile application followed a systematic and structured process to ensure functionality, usability, and reliability. Throughout all stages of development, professional support was sought from information technology to ensure the technical robustness, reliability, and effectiveness of the application. The study embraces four developmental stages including needs identification, technical development, intervention design, and promotion. These stages ensure a studentcentered approach, while the application itself offers insights into depression, anxiety, stress, relationship violence attitudes, addiction, Internet addiction, sleep quality, and eating disorders. Results: A unique and all-inclusive mobile application was created to assess and enhance the psychological well-being of university students. With the real-time emotion monitoring feature of the application, students may keep an eye on their present emotional states and develop selfawareness. If long-term negative emotions are detected, the early warning system is activated and implemented. It provides uninterrupted referrals to qualified professionals for immediate response and support in emergency situations and an enhanced feedback mechanism for user complaints and suggestions. It also provides sensitive evaluation and triage processes by creating an anonymous system record to provide instant support, when necessary. The application also includes stress management guidance for students. Conclusion: This application provides real-time data that offers mental health professionals a comprehensive overview of students' psychological states. [ABSTRACT FROM AUTHOR]

This descriptive-correlational study was carried out to determine the relationship between emotional intelligence levels and teamwork attitudes of nursing students. The study has a descriptive-correlational design. A total of 469 nursing students participated in this study. To collect the study data, the "Personal Information Form", "Emotional Intelligence Evaluation Scale" and "TeamSTEPPS-Teamwork Attitudes Questionnaire" were used. Descriptive statistics, correlation and regression analysis were used to analyze the data. The emotional intelligence levels of the nursing students were low and the level of their attitudes towards teamwork was above the average. There was a positive and significant relationship between the mean scores they obtained from the overall Emotional Intelligence Evaluation Scale and TeamSTEPPS-Teamwork Attitudes Questionnaire and their sub-scales. Students' emotional intelligence levels are low and their attitude levels towards teamwork are above average. Therefore, emphasis should be placed on increasing students' emotional intelligence and teamwork attitudes during nursing education. • The emotional intelligence level of the nursing students was low. • The teamwork attitudes of the nursing students were above average. • Emotional intelligence and teamwork attitudes of nursing students must be improved during their education. [ABSTRACT FROM AUTHOR]

This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them. [ABSTRACT FROM AUTHOR]

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(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics' current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics' knowledge concerning the central support services available within the university, and (iv) academics' skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic's pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support. [ABSTRACT FROM AUTHOR]

Vaccination is a critical public health measure for preventing infectious diseases, but its acceptance varies globally, influenced by factors like vaccine hesitancy. This study examines attitudes and vaccination literacy among Kazakh students, providing insights into global immunization strategies. A cross-sectional survey was conducted with 3142 students from various Kazakh universities. The HLS19-VAC instrument assessed vaccination literacy, while additional questions evaluated beliefs and attitudes toward vaccines. Data were analyzed to determine associations between vaccine-related beliefs and literacy. The mean vaccination literacy score was 84.74. Most students agreed on the importance (83.4%), safety (79.1%), effectiveness (80.9%), and religious compatibility (77.8%) of vaccines. Positive beliefs significantly correlated with higher literacy scores. Past vaccination behavior, age, gender, and location showed varied associations, with past vaccination status and higher age showing a positive correlation. Positive beliefs about vaccinations were strongly associated with higher vaccination literacy among Kazakh students. Educational interventions that reinforce positive beliefs may improve vaccination literacy and increase vaccination rates. This study underscores the importance of understanding vaccination attitudes to enhance public health strategies in middle-income countries. [ABSTRACT FROM AUTHOR]

Blended teaching and learning modalities are well established in higher education, particularly after all learning through pandemics. This study aims to explore faculty and students' perceptions about potentially empowering assessment practices in blended teaching and learning environments during remote teaching and learning. Two samples of 129 university educators and 265 students of the University of Barcelona responded to a survey. The most salient agreement between faculty and students deals with the accreditation purpose, thus summative function, of assessment and a lack of students' participation in assessment practices. At the same time, the results show some disagreements regarding formative assessment purposes and feedback. Our results offer implications for future blended teaching and learning designs for training students and faculty in the pursuit of assessment literacy, and for institutional policies to ensure the sustainability of formative assessment practices. [ABSTRACT FROM AUTHOR]

