In response to growing uncertainty in global health driven by geopolitical tensions, pandemics, and climate-related challenges, global health education must evolve to equip students with theoretical knowledge and core competencies, such as leadership, cross-cultural communication, and strategic thinking. This study reviews the updates to the International Health Project Management (IHPM) course and examines its three key changes: introducing a student-oriented teaching module, incorporating teamwork and role-play to promote autonomy and accountability; expanding geographic flexibility to encourage broader strategic thinking; and strengthening team dynamics through clearer role definitions and targeted support mechanisms. Students formed project teams, established internal regulations, and selected global health scenarios for project design. This revised approach fostered in-depth discussions that encouraged open-minded thinking, enabling students to move beyond disease-focused content to strategic systemic considerations. Greater group ownership also improved collaboration and accountability, addressing common teamwork challenges such as role confusion and uneven participation. However, the analytical depth varied depending on students' disciplinary backgrounds. Finally, we argue that a tiered curriculum that moves from theory to competency building can better support student growth. Overall, these findings highlight the potential of student-oriented approaches to strengthen leadership, cross-cultural communication, and strategic thinking, competencies essential for contributing to a shared future for global health.

Clinical ethics observation embedded in nursing ethics education: Nursing students' experiences.

Health managers often assume leadership roles with limited formal training. Health managers face ongoing constraints in accessing continuous professional development opportunities related to management competency throughout their careers. The management competency of health service managers is crucial since they perform wide-ranging complex tasks including financial oversight, workforce management, and governance for patient safety. It is thus essential to identify and assess heath managers’ current competency levels to understand the development needs and plans for both organisational and system level capacity building strategies. A review of literature revealed a lack of studies specifically focused on assessing the competency of senior hospital managers in central level public hospitals in Nepal. While two studies were identified that examined managerial competency, the scope was limited to general hospital managers across all types of hospitals, without distinguishing senior leadership roles or central level hospitals. The two studies provided useful information but are limited because they were conducted prior to the federal democratic republic system in Nepal. With subsequent changes in the Nepalese health system, it is important to understand what the current level of management competency is for senior hospital managers in Nepal. Therefore, a quantitative cross-sectional study was conducted utilising the Management Competency Assessment Partnership (MCAP) self-assessment tool to measure the current competency level and identify the competency gaps. The study highlights competency gaps among senior hospital managers in areas such as resource management, evidence-based decision making, knowledge on healthcare environment, political acumen, and transition management. A sustained investment in competency building and development will enable senior hospital managers to negotiate the challenges of contemporary hospital systems with greater confidence and competency. Such development approaches ultimately contribute to the long-term success and sustainability of Nepalese hospital management and healthcare settings.

BackgroundWe designed learning assignments for students to develop knowledge, skills, and professional attitudes about generative artificial intelligence (AI) in 2 different Master’s level courses in health informatics. Our innovative approach assumed that the students had no technical background or experience in using generative AI tools.ObjectiveThis study aims to offer generalizable methods and experiences on integration and assessment of generative AI content into the higher education’s health informatics curricula. The study’s central driver is the preparation of graduate students with generative AI tools, skills, ethical discernment, and critical thinking capacities aligned with the rapidly shifting job-market requirements, independent of graduate students’ backgrounds and technical expertise.MethodsDuring the semester, students completed a pretest and posttest to assess knowledge about generative AI. Reflections explored their expectations and experiences using generative AI to complete their assignments and projects during the semester. Strong emphasis was placed on building skills and professional attitudes by using generative AI. Student engagement in behavioral, emotional, and cognitive domains was explored via detailed analysis of student reflections by faculty.ResultsStudents at the University of Illinois Chicago increased their knowledge about generative AI from 81% to 93% through research of the basic generative AI concepts, as evidenced from outcomes of the open-book pre-and posttests given at the beginning and end of the capstone course. University of San Francisco students also improved from 77% to 80% by the end of the semester. Faculty analysis of student reflections upon completion of the course revealed primary interests in the essentials of generative AI, AI transformations to information and knowledge, and organizational changes influenced by AI adoption in the health care organizations, with ethics being a primary driver of students’ interests and engagement.ConclusionsData from student reflections provided insight into generative AI skills that students developed and that health informatics programs can consider incorporating into their curricula. Building competencies in generative AI will prepare students for the 21st century workforce and enable them to build skills employers are seeking in the new digital health environment.

