This article analyzes migratory resilience as a dynamic process of adaptation and resistance, through the life story of a Nigerian woman on her transnational journey from Nigeria, through Mexico, to her settlement in Germany. The study employs a qualitative approach with a narrative focus, using in-depth interviews as the primary data collection instrument. It considers the concepts of "structural violence," "intersectionality," and "otherness" as factors of exclusion, and "transnational perspective" and "resilience" as elements of agency. The study identifies how the adversities faced in both the countries of origin and transit not only represent obstacles but also function as catalysts for adaptive skills, ultimately enabling her successful settlement in Germany, identifying as complementary impact factors the close network (husband) as the mesosystem level and the external network (clerical community) as the exosystem level of the Heise Model.

Vision Zero (VZ) is a road safety initiative that seeks to address the problem of road fatalities using a Safe System approach, a holistic endeavor embedded in public health principles that seeks to build layers of protection across transportation systems to eliminate road fatalities and serious injuries. Since 2020, a multidisciplinary research team established a statewide collaborative to support communities pursuing VZ initiatives across North Carolina. The North Carolina VZ collaborative "support model" was created to meet the need for community-based, multisector efforts using a Safe System approach. The support model aims to increase community capacity to more effectively build cross-disciplinary coalitions, pool needed resources, and strengthen adaptive leadership skills to reduce roadway fatalities. The support model approach is used to engage communities in building skills in cross-sector collaboration, adaptive leadership, and evidence-based safety procedures. This is accomplished through structured monthly touchpoint meetings with small groups of community partners for peer learning, quarterly "all-hands" meetings to coordinate efforts across the state and provide resources, and an annual team-based multiday Leadership Institute. From 2020 to 2025, there was notable growth in community participation, from 7 to 33 communities. Of communities with more than 1 year of participation (n=19), more than half advanced VZ implementation with communities moving from an exploration stage to an installation (n=8) or initial implementation (n=2) stage. In 2023, interviews with partner community leads (n=15) indicated that partners utilized resources provided, applied skills they learned at the Leadership Institute, benefited from the peer network, and identified opportunities for increasing the benefits of the support model. The support model demonstrates a promising practice for increasing capacity building and cross-sector collaboration for road safety initiatives requiring complex systems change such as VZ.

This study aimed to explore the level of nursing professional commitment and its influencing factors among graduating nursing students in Taiwan. This was a cross-sectional study. This study was conducted with 359 graduating nursing students at a technological university in northern Taiwan. The data were collected using paper-and-pencil questionnaires. The Nursing Professional Commitment Scale (NPCS), Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS) were used. Multiple linear regression analysis was performed on the data. A p < 0.05 was considered statistically significant. The professional commitment of graduating nursing students was at a moderate level. The results of the regression analysis showed that the most significant factor associated with nursing professional commitment was engaging in nursing in the future, followed by clinical competence, interest in nursing, and avoidance behaviour. Graduating nursing students demonstrate a moderate level of professional commitment that requires improvement. Therefore, it is imperative for nursing educators to comprehensively consider and understand the various factors influencing nursing students' professional commitment and implement targeted interventions. Recommended interventions include competency-based instructional designs and the integration of professional values and emotional intelligence into the curriculum to strengthen students' core competencies, enhance adaptive coping skills, and reinforce beliefs in the professional roles. No patient or public contribution.

Caregivers are essential in influencing developmental patterns and treatment outcomes in children with Autism Spectrum Disorder (ASD); nevertheless, caregiver mental health has not been adequately integrated into the autism intervention literature and practice. They were based on the family-centered and transactional development frameworks, and this study analyzed the direct and indirect connections between the mental health of caregivers, therapeutic engagement, and adaptive skills among children with ASD. The cross-sectional type of quantitative design was adopted, which entailed a total of 312 caregivers with a confirmed diagnosis of ASD and children aged between 3 and 12 years. Mental health mental health of the caregiver (stress, anxiety, and depressive syndrome) and therapeutic contact (attendance, in-session participation, and home-based implementation) and adaptive skills of the child (communication, daily skills, and socialization) were measured using standardized measures. The analysis of data was done with descriptive statistics, Pearson correlations, multiple regression analysis, and mediation analysis with bootstrapping. The findings showed that greater amounts of caregiver psychological distress were strongly linked with reduced levels of therapeutic engagement and poor adaptive functioning in all domains. There was a positive relationship between therapeutic engagement and adaptive communication, daily living skills, and socialization. Mediation analyses revealed that therapeutic engagement mediated the relationship between caregiver mental health and child adaptive skills with significant indirect effects found among all adaptive domains. Interestingly, mental health of caregivers remained having a considerable direct effect on adaptive outcomes, which implies a direct and an engagement-mediated influence. These results emphasize the role of caregiver mental health as a severe determinant of intervention participation and development of adaptive skills in the children with ASD. By incorporating mental health assistance of caregivers into the services of autism intervention, it can be expected that therapeutic adherence and maximization of functional outcomes might be achieved.