This article contributes to the field of entrepreneurship education (EE) research by raising the question of vocational teachers’ ability to respond to the students’ need for entrepreneurial guidance. The main research question in this article is: How do VET teachers’ EE teaching practices match with the learning needs of the students. Two types of quantitative data and the theory of guided preparation are used to answer this question. The first part of the data was collected from Finnish VET teachers and the second part from Finnish ninth graders applying for VET. Based on these two datasets, a four-field matrix was formed and how teachers are successfully able to boost students’ entrepreneurial preparedness was analysed. The research findings have implications for guidance within VET, both for the students and the teachers. The results combining the teachers’ EE practices with students’ learning needs open a wide range of new possibilities to understand the relevance and timeliness of EE. [ABSTRACT FROM AUTHOR]

Undoubtedly, social media is one of the significant components of computer and internet technologies. It offers users the opportunity to share emotions, thoughts, and life experiences through various means such as text, images, and videos on the internet. In doing so, it not only provides a multifaceted communication and interaction opportunity for users of all ages but also creates a dynamic and entertaining parallel universe. This universe shapes and transforms individual, social, and cultural life, as well as habits. With the daily increase in user numbers, social media has become an integral part of our lives. The primary objective of this study is to determine the social media usage habits of fourth-grade students, known as Generation Z. The research was conducted using semi-structured interviews, a qualitative data collection method. The universe of the study consisted of 654 fourth-grade students attending state schools in seven different provincial centers representing the seven geographical regions of Turkey during the 2021-2022 academic year. The data were collected using an interview form developed for this research and analyzed with the content analysis technique. According to the research findings, it was determined that approximately three-quarters of primary school fourth-grade students use social media on a daily basis. Moreover, most participants stated that they use social media for educational, communicative, and entertainment purposes. The most preferred social media platforms by students were identified as YouTube, WhatsApp, TikTok, and Instagram. [ABSTRACT FROM AUTHOR]

Background: Excessive smartphone usage among students can lead to discomfort in their hands and fingers. This study investigates the impact of smartphone holding posture, duration of usage, and the prevalence of wrist and finger pain among university students. Methods: This cross-sectional study involved 213 university students who were selected based on inclusion criteria. Data was collected through a demographic information questionnaire. Participants self-reported five different postures for holding and interacting with a smartphone. The prevalence, frequency, severity, and interference of wrist and finger discomfort were assessed using the Cornell Hand Discomfort Questionnaires (CHDQ). Results: The study revealed that the average age of participants was 21.3 ± 2.2 years. On average, they had been using smartphones for 7.9 ± 3.1 years and spent an average of 4.9 ± 2.5 h daily holding them in their hands. In terms of discomfort, more than 25% of students reported pain in areas C (thumb finger), E (Palm Pollicis), and F (wrist) of the right hand, which was significantly related to the duration of holding the smartphone in that hand. Additionally, smartphone holding duration significantly affected areas D (palm) and F of the left hand, with over 11% of students experiencing discomfort. The most prevalent posture among students (41% of participants) involved holding the smartphone with the right hand only, with the thumb touching the screen. Notably, areas B (χ2 = 21.7), C (χ2 = 10.27), D (χ2 = 65.54), and E (χ2 = 59.49) of the right hand, as well as areas C (χ2 = 6.58) and E (χ2 = 44.28) of the left hand, exhibited significant associations with the postures of holding the smartphone. Conclusions: The duration of smartphone use and the postures in which it is held contribute to the prevalence of discomfort in the thumb area and related muscles among right-handed students. [ABSTRACT FROM AUTHOR]