Breast cancer is a leading cause of cancer incidence and mortality among women globally, with significant disparities in screening uptake. Technology-based tools are emerging and show the potential to promote breast cancer screening (BCS), especially for underserved populations. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines and the population, intervention, comparison, and outcome framework. We reviewed 24 peer-reviewed articles from databases including ProQuest Central, Scopus, ScienceDirect, PubMed, Web of Science, and IEEE Xplore published before February 21, 2025, which explore the efficacy of technology use in promotion of BCS. The included studies used diverse technologies, including videos, mobile health, websites, and sensor-based tools. The tools covered a variety of aspects for BCS promotion, including patient education, reminders, risk assessment, and competency building. Video-based interventions showed mixed results on BCS knowledge enhancement and screening rate promotion. Culturally tailored programs were effective in increasing screening rates among immigrant populations. Short messaging service reminders and web-based decision aids were associated with higher adherence and less decisional conflict. Challenges included technical barriers, limited digital access, and low engagement, which hinder the efficacy of the tools. Technology-based interventions are promising to improve BCS uptake, especially when tailored to cultural and linguistic needs. However, addressing barriers such as digital literacy and accessibility is critical for equitable implementation. Future research should focus on longitudinal studies and diverse populations to optimize these interventions and reduce disparities in screening adherence.

This study aims to analyze the role of human resource (HR) training and development in enhancing employee competence through a literature review. A qualitative method with a literature study approach was employed using 12 articles published between 2020 and 2025. The findings indicate that training plays a crucial role in strengthening employees’ technical skills by reducing competency gaps and improving work effectiveness through needs-based programs. Meanwhile, HR development contributes to long-term competency building, including soft skills such as leadership, communication, creativity, and adaptability. The integration of training and development also fosters a learning culture, increases motivation, enhances loyalty, and improves overall employee performance. Therefore, training and development serve as strategic investments for organizations to develop competent, adaptive, and future-ready human resources

Abstract Artificial intelligence (AI) is rapidly reshaping research, from coding to data analysis and manuscript preparation. For early-career researchers, these tools promise efficiency and accessibility but also pose risks when adopted before foundational skills are established. New learners benefit from first building competence without AI; developing the judgment, intuition, and problem-solving skills that come from grappling directly with data and analyses. Early overreliance can obscure critical details, foster errors, and encourage cognitive offloading, reducing the ability to troubleshoot independently. These risks are most acute for students and early-career analysts, who use AI more frequently than their senior counterparts. Rather than discouraging AI, I advocate for a staged approach: build strong technical foundations first, then use AI to accelerate and expand research. Doing so maximizes the benefits of AI while safeguarding rigor. In a time of growing expectations for productivity, quality over quantity remains the benchmark for advancing science and informing conservation decisions.

Purpose Organizations seek to increase their innovation ambidexterity through knowledge management practices. This study aims to examine how training and development (T&D) impacts an organization’s dynamic capability, a key antecedent to innovation ambidexterity. Based on the knowledge-based view and dynamic capability theory, this study also investigates the mediating role of the organizational climate of trust (OT) in the relationship between training and development and dynamic capability. Design/methodology/approach This study develops and validates a conceptual model using the partial least squares-structural equation modeling technique, considering data gathered from a field study of 362 survey responses from a firm in an emerging economy. Findings This study reveals that T&D directly impacts dynamic capabilities’ dimensions of sensing, seizing and reconfiguring, with organizational trust mediating these relationships. Practical implications The findings highlight the importance of providing robust T&D programs that enable desired competency building and urge managers to recognize the critical role of a climate of trust in enabling dynamic capabilities. The findings suggest that practitioners must adopt this dual approach to build organizational dynamic capability strategically. Originality/value Research on human resource management initiatives like T&D and collaborative relationships is crucial for enhancing innovation within firms. However, most research primarily focuses on knowledge dissemination motivations, neglecting the varying effects of formal and informal knowledge-sharing mechanisms on dynamic capability creation. Despite increased research in trust and training, the role of T&D and the organizational climate of trust in influencing dynamic capability is not yet established. Thus, the proposed research model is unique and extends the KBV and dynamic capability theory literature.

This study investigates how social interaction and organizational context influence employee performance at PT Chemico Surabaya. Employing a qualitative case study design, this research captures firsthand accounts from workers navigating daily tasks. Data were gathered through in-depth interviews with six respondents, each chosen for their role and active participation in the department’s initiatives. The findings revealed that friendly relations among peers sharply boosted motivation, strengthened teamwork, and cultivated a shared sense of ownership. Similarly, a constructive organizational climate with open leadership, reliable resources, and inclusive practices further uplifts overall output. Together, these insights urge managers to build a culture that prioritizes positive relationships and enabling conditions. This study remains limited by its single-site focus and small sample size, prompting future scholars to extend the inquiry through larger longitudinal studies or cross-firm comparisons.