ABSTRACT This article explores how law schools in Australia and Hong Kong address digital disruption, particularly legaltech, and whether curricula equip graduates to manage structural and business-model shifts in legal services. Using a systematic survey of course handbooks identified through keyword searches and coded by inclusion and exclusion criteria, the study maps documented legaltech education. Course descriptions were cross-checked with faculty webpages where possible, though reliance on published handbooks is noted as a limitation. Findings reveal that while legaltech offerings are growing, they remain uneven and fragmented. This gap supports the central argument: law schools must move beyond isolated technology modules to fostering adaptability and change management skills. Practical barriers—such as high software costs and limited staff expertise—further constrain reform despite pedagogical intent. By situating these challenges within broader debates on hybrid legal roles and regulatory disruption, the article underscores the need for legal education to evolve beyond technical knowledge toward preparing graduates for dynamic professional models.

Bodily autonomy is essential to Autistic well-being. Interoception supports bodily autonomy through guiding behavior in support of homeostasis. Promoting adaptive interoceptive skills is therefore crucial to improving Autistic well-being. To date, research on interoception in Autistic people has been poorly informed by the experiences and goals of Autistic people, has had a narrow focus on comparison with non-autistic norms in search of deficits, and has had limited impact on Autistic quality of life. In this perspective piece, a team of Autistic and non-autistic researchers review findings to date and make recommendations for future research directions. We argue that participatory research is needed to comprehensively map the varied interoceptive landscape of Autistic people, ensure that new interoceptive measures are autism-relevant, and guide interventions designed to improve the interoceptive and broader well-being of Autistic people. We believe that if interoception research is conducted in partnership with the autism community, the understanding of interoceptive processing and the full range of interpretive differences that result will be impactful and informative.

Clinical guidelines recommend collecting reports from multiple informants when identifying and diagnosing challenges in children. The current study examined parent-teacher discrepancies in rating of autistic children's adaptive functioning and how these related to children's executive functions. Participants (n = 194) were a subsample of autistic children (mean age = 9.2 years; 86% male) from the Pathways in ASD cohort. We used latent profile analysis to characterise profiles based on both parent and teacher reports of adaptive functioning levels. We tested links between these profiles and indices of children's executive function and other clinical correlates. Four profiles were characterised: a lower adaptive functioning-parent higher profile, in which parents reported relatively higher scores than teachers (n = 45), an intermediate adaptive functioning profile (n = 70) and a higher adaptive functioning profile (n = 39; both characterised by similar ratings between informants) and finally, a higher adaptive functioning-teacher higher profile, in which teachers reported relatively higher scores than parents (n = 40). The higher adaptive functioning-teacher higher profile showed fewer teacher-rated executive function challenges and higher IQ compared to the other profiles. Characterising profiles facilitates interpretation of informant discrepancies and identification of clinical correlates to inform clinical decision-making.Lay abstractClinicians are advised to collect reports from multiple informants (e.g., parents and teachers), when making assessments about the wellbeing of autistic children. Parents and teachers observe children in different environments (home vs. school); therefore, collecting both reports can give a fuller account of a child's strengths and challenges. In this investigation, we looked at parent and teacher reports of autistic children's adaptive functioning, an important body of skills necessary for children to navigate daily life including practical, communication and conceptual skills. Currently, we know little about child characteristics associated with informant discrepancies, which means that it is a challenge to identify which children are most likely to display behaviour differently across contexts. We grouped n = 194 children based on the level of adaptive functioning reported by both their parent and teachers, and we compared the groups on key characteristics. We identified four groups: a lower adaptive functioning group with higher parent scores (n = 45), an intermediate group with similar scores from both informants (n = 70), a higher adaptive functioning group with similar scores from both informants (n = 39) and a higher adaptive functioning group with higher teacher scores (n = 40). Our findings indicate that many children display adaptive functioning skills differently across contexts, across levels of adaptive functioning skills. We found that children across groups differed on IQ, autistic traits and teacher-rated executive functioning. These findings can help clinicians identify and evaluate autistic children that might be likely to demonstrate different adaptive functioning skills in different environments, which could help with assessment and treatment planning.