Introduction Materials and Methods Results Conclusions The use of digital dentistry is rapidly increasing in prosthodontics. However, most dental students are not familiar with applying digital technologies in dental clinics. Thus, the aim of the current study was to assess the perception of dental students at different educational years towards digital impressions in comparison to conventional impressions.A cross‐sectional questionnaire‐based study was conducted on various educational years of dental students in the College of Dentistry, Imam Abdulrahman Bin Faisal University, between February and April 2023. The students had performed at least one intraoral scan (Trios 3shape) and another conventional polyether impression for phantom casts/patients. The questionnaire assessed students' perceptions of digital impressions using a 5‐point scale ranging from strongly agree to strongly disagree. Mann–Whitney U and Kruskal–Wallis tests were used to compare students' perceptions of digital impressions according to gender and educational year, respectively.The study included 122 students. About 55% were females with a mean (SD) age = 22.51 (3.36). Most students thought that digital impressions are faster and more user‐friendly compared to conventional impressions. Significantly more female students thought that the handpiece was too big for intraoral use (p = 0.04) and that the process of the software was time‐consuming and complicated. In general, higher educational year students were more satisfied with the digital impressions than lower educational year students.Digital impressions were perceived by most students as being faster and easier than conventional ones. However, male students and those with higher educational years showed better perception of digital impression. [ABSTRACT FROM AUTHOR]

Background: College and university students were an important population group of blood donors, especially in the current situation of tight blood supply. This study aimed to investigate the current status and determinants of blood donation among this population group in Wuhan using a structural equation model. Methods: We conducted a cross-sectional study involving 12 colleges and universities in Wuhan, China, including 5168 students. Sociodemographic characteristics, health status, knowledge about blood donation, and attitude toward blood donation were treated as latent variables, with blood donation as the observed variable. Confirmatory factor analysis was conducted using the Mplus 8.0 statistical software application, followed by the establishment of a structural equation model to assess the relationships that exist between these variables. Results: The overall blood donation rate among college and university students was 24.71%. The established model indicated that sociodemographic characteristics, health status, knowledge about blood donation, and attitude toward blood donation showed significant positive effects (0.135, 0.056, 0.321, and 0.389, respectively) on blood donation, among them, the direct effects were 0.076, -0.110, 0.143, and 0.389, respectively (P < 0.01). Additionally, sociodemographic characteristics, health status, and knowledge about blood donation had indirectly affected blood donation through the mediating effect of attitude towards blood donation. Their effects on attitude towards blood donation were 0.099, 0.243, and 0.468, respectively. (P < 0.01). The model could explain explained 22.22% of the variance in blood donation behavior among college and university students in Wuhan. Conclusion: Blood donation among college and university students in Wuhan was associated with sociodemographic characteristics, health status, knowledge about blood donation, and attitude towards blood donation, with attitude being the primary influencing factor. Tailored recruitment strategies for blood donation among students should prioritize initiatives aimed at enhancing knowledge about blood donation and fostering positive attitudes toward it. [ABSTRACT FROM AUTHOR]

Background: The association between Adverse Childhood Experiences (ACEs), prosocial behavior, and depression (like other negative mental health outcomes) has not been thoroughly understood. This study aimed at evaluating their simultaneous association while controlling for key confounding variables. Methods: A cross-sectional study was carried-out with 2918 secondary school students from seven charter schools located in low-resourced neighborhoods in Bogota (Colombia), 54.12% were female, and mean age was 13.81 years. The self-report instrument included demographic variables, well-being, mental health, risk behaviors and symptoms of psychopathology. Assessment of ACEs was done by a series of yes/no questions, prosocial behavior was evaluated with the corresponding subscale in the Strengths and Difficulties Questionnaire, and depression was assessed with the Self-Reporting Questionnaire. Associations were tested using the Spearman correlation coefficient, Z tests and Chi-square tests, and all primary outcome analyses were adjusted for potential confounding variables through multivariate logistic regression using depression as outcome. Results: Mean exposure to ACEs was 3.15 events; those exposed to four or more obtained lower scores in well-being, satisfaction with life and family functioning, and higher scores in symptoms of psychopathology. For the prosocial behavior scores, 64.35% were classified as close to the average, 17.51% as slightly lowered, 11.91% as low, and 6.23% as very low; participants with higher levels of prosocial behavior showed lower scores in symptoms of psychopathology. While ACEs had a positive association with depressive symptoms (Odds Ratio [OR] 2.21, 95% confidence interval [CI] 1.67–2.94), prosocial behavior did not have a significant association with either ACEs or depressive symptoms in multivariate regression models. Conclusions: Novel studies should further elucidate the developmental pathways involving positive and negative mental health constructs to better understand the actual effectiveness of interventions that use these constructs in their design. [ABSTRACT FROM AUTHOR]