This study diagnoses the drivers of accounts payable delays in a multinational manufacturer in Indonesia using a single case design that integrates quantitative Pareto analysis with qualitative Fishbone investigation. We analyse forty-two supplier invoices aged beyond ninety days and conduct six interviews across finance, logistics, and procurement to prioritise causes and explain their mechanisms within legacy ERP conditions, bonded-warehouse logistics, and import-quota controls. Four categories, namely receipt data errors, items still being searched, missing items, and unposted receipts, account for approximately eighty-three per cent of delays and indicate concentrated leverage for improvement. Recommended interventions include competency building and workload balancing, the separation of workflows for goods and service invoices, automated three-way match validations, real-time SLA dashboards, and supply planning that reflects bonded-warehouse constraints. These actions are expected to cut average cycle time by twenty to thirty per cent and raise first-pass match rates to about eighty-five per cent. The study advances evidence-based operations governance for emerging-market manufacturing and informs procurement policy alignment with customs regulation. This manuscript fits the aim and scope of HEBR by translating rigorous analysis into policy-relevant and managerial implications that enhance sustainable business processes in the Asian context.

Purpose The purpose of this paper is to remind significant stakeholders, such as health-care professionals, researchers and policymakers, of our collective responsibility to embrace newer digital innovations, overcoming the potential challenges in technological contributions toward a more comprehensive, efficient and individualized approach to mental health care. Design/methodology/approach This paper is a perspective paper based on the authors’ perspectives (make it plural) derived from their clinical experiences, reiterating the imperative to embrace technological innovations in mental health care, such as virtual reality (VR) and artificial intelligence. Findings Based on the authors’ experience of using technological innovations as mental health practitioners, the authors have found that the most effective mental health advocacy strategies inevitably need to involve a hybrid approach, integrating digital tools with traditional methods. In the future, technological innovations need to be not just welcomed but also tested, implemented with the collection of evidence, design of treatment protocols, paving the way forward. Research limitations/implications It is essential for stakeholders to collectively recognize the need to invest in such avenues, with a collaborative approach including interdisciplinary experts bringing in their acumen. While building competence of such interventions can be enabled by ensuring rigorous scientific validation and clinical evidence, it is equally important to foster an open-minded approach toward emerging technologies. Originality/value There is still a lack of longitudinal research assessing the long-term impact of such technological innovations, to understand sustained effects and explore any potential unintended consequences.

Developing a Multilevel Polypill Implementation Bundle for Patients With Heart Failure With Reduced Ejection Fraction

Library student assistants employed by The Universities at Shady Grove’s Priddy Library take part in a mandatory professional development program that emphasizes skill building, professional experiences, and career competencies. This article uses interviews from seven former library student assistants to explore their feelings on early career experiences, and to determine what students retain from the program, and to learn what libraries can do to better prepare student employees for their post-graduation careers. When exploring their present positions, it was found that job satisfaction was positively correlated with workplace social support and negatively correlated with overwork. Participants felt positively about their experiences at The Universities at Shady Grove and the library, and emphasized the role that social support played in their success. Participants identified many career competencies developed at the library that they continue to use in their post-graduation careers, most notably: customer service, communication, critical thinking, time management, and professionalism. Despite their acquisition of skills and degrees, participants shared feelings of self-doubt and inadequacy, indicating that more effort should be made to build students’ professional confidence.

ABSTRACTApproximately one‐third of patients who visit general hospitals have a mental disorder, which is associated with poorer outcomes and higher costs. Caring for these patients can be challenging for nurses, particularly when behaviours such as aggression, wandering, or lack of cooperation occur. To explore how nurses experience caring for patients with medical‐psychiatric comorbidities in general hospital wards a qualitative study using semi‐structured interviews was conducted. Sixteen registered nurses with varying experience from eight wards in a Dutch university medical centre participated. Data were analysed inductively using Braun and Clarke's thematic analysis. Nurses' experiences were captured in three themes: managing emotions, adapting to contextual factors and building competence. Managing emotions reflected feelings ranging from frustration to compassion, and strategies such as peer support and rationalisation to cope. Adapting to contextual factors highlighted challenges including time pressures, competing demands and environments ill‐suited to mental health needs. Building competence involved learning through experience and emphasised the need for education and multidisciplinary collaboration. Nurses' challenges in caring for patients with medical‐psychiatric comorbidities stem less from the patient's behaviour itself than from limited training, organisational structures and systemic barriers. Caring for these patients requires more than individual coping strategies; organisational, educational and interprofessional support are essential to improve care delivery and nurse well‐being. Simulation‐based training, structured reflection and interprofessional collaboration may strengthen competence and confidence, while organisational adjustments could foster safer and more person‐centred care.

