Navigating digital ethics: Experiences of nurse digital content creators.

BackgroundRecurrent pregnancy loss (RPL) is marked by multiple pregnancy losses, placing intense emotional and clinical demands on gynecological nurses who often serve as both medical and emotional support for affected patients. While prior research on emotional labor in healthcare underscores the toll of caring for bereaved individuals, few studies have examined the unique, cyclical nature of grief inherent in RPL care.MethodsA qualitative, phenomenological design was employed to explore the experiences of 12 gynecological nurses working in early pregnancy units. Semi-structured interviews investigated nurses’ perceptions of emotional labor, the coping strategies they utilized, and the influence of organizational factors on their well-being. Thematic analysis guided by Braun and Clarke’s framework illuminated emerging patterns, with member checking and peer debriefing ensuring analytical rigor.ResultsFour key themes emerged. First, The Emotional Burden of Recurrent Loss highlighted nurses’ cumulative grief and sense of “compounding sorrow” as they supported patients through multiple losses. Second, Balancing Empathy and Professional Boundaries underscored the tension between offering genuine compassion and guarding personal emotional reserves. Third, Coping Strategies and Resilience-Building revealed a multilayered approach comprising reflective practices, peer debriefing, and self-care. Finally, Organizational Support and Gaps emphasized how institutional resources, staffing levels, and specialized training significantly shaped nurses’ capacity to sustain empathetic care.ConclusionNurses caring for RPL patients experience heightened emotional labor due to repetitive, distressing encounters with loss. While individual and peer-based coping mechanisms foster resilience, organizational support—such as formal debriefing sessions and RPL-focused training—amplifies nurses’ well-being and ensures sustainable, high-quality care. These findings underscore the need for targeted interventions that address both the individual and systemic dimensions of emotional labor in RPL settings.

Content creator is becoming an in-demand profession for the millennial generation, along with increased social media consumption in Indonesia. Content creators do not just upload content but are required to create creative content. These content creators can be called citizen journalists because they perform media functions, including providing information, mobilizing, entertaining, and spreading values to society. Content creators are also required to be professional. Professional means content creators not only create creative content but also need to pay attention to digital ethics. This study will look at the application of digital ethics among TikTok content creators. Digital ethics is essential because this moral guide will help content creators reflect on uploaded content. This study uses qualitative research with a case study method. The results show that content creators do not fully understand digital ethics principles. Digital ethics was only discovered after the informant received punishment from TikTok for the uploaded content. Furthermore, this study shows that content creators are more dominant in practicing device literacy than digital ethics.

Managing emotions and displaying positive expressions in unpleasant situations is an inherent aspect of early childhood education (ECE) teaching. This study explores the emotional labor of early childhood teachers in Indonesia, focusing on their perceptions, lived experiences, and the strategies they employ. A qualitative research design with a phenomenological approach was adopted to capture the subjective meanings behind teachers’ emotional experiences. A qualitative approach with a phenomenological method was employed, as it enables an in-depth exploration of teachers’ subjective experiences within their socio-cultural context. Ten teachers from four provinces in Indonesia (East Java, Yogyakarta, West Nusa Tenggara, and Gorontalo) were purposively selected based on a minimum of two years of teaching experience. Data were collected through structured in-depth interviews and validated using member checking and peer debriefing. The analysis followed Moustakas’ six-step phenomenological analysis, guided by Hochschild’s emotional labor theory and Grandey’s extended framework. The findings indicate that emotional labor is an inherent part of the ECE teaching profession, with strategies ranging from surface acting, deep acting, to natural acting. Experienced teachers tend to display positive emotions more naturally, while novice teachers rely more on surface acting. Work experience, personal interest, and educational background contribute to teachers’ emotional management effectiveness. These findings highlight the need for emotional labor training in ECE teacher education curricula and institutional support to promote teachers’ emotional well-being.

Throughout the history of the United States, there have been many social movements that have resulted in an array of historic societal outcomes-ranging from the end of racial segregation to women's voting rights to the legalization of same-sex marriages. Despite the positive outcomes derived from political activism, many psychologists have struggled with how to advocate for social justice while maintaining their professional responsibilities and ethical boundaries. The current article reviews the historical ways that psychologists have participated in political movements-from the use of psychological research in landmark U.S. Supreme Court cases to psychologist-led pushes for policy changes in psychology, medicine, and other mental health related fields. Next, a critical review provides some of the major controversies or dilemmas regarding psychology, social justice, and political participation-including (a) ethical concerns and professional boundaries, (b) the utility of political neutrality in psychology, (c) psychologists' balance and self-care, (d) psychologists' lack of advocacy training, and (e) beliefs concerning the role of social justice advocacy in psychology. Finally, the article concludes with a discussion of the concept "psychologist-activist"-highlighting the many ways that psychologists across various subfields and institutions can combat oppression on individual, interpersonal, group, and institutional levels. (PsycINFO Database Record