This article takes the major of food science and engineering of Jiangxi Agricultural University as an example, which mainly focus on the linkage education mechanism of food science and engineering talents, the “multi-system cross integration” talent training model, and the internal/ external support system based on “student learning achievements oriented”, to build a “One center, Two integration, Six supports” food excellent engineering talent training model, which provides reference for promoting the development of higher engineering talent education under the new engineering situation. [ABSTRACT FROM AUTHOR]

Addressing drug abuse is crucial in South Africa, especially in Technical and Vocational Education. This study examines educator training for managing student substance abuse. The study utilised a non-experimental quantitative exploratory design, surveying all 337 educators from selected Technical and Vocational Education and Training colleges in South Africa’s Limpopo Province. The study discovered that educators consistently linked certain behaviours with suspected student drug abuse, facilitating early identification. However, there was notable diversity in how educators proposed handling students with suspected drug abuse, with a significant portion lacking training in this area. The research highlighted varying perspectives on the significance of educator-student relationships. It points out the crucial need for comprehensive training for Technical and Vocational Education and Training college educators in addressing student drug abuse. The findings provide a foundation for future research and interventions in this domain, not only in South Africa but also in similar educational settings globally. [ABSTRACT FROM AUTHOR]

Introduction: Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. Methods: This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. Results: The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Conclusion: Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability. [ABSTRACT FROM AUTHOR]

In the introduction of the study, reference is made to the internships in the early childhood education degree and the value and meaning of these internships for students is also explained. During the third and fourth years, future teachers go to the classroom and experience formative knowledge that moves away from exclusively theoretical stances. They learn in situations, in specific realities together with early childhood education professionals. Therefore, for this study we opted for a qualitative methodology and shared the voice of all the trainees involved in the internship. A questionnaire validated by university lecturers was used, which was administered using technological resources to make participation more flexible. The results are organized around nine centers of interest that coincide with thematic cores (waiting, fears, experience, diversity, the future, usefulness, internships - in two parts - and the future). The discussion provides answers to the various research questions posed, according to the meaning acquired by the experience and its practical usefulness. Besides, it should be noted that considerations such as the fact that internships are fundamental to their training, development and vocation are emphasized. [ABSTRACT FROM AUTHOR]

Following the increase of false news about the COVID-19 disease and the psychological and social effects that have resulted, detecting fake news during the COVID-19 pandemic is one of the critical things that can be effective in this field. Therefore, the current study investigated the relationship and role of media literacy in predicting students' ability to detect fake news during the COVID-19 pandemic. This research was applied using a descriptive survey method. The statistical population of this research consists of all the students of Razi University; 371 students were selected as the sample population by stratified random sampling. A standard media literacy questionnaire with 20 questions was used to collect data and a researcher-made questionnaire on the ability to detect fake news in the COVID-19 pandemic based on the eight components of the IFLA notification in 34 questions. The results showed that the level of media literacy and the ability to detect fake news during the COVID-19 pandemic is average. Media literacy, with a correlation coefficient of 0.56, has a positive and significant relationship with the ability to detect fake news during the COVID-19 pandemic. Moreover, with a path coefficient of 0.64, the predictive power detects fake news in the COVID-19 pandemic more than students. Training and measures should be taken to improve students' media literacy skills and increase their ability to deal with fake news. [ABSTRACT FROM AUTHOR]