This study aims to describe the implementation of Internship 1 at MIN 7 Medan City and analyze the school's conditions through a SWOT approach as part of the development of professional competencies for prospective teachers. The study uses a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation, carried out by five students from the PGMI Study Program at Medan State University in October 2025. The results show that MIN 7 Medan City has strengths in the form of A accreditation, a clear organizational structure, adequate teaching staff competencies, and adequate classroom conditions, while several aspects such as limited land, parking area, warehouse management, and the unavailability of science laboratories still need to be strengthened. On the other hand, the madrasah has opportunities for development through government support, high public trust, and cooperation with committees and the surrounding community, while the challenges faced are more external factors such as limited land and access to the location. Internship 1 provides students with real-world experience in understanding school management and developing adaptive skills as preparation for their future careers as educators.

Background:Disturbances in emotion regulation and emotional adaptation are common problems in drug users. This issue affects the quality of life in different dimensions. Therefore, training these people in cognitive emotion regulation strategies as a supplement to drug treatment helps improve their adaptation skills. In this study, we investigated the effect of a training program based on the cognitive emotion regulation on the emotional adaptation of patients with substance use disorder.Materials and Methods:This study was a double-blinded randomized controlled trial that was conducted in 2022–23. Forty-eight men with substance use disorder (SUD) under methadone Maintenance Treatment (MMT) participated in the study. The participants were randomly divided into two intervention and control groups. The intervention consisted of six training sessions based on the cognitive regulation of emotion. The emotional adjustment was examined using the Emotional Adjustment Measure (EAM) before and 1 month after the end of the intervention. Descriptive and inferential statistics, such as independent and paired t-tests were used for data analysis.Results:Forty-eight male patients with SUD under MMT participated in the present study. There was a significant difference in the mean score of the EAM between the intervention and the control group after conducting the intervention (p = 0.012).Conclusions:Educational programs based on emotion regulation can play a significant role in improving emotional adaptation in patients with substance use disorder. Therefore, this educational program is suggested as a complementary psychological approach to improving the level of psychological health of patients with substance use disorder.

This study examines the role of Oman’s business schools in aligning educational initiatives with Vision 2040 and preparing graduates for the challenges of the Fourth Industrial Revolution (Industry 4.0) and beyond. A qualitative research approach was used, involving semi-structured interviews with stakeholders, including industry professionals, business graduates, business faculty, and heads of business programs. The study highlights the necessity for business schools to align with Vision 2040, focusing on skill development, innovation, and entrepreneurship. It emphasizes integrating Industry 4.0 concepts into the curriculum and fostering academic-industry collaboration. Essential skills for graduates include interpersonal, leadership, and adaptability skills, along with technical competencies. Leadership within business schools is crucial for driving transformative change through proactive industry engagement and continuous curriculum adaptation. The study advocates program adjustments to enhance job readiness, industry collaboration, pedagogical improvements, and faculty upskilling. The study is limited to institutions offering business and management programs and relies solely on qualitative data from semi-structured interviews. The findings offer strategic guidance for business education, supporting Oman’s economic diversification and the development of a skilled workforce. This research contributes to the literature on business education and organizational change, providing a foundation for policymakers to develop frameworks and policies to enhance student competencies, thereby fostering regional development in Oman and the gulf region.

Pregnancy involves profound physical, emotional, and social transformations, with high-risk pregnancies presenting unique psychosocial challenges that significantly increase maternal vulnerability to stress, anxiety, depression, and mental health issues, compounded by hormonal changes. Based on systematic searches of PubMed, Medline, and CINAHL, this literature review examined the lived experiences of high-risk pregnant women as well as psychological adaptation. According to research, high-risk pregnancies have an impact on a woman's physical, psychological, social, marital, and spiritual well-being. Almost one-fifth of women experience significant anxiety during and after pregnancy, which is frequently made worse by ineffective coping mechanisms. Physical stability, emotional control, self-efficacy, supportive relationships, and spiritual significance all have an impact on the multifaceted state of well-being in high-risk pregnancy. Resilience is greatly increased by protective variables such as strong family and marital support, adaptive coping skills, and spirituality, even while high-risk pregnancies increase vulnerability through uncertainty, limited roles, and societal stigma. Despite juggling dread, worry, optimism, and joy at the same time, women with strong support networks exhibit superior psychological response. To improve maternal well-being, pregnancy outcomes, and long-term child development, findings emphasise the critical need for frequent psychological screening and comprehensive, culturally sensitive, woman-centred care that incorporates physical, emotional, social, and spiritual support.