Primary health care (PHC) systems are increasingly challenged by the rising burden of chronic diseases and the growing demand for personalized care. Persian Medicine (PM), with its constitution-based approach and rich historical foundation, holds significant potential as a complementary strategy in population health management within the PHC framework. This study aimed to explore the barriers and facilitators to integrating PM into the PHC system from the perspectives of Community Health Workers (CHWs) and Community Health Supervisors (CHSs). A qualitative descriptive design with thematic analysis was employed. Data were collected through semi-structured interviews with 18 CHWs and CHSs in Primary Healthcare Centers (PHCs) in Tabriz, Iran. Purposive sampling with maximum variation was used to ensure diversity of perspectives. Data were analyzed using the Braun and Clarke framework with MAXQDA version 24. To ensure trustworthiness, member checking and peer debriefing were conducted by independent researchers. Five main themes emerged: (1) challenges in designing and integrating PM assessment tools into PHC; (2) structural and policy-level barriers; (3) challenges in health education and information acceptance; (4) human resource constraints and motivation; and (5) facilitating factors and participant-driven strategies. The first four themes represent barriers, while the fifth highlights strategies for successful PM integration into PHC. The successful integration of PM into PHC requires a comprehensive strategy Empowering healthcare personnel, developing evidence-based protocols, improving health literacy, and fostering collaboration between PM and conventional medicine are essential steps toward achieving this goal.

Early Career Resilience: Interdisciplinary Insights to Support Professional Education of Radiation Therapists

Background: The field of language education is experiencing substantial advancements with the introduction of Generative Artificial Intelligence (GenAI). While there is a significant amount of research on teachers’ perceptions in language education, there is a noticeable gap in understanding the integration of ChatGPT into this field. Purpose: This study investigated the perceptions of EFL teachers in Iran regarding how ChatGPT can contribute to the enhancement of language teaching practices and pedagogical awareness. Method: A qualitative case study examined teachers’ perspectives on using ChatGPT in language education. A Zoom webinar on AI in teaching was conducted for Iranian EFL teachers, using tools like Focusky. From 73 registered teachers, 23 were selected based on ≥2 years’ teaching experience and voluntary participation. Data were gathered through focus groups, semi-structured interviews (n=10, in Persian), and reflective essays (n=10) submitted two weeks post-webinar. Inductive thematic analysis was performed using NVivo 12, with rigor ensured via peer debriefing, member checking, cross-case comparison, and 83% inter-coder agreement. Results: Data analysis revealed that ChatGPT can promote pedagogical awareness (i.e., enhanced professional development opportunities, enhancement of critical thinking skills, and autonomy and confidence) and pedagogical practices (i.e., understanding students’ needs and personalizing teaching and content creation and resource development). Conclusion: These findings suggest that ChatGPT can positively impact language teachers without necessarily sacrificing their jobs, which is the dominant concern in the current academic literature.

BackgroundMedical students transitioning into professional practice feel underprepared to deal with the emotional complexities of real-life ethical situations. Simulation-based learning (SBL) may provide a safe environment for students to probe the boundaries of ethical encounters. Published studies of ethics simulation have not generated sufficiently deep accounts of student experience to inform pedagogy. The aim of this study was to understand students’ lived experiences as they engaged with the emotional challenges of managing clinical ethical dilemmas within a SBL environment.MethodsThis qualitative study was underpinned by an interpretivist epistemology. Eight senior medical students participated in an interprofessional ward-based SBL activity incorporating a series of ethically challenging encounters. Each student wore digital video glasses to capture point-of-view (PoV) film footage. Students were interviewed immediately after the simulation and the PoV footage played back to them. Interviews were transcribed verbatim. An interpretative phenomenological approach, using an established template analysis approach, was used to iteratively analyse the data.ResultsFour main themes emerged from the analysis: (1) ‘Authentic on all levels?’, (2)‘Letting the emotions flow’, (3) ‘Ethical alarm bells’ and (4) ‘Voices of children and ghosts’. Students recognised many explicit ethical dilemmas during the SBL activity but had difficulty navigating more subtle ethical and professional boundaries. In emotionally complex situations, instances of moral compromise were observed (such as telling an untruth). Some participants felt unable to raise concerns or challenge unethical behaviour within the scenarios due to prior negative undergraduate experiences.ConclusionsThis study provided deep insights into medical students’ immersive and embodied experiences of ethical reasoning during an authentic SBL activity. By layering on the human dimensions of ethical decision-making, students can understand their personal responses to emotion, complexity and interprofessional working. This could assist them in framing and observing appropriate ethical and professional boundaries and help smooth the transition into clinical practice.Electronic supplementary materialThe online version of this article (doi:10.1186/s41077-016-0027-9) contains supplementary material, which is available to authorized users.

The concept of personal branding has become increasingly relevant in healthcare, especially for physicians in academic, expertise and leadership roles. In the context of digital transformation, an effective personal brand enhances a physician’s visibility, strengthens patient trust, and aligns clinical expertise with public engagement. This article explores the key components of physician branding, the tools for strategic development, and the ethical boundaries that guide professional communication. Integrated branding benefits both individual physicians and healthcare institutions by improving health literacy, research dissemination, and leadership impact.