In this article, the intra- and interdisciplinary integration of chemistry language teaching is discussed in order to achieve quality education in the teaching of chemistry. It was noted that quality education in the teaching of chemistry begins with intra-subject and interdisciplinary integration, quality teaching of subjects in the teaching of chemical language. The application of chemical language in education and the correct and purposeful use of modern teaching methods have a positive effect on the mastery of chemistry. [ABSTRACT FROM AUTHOR]

The school age period is characterized by significant physical and intellectual growth, necessitating the monitoring of macronutrient intake and its impact on weight and height. The objective of this study is to investigate the association between the quality and quantity of protein and fat consumption with anthropometric indices in primary school girls in Kerman. This cross-sectional analysis was conducted on primary school girls aged 6–12 (n 330) from ten schools in Kerman, Iran. A validated and reliable dish-based 185-item food frequency questionnaire was used. We calculated the amount of proteins and fats as the percentage of daily calories and grams per day. Plant-based and animal-based proteins were used to assess the protein quality. To assess the fat quality, we considered trans fatty acids (TFA), cholesterol, vegetable oils, solid vegetable oils, animal oils, omega-6 Polyunsaturated fatty acids (PUFAs), omega-3 PUFA, and (PUFAs + Monounsaturated fatty acids (MUFAs))/Saturated fatty acids (SFAs), PUFAs/SFA, and (MUFA + PUFA)/(SFA + TFA). There was a significant positive association between height-for-age z-score (HAZ) and plant protein (p < 0.001) and vegetable oils (p = 0.038) after adjustment. In higher tertiles of animal protein, weight-for-age z-score (WAZ) (p = 0.024) were significantly higher. A significant positive association was observed between omega-3 PUFA and mid-upper arm circumference (MUAC) (p = 0.039) and BMI-for-age z-score (BAZ) (p = 0.016). Our study emphasizes the importance of monitoring protein and fat intake in primary school girls for optimal growth. Positive associations were found between plant-based protein, vegetable oils and HAZ, as well as animal protein and WAZ, highlighting the impact of protein quality on growth indicators. [ABSTRACT FROM AUTHOR]

Objective: The aim of this research is to investigate the effect of environmental health education given at the ninth‐grade level on the microplastic pollution awareness level of students. Methods: This pretest‐posttest experimental study with a randomized control group was conducted between 2022 and 2023 in three high schools in a province in eastern Turkey. The sample of the study consisted of 90 ninth‐grade students (experimental group: 45, control group: 45), and the sample magnitude was determined by power analysis. Tools such as the "Personal Information Form" and "Microplastic Pollution Awareness Scale (MPAS)" were used to collect data. Training was given to the experimental group as a nursing intervention in a total of four sessions at 15‐day intervals. No intervention was applied to the individuals in the control group. Results: While no significant difference was observed in the MPAS total score in the control group according to the pretest and posttest mean scores, a significant difference was observed in the MPAS total score in the experimental group (p < 0.05). When the posttest mean scores of the experimental and control groups were examined, it was observed that the posttest mean scores of the experimental group were higher than the posttest mean scores of the control group and there was a statistically significant difference (p < 0.05). Conclusion: It was observed that the microplastic pollution awareness level of the experimental group students who received environmental health training increased significantly. The issue of environmental health should be integrated into the education curriculum in schools and students' awareness levels should be increased. [ABSTRACT FROM AUTHOR]

Background: There is evidence available worldwide that nursing, medical and dental students sustain sharps injuries during their programmes of study. However, there is lack of evidence and research relating to the many students of other healthcare professions who may encounter sharps instruments. Aim/objective: The aim of the study was to identify the extent, type and impact of sharps injuries sustained by pre-registration healthcare students. Methods: An online survey was administered to 3372 healthcare students at a University in the United Kingdom. Findings/results: Some healthcare students other than nursing, medical and dentistry had sustained a sharps injury. The most common device involved were glass ampoules. The common causes were equipment and carelessness. Some healthcare students sustained psychological impacts following the sharps injury. Discussion: Sharps injuries are common amongst some healthcare students and there is scope for more education for these groups of students relating to the risks, safe handling, reporting and prevention of sharps injuries. [ABSTRACT FROM AUTHOR]