In the digital era, Vietnamese education is undergoing a profound transformation, requiring a flexible, modern educational philosophy that is suitable for social needs. Technological advances, especially artificial intelligence and online learning, are having a strong impact on teaching and learning, requiring education not only to impart knowledge but also to be equipped with creative thinking, adaptive thinking skills and digital ethics. Confucius’s educational philosophy, although it comes from a feudal context, still carries core values that can be applied in modern education. Principles such as lifelong learning, moral education, character development, and social responsibility still play an important role in building a well-rounded education system. Combining the quintessence of tradition with technological innovation will help improve the quality of education, create human resources with capacity, ethics and the ability to adapt to the rapid changes of the times.

This study examines a research project titled Reliability Analysis of IR4.0 Skills and Technical Skills on Career Adaptability among Malaysian Home Economic Students. The main focus of the study is to evaluate the reliability of a questionnaire instrument developed to measure three main constructs: IR4.0 skills, technical skills, and career adaptability. The instrument consists of four main sections: Section A (demographic information), Section B (IR4.0 skills), Section C (technical skills), and Section D (career adaptability skills). To ensure both content validity and face validity of the instrument, a review was conducted by three experts, two in the field of fashion design and one language expert. Improvements were made to sentence structure, terminology selection, and item relevance based on their feedback to ensure alignment with the constructs being measured. A pilot study was then conducted involving 33 Form 4 and Form 5 students from the Home Science stream at SMK Dato Haji Kamaruddin, who were also involved in clothing construction lessons. The findings revealed that the overall Cronbach’s Alpha value for the items was 0.987, indicating a very high level of reliability. According to Tavakol and Dennick (2011), a high Cronbach’s Alpha value reflects strong internal consistency in measuring the same construct. They also noted that this value is influenced by the number of items and the sample size; a higher number of items directly related to the construct increases the likelihood of obtaining a stable Alpha value. Therefore, the instrument is considered valid and reliable for use in the main study. This research is expected to contribute to the enhancement of the TVET curriculum to be more aligned with current industry demands and the challenges of the Fourth Industrial Revolution.

This study explores the intricate mechanisms under which companies integrate sustainability principles into the fabric of their business strategies and the implications on organizational performance that follow. Identifying a wide gap between the common practice of sustainability reporting and the use of ESG platforms and the reality of integrating sustainability into operational and strategic DNA, this research pursues an in-depth qualitative case study approach. It is particularly concerned with identifying the routes and processes by which sustainability gets actually embedded in organizational practices, going beyond tokenism. Through in-depth, multi-dimensional case studies of multinational enterprises from a range of industries, supplemented by thorough analysis of internal documents (e.g., strategy memos, minutes from meetings) and public statements (reports, websites, press releases), the study reveals the complex mechanisms, crucial obstacles, and decisive facilitators that are part of this integration process. The research finds that integration is a non-linear task but an organizational learning process that varies according to situation and it is deeply affected by profound leadership commitment that means vision as executable priorities. Key facilitators are creating effective cross-functional alignment to dismantle silos and integrating significant stakeholder participation to match outside demands with inside abilities. Conversely, significant barriers consistently emerge, most notably deeply seated cultural resistance to altering deeply ingrained norms and priorities, as well as actual resource limitations (financial, human, technological) that cap implementation capacity. This study is valuable to the literature as it generates an empirically rich, process-focused, and detailed image of sustainability integration. It throws particular illumination on the precise, adaptive organizational skills required, emphasizing that successful sustainability practices are critically contingent on particular organizational contexts and learning trajectories. Accordingly, the study offers concrete managerial advice and actionable leanings for business executives, practitioners, and policymakers in actual pursuit of navigating and accelerating the required transition to genuinely sustainable and resilient business models, emphasizing the necessity of certain approaches that consider both structural and cultural factors.