Establishing ethical practices and eliminating the “gray”

In today’s digital age, education faces a dual challenge: preserving the spiritual essence of the individual while adapting to rapid technological advances, particularly the rise of artificial intelligence (AI). This study addresses the need to reevaluate the role of spirituality in education management amid increasing psycho-emotional pressures on teachers and students. As digital tools reshape the educational landscape, the nature of interaction among teachers, students, and knowledge itself also evolves, demanding new strategies for psychological support and adaptive leadership. This study aims to analyze the psychological and managerial dimensions of integrating spirituality and AI within the educational process, focusing on education systems undergoing digital transformation. The theoretical framework draws from spiritual sustainability, humanistic psychology, digital ethics, public administration, and the philosophy of education. The findings highlight that spirituality—anchored in transcendental values such as dignity, freedom, truth, and responsibility—plays a key role in fostering psychological stability, professional resilience, and moral autonomy among educators. AI is recognized as a potential stabilizing force in times of crisis, provided it operates within ethical boundaries, algorithmic transparency, and public accountability. The study introduces a management model that harmonizes technological innovation with spiritual-ethical guidance in educational practices. Its practical relevance lies in informing policies for psychological support, preventing teacher burnout, nurturing moral reflection, and implementing spiritually grounded governance in education, particularly during social or humanitarian crises.

Background: Rabies remains a persistent public health threat in Indonesia, especially in regions with high dog populations and limited community awareness. In Sikka Regency, cultural beliefs and strong religious influence shape community behaviors related to animal care and disease prevention. This study aimed to explore how religious values–based education influences community understanding and preventive behaviors toward rabies within a predominantly Catholic rural community Methods: This study used a qualitative phenomenological design guided by Colaizzi’s descriptive approach to explore participants’ lived experiences. The study setting was Kolisia Village, Magepanda Subdistrict, Sikka Regency. Participants were recruited using purposive sampling based on inclusion criteria: adults aged ≥18 years, dog owners, and residents of Kolisia Village. Individuals with cognitive impairment were excluded. A total of 50 participants were included. Data were collected through face-to-face semi-structured interviews, field observations, and researcher reflexive journals. Interviews lasted 20–30 minutes, were audio-recorded, and transcribed verbatim. Data analysis followed Colaizzi’s seven-step method, including extracting significant statements, formulating meanings, clustering themes, and returning findings to participants for validation (member checking). Research rigor was ensured through triangulation, audit trails, and peer debriefing. Ethical approval was obtained from the Research Ethics Committee of Universitas Bunda Thamrin Result: Analysis revealed three major themes: (1) Religious Values as Moral Motivation, describing how participants viewed rabies prevention as a moral and spiritual duty; (2) Transformation of Health Beliefs, showing increased perceived susceptibility and seriousness of rabies after receiving faith-integrated education; and (3) Community Empowerment Through Faith Leaders, reflecting the influential role of pastors in reinforcing preventive behaviors. These themes highlight a novel framework linking religious teachings with public health behavior change. Conclusion: Religious values–based education enhances community motivation, understanding, and preventive behaviors toward rabies in culturally rooted settings. Integrating faith perspectives into public health programs may strengthen rabies control strategies in rural Indonesia. Future studies should examine long-term impact and scalability of faith-based interventions.

Discussion and Conclusion

To efficiently address the topics of research, influence, and reflexivity in qualitative research, we will investigate different vital aspects. This discussion will cover the role of the scholar, involving their biases, backgrounds, and beliefs, and how these aspects impact the research procedure. We will also investigate reflexivity, its significance in qualitative research, its definition, and its role in improving research trustworthiness and credibility. Ensuring transparency in the research process includes implementing systematic methods like peer debriefing, audit trails, and member checking. These methods expand the rigor and credibility of research outcomes and foster trustworthiness by including stakeholders, such as peers or respondents, in the critique and validation of the research procedure. By documenting decisions and actions as audit trails, validating interpretations as member checking, and seeking critical feedback from peers as peer debriefing, scholars can uphold ethical standards and contribute to advancing knowledge in their respective fields.

This study investigates the use of self-regulated in blended learning by students in doctoral education courses to complete advanced statistics lectures. Self-regulated in blended learning is described in four phases according to Zimmerman, namely planning, monitoring, evaluation, and reinforcing. The participants consisted of five students from 5 different disciplines, and were willing to share their learning experiences. Research data obtained by interview method and analyzed qualitatively. Validation uses two strategies, namely member checking and peer debriefing. Member checking is done after the data is formulated into themes, then the researcher will bring it back to the participants to find out their accuracy. Peer debriefing was conducted by colleagues to review and ask critical questions about this research. Colleagues have at least a doctoral degree. The results show that planning for the completion of student assignments begins with (1) setting goals and planning strategies with (a) planning time for completing assignments; (b) Cooperation with peers online and off-line; and (c) planning for technical issues; (2) Regularly calculate their scores every week after being given feedback on the results of the lecturer's assessment, and save the feedback results from completed assignments; (3) using assignment assessment rubrics, using lecturer feedback, and grades, to measure progress in lectures; (4) the strategies they have designed and implemented have succeeded in making success in doing the task.