Abstract The digital transformation of healthcare, accelerated by artificial intelligence (AI) and digital health (DH), demands new competencies from the public health (PH) workforce. International frameworks highlight the urgency of integrating digital literacy and AI awareness into training. Understanding the current European training landscape is crucial to identifying gaps and preparing professionals. This study aims to systematically map training initiatives on DH/AI for the PH workforce offered between January 2020 and March 2025 in European OECD countries (initial focus: IT, DE, FR, ES, UK) by national PH associations (EUPHA members), PH schools (ASPHER members), and international health organisations (e.g., WHO Europe, ECDC). Sources included websites, social media, and reports. Data on initiative type, provider, audience, content, and format were collected. A total of 129 training initiatives were identified, mainly from scientific societies (n = 85, 65.9%). Activities increased substantially over the period, from 13 in 2020 to a peak of 56 (43.4%) in 2024. Most initiatives were short formats like conference sessions (n = 62, 48.1%) and webinars (n = 26, 20.2%), while in-person seminars (n = 21, 16.3%) and structured training courses (n = 16, 12.4%) accounting for a smaller fraction. Topics focused on digital transformation, AI applications, ethics and data governance, often without specific attention to core PH issues or practical competency building. Notably, country differences emerged, with France underrepresented (n = 5, 3.9%), partly due to the data collection barriers encountered such as limited transparency and fragmented online resources. These findings highlight a fragmented landscape dominated by short formats rather than comprehensive training. Beyond availability, there is a pressing need to systematically integrate DH/AI competencies within PH curricula. A targeted assessment of training needs is essential to support a digitally literate PH workforce across Europe.

The quality of training of military specialists and ensuring their high professional competence are key factors for the effective performance of combat missions and ensuring national security in current military conflicts. The aim of the article was to develop a universal military specialist professional competence model based on an analysis of the world experience of training servicemen. The study employed the following methods: content analysis, expert survey, quantitative and qualitative analysis. A universal military specialist professional competence model is presented, which includes an integrated relationship between professional and leadership competencies. Based on a survey of respondents, the priority of professional and leadership competencies in the system of competence of servicemen was determined. The effective use of current military training methods can positively affect the development of key competencies of servicemen. Further research will focus on developing a concept of adaptive learning for building of professional and leadership competencies of servicemen. Further research will focus on developing a concept of adaptive learning for building of professional and leadership competencies of servicemen. The developed concept will be the basis of digital solutions for personalized training of servicemen.

ABSTRACT The recent Artificial Intelligence Act (AI Act) represents a landmark regulatory framework aiming to ensure the trustworthy development and deployment of AI systems across the European Union. For the banking sector – already subject to dense layers of prudential, customer duty and data protection regulations – the AI Act introduces additional compliance challenges that are both novel and complex. This article critically examines the implications of the AI Act for compliance assurance in European banks, with a particular focus on high-risk AI systems and interrelationships with existing regulations such as e.g. the General Data Protection Regulation (GDPR). Special attention is given to the operationalization of AI Act compliance within internal control systems, governance structures, and third-party risk management processes. The article aims at identifying both key assurance scoping factors as well as operational challenges, especially concerning AI system change control, human oversight requirements, awareness and competence building as well as disclosure obligations. Broader implications of AI-based solutions for process controls assurance is also taken into consideration. Drawing on doctrinal and interdisciplinary analysis at the intersection of technology regulation, compliance in the financial sector and assurance-related organizational management conclusions and recommendations potentially relevant to auditors, risk managers and internal controllers are formulated.

BACKGROUNDAs part of its TB control efforts, the Nigeria National TB Program has prioritised implementation of TB preventive treatment (TPT) especially among all contacts of TB patients. This study aims to assess knowledge, perceived enablers, and barriers to TPT among health care workers (HCWs) in Nigeria.METHODSThis was a cross-sectional descriptive study using mixed methods. Quantitative data were collected from 434 HCWs and analysed using SPSS version 25, and in-depth interviews were conducted on 36 purposely selected HCWs with thematic analysis.RESULTMore than half of the respondents (55.7%) had good knowledge of TPT. Nurses, doctors, and other HCWs working in public tertiary institutions had better knowledge compared with other cadres. Adequate knowledge of types of TPT regimens and belief in their effectiveness were elicited as enablers, whereas barriers included suboptimal contact tracing system, TPT stock-outs, long duration of TPT, unavailability of TB infection testing before TPT, absence of transport logistics support for patients to receive TPT, and poor HCW capacity.CONCLUSIONHCWs in public tertiary settings had better knowledge of TPT. Successful scale-up of TPT services requires competency building for other cadres and interventions addressing other identifiable barriers.

Building Competence and Compassion

A simulation session featuring an ethical dilemma was enacted as an in-class activity for a nursing ethics course. Optional pre- and post-surveys were made available to nursing students () to collect both quantitative (five-point Likert) and qualitative data, including a modified version of the Measure of Moral Distress-Healthcare Professionals tool. Students reported significantly increased levels of confidence in handling real-life ethical dilemmas, knowledge of working with a physician in real-life ethical dilemmas, and competence in selecting appropriate actions in ethical dilemmas. Overall moral distress was not found to be significantly increased in participants. Nursing students describe ethics simulation as a valuable, innovative tool for preparing them to handle eventual ethical challenges in their career and anticipating moral distress.