Traditional​‍​‌‍​‍‌ methods of managing student behavior in special education have typically been heavily dependent on the use of reactive strategies. Examples of these strategies include punishment, exclusion, or the use of token reinforcement systems. These techniques may temporarily suppress the expression of undesired behaviors; however, they frequently do not inculcate the required adaptive skills, nor do they encourage the development of self-regulation over time. Recently, a series of innovations in educational technology (EdTech), such as artificial intelligence (AI)–powered monitoring systems, wearable biofeedback devices, virtual reality (VR) applications, and gamified behavioral learning platforms, have been very influential in the field of behavioral intervention. This paper provides a critical evaluation of how the use of digital instruments can facilitate a shift in the disciplinary paradigm in special education from the use of punishment-based methods to the development of skills and the regulation of emotions. The current research, informed by the theoretical concepts of Positive Behavioral Interventions and Supports (PBIS), Social and Emotional Learning (SEL), and Universal Design for Learning (UDL), integrates empirical evidence from 2015 to 2025 to examine the role of technology in supporting the proactive, inclusive, and humane management of behavior. The review of literature leads to the formulation of the implementation strategies, pinpointing the ethical issues involved, and spotting the potential topics for future research, such as the challenges of integrating data-informed, empathetic, and skill-centered digital behavior interventions in the lives of individuals with data-informed digital ​‍​‌‍​‍‌interventions.

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance. &lt;/strong&gt;Children with autism spectrum disorder (ASD) exhibit significant delays in the development of independence, self-care, and communication skills, which poses a substantial obstacle to their successful inclusion in school education. &lt;strong&gt;Objective&lt;/strong&gt;. To investigate the development of social-communication and adaptive skills in preschool children with ASD using the &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; assessment tool. Hypothesis. The &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; diagnostic tool possesses sufficient differential sensitivity to identify individual differences in the development of self-care skills, learning behaviour, and communication skills within a group of preschool children with ASD; it reveals the specifics of age-related differences in skill development; and it reflects the level of adaptation of preschool children in various domains. &lt;strong&gt;Methods and materials&lt;/strong&gt;. The study involved 24 preschoolers with ASD (8 girls) aged 5 years 1 month to 7 years 11 months (experimental group) and 20 primary school children with ASD (2 girls) aged 8 to 12 years (comparison group). The research methods included the &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; diagnostic tool and the Vineland Adaptive Behavior Scales. &lt;strong&gt;Results&lt;/strong&gt;. Scores on the &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; instrument show a statistically significant increase with age (correlations with age R = 0.438&amp;ndash;0.674, p &amp;lt; 0.05). The preschool and school-age groups differ significantly on the three main scales (p &amp;lt; 0.05). The skill profile on the &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; in preschool children with ASD is uneven, with significant differences observed between individual scales according to Friedman&amp;rsquo;s test (-- (2) = 15.0, p &amp;lt; 0.001). The configuration of this profile differs from a similar profile obtained using the Vineland scales. &lt;strong&gt;Conclusions&lt;/strong&gt;. The &amp;ldquo;Tutor&amp;rsquo;s Compass&amp;rdquo; diagnostic tool can be used to assess the skills of preschoolers with ASD. During the transition from preschool to primary school age, noticeable progress in skill development is observed, particularly in the domain of self-care. It is advisable to refine certain diagnostic scales, taking into account the specifics of preschool education, and to develop a version of the tool tailored for this age group.&lt;/p&gt;

The employment landscape in the 21st century is rapidly changing due to technological disruption, globalisation, and evolving workplace dynamics. Traditional academic credentials and technical expertise alone no longer ensure long-term employability. This paper identifies and examines new-age employability skills that are essential for sustainable careers, such as emotional intelligence, adaptability, critical thinking, digital literacy, creativity, and communication skills. Using recent literature and global reports, it argues that continuous learning and uniquely human competencies will define success in the future workplace.

This study examines the relationships between digital game addiction tendencies, self-regulation, social skills, and life skills in preschool children. Grounded in Bronfenbrenner's Ecological Systems Theory and Vygotsky's Sociocultural Theory, the research investigates the complex relationships between the variables. Data were collected from parents and teachers of preschool-aged children in Türkiye, utilizing validated measurement tools. Partial least squares structural equation modeling (PLS-SEM) revealed three main patterns. First, digital game addiction tendency was negatively but non-significantly related to self-regulation, showing only a marginal trend (p ≈ .05). Second, social skills were strongly and positively associated with life skills. Third, an unexpected negative association emerged between self-regulation and social skills. Digital game addiction tendency showed no significant direct association with either life skills or social skills. These findings suggest, without implying causation, that social competence in early childhood is more closely linked to adaptive life skills, whereas the role of self-regulation may vary across developmental contexts. The study calls for longitudinal research to clarify these complex, context-dependent relationships and for balanced digital exposure that supports both self-regulation and social interaction.

HighlightsWhat are the main findings?Chorioamnionitis and prolonged rupture of membranes are associated with worse long-term outcomes in preterm newborns with biventricular complex congenital heart defect up to 2 years of age.Maternal diabetes and antenatal diagnosis of complex congenital heart defects are associated with adverse neurodevelopmental outcomes.What are the implications of the main finding?The findings of an association between antenatal, pre-operative and operative variables and long-term outcomes up to 2 years corrected age among preterm newborns with biventricular complex congenital heart defect need further prospective multicenter cohort studies to examine whether these outcomes persisted or changed during longer follow-up study periods.The results of such studies would guide clinicians toward optimization of maternal diabetes control, prevention, and aggressive early treatment of chorioamnionitis and prolonged rupture of membranes, with planned delivery at tertiary cardiac centers.Introduction: To explore whether antenatal and preoperative factors predict disability-free survival of preterm newborns with biventricular complex congenital heart defects (CHD). Methods: Retrospective cohort study, using the prospectively designed database of Complex Pediatric Therapies Follow Up Program and a chart review of mother–newborn dyads, born under 37 weeks’ gestation with biventricular complex CHD, between 1997 and 2019, who had open heart surgery up to 6 weeks corrected age. Surviving children had neurodevelopmental assessments between 18 and 24 months corrected age. Bayley Scales of Infant Development, 2nd edition, and Bayley Scales of Infant and Toddler Development, 3rd edition, assessed cognitive, language, and motor skills; Adaptive Behavior Assessment System, 3rd edition, assessed adaptive skills. Univariate and multivariate analyses assessed predictors of mortality, disability (cerebral palsy, visual impairment, permanent hearing loss), and neurodevelopmental delay. Results: Of 84 preterm newborns (34.6 ± 2.1 weeks’ gestation, 2321 ± 609 g, 57% males), 8 (9.5%) died by 2 years of age; 69 (91%) survived without and 7 (9%) with disability. Chorioamnionitis was associated with death [Hazard ratio 7.92 (95% CI 1.3, 33.3), p = 0.025]; prolonged rupture of membranes was associated with disability [Odds Ratio 9.7 (95% CI 1.99, 46.9), p = 0.005]. Maternal diabetes, antenatal diagnosis of CCHD, birth head circumference, cardiopulmonary resuscitation, and chromosomal anomalies were associated with adverse neurodevelopment. Conclusions: Chorioamnionitis and prolonged rupture of membranes are associated with worse outcomes in preterm newborns with biventricular complex CHD up to 2 years of age. Adverse neurodevelopmental outcomes are associated with maternal diabetes and antenatal diagnosis of CCHD. Prospective studies are needed to confirm these results.

BackgroundWhile academic groups in China offer one-year standardized training for clinical pharmacists, these programs primarily emphasize clinical knowledge and may not adequately address the lack of job readiness and clinical soft skills among graduates without an academic background in clinical pharmacy.ObjectiveThis study aimed to evaluate the effectiveness of a new pre-training model, the Clinical Pharmacist Occupational Adaptive Learning (CPOAL) program, in enhancing the professional adaptability and clinical soft skills of newly recruited pharmacists (NRPs) alongside the existing one-year clinical pharmacist training.MethodThe study included 20 NRPs without a clinical pharmacy background who were randomly divided into a CPOAL group and a control group. The CPOAL group underwent a three-month professional adaptability training program before the one-year standardized training. A questionnaire assessing career awareness, insight and independent thinking, cooperation, good character, execution ability, and stress resistance was given to both groups before and after the one-year training to analyze differences within and between the groups. In addition, after the one-year training, seven aspects of clinical soft skills, such as mental status, communication skills, resilience, comprehensive analysis, clinical thinking, patient privacy protection, and compassion for patients, were evaluated by three general medicine experts and three clinical pharmacy experts to determine the impact of CPOAL program on improving NRPs’ soft skills.ResultsCompared to the control group, the CPOAL group exhibited notable enhancements in career awareness, adaptability to management demands, and basic work content adaptability, along with improvements in clinical reasoning and interdisciplinary collaboration abilities. Additionally, the CPOAL group displayed notably superior scores in adaptability, comprehensive analysis, and humanitarian values.ConclusionsCPOAL program serves as a valuable supplement to the existing clinical pharmacy training system, greatly enhancing the professional adaptability and clinical soft skills of NRPs. This pre-training model offers valuable insights for enhancing professional capabilities and improving the quality of medical services, with the potential for widespread adoption and impact.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-07951-9.