The mediating role of the intimate relationship between dyadic coping and reproductive concerns in couples of childbearing age facing breast cancer: A cross-sectional study.

The role of AI-driven communication in delirium prevention, detection, and care for critically ill ICU patients: A systematic review with inductive thematic synthesis.

A hybrid multiobjective particle swarm optimization with Q-learning-driven local search for distributed heterogeneous hybrid flow-shop scheduling problem with worker–machine–environment collaboration

This research is to explore the impact of participatory learning on teaching motivation in secondary schools in Kotli, AJ&K. Aiming at this target, the researchers got the information from 120 secondary school teachers from both government and private schools through a questionnaire, the sampling considered being random. The researchers did a Statistical Package for the Social Sciences Software (SPSS) analysis of survey data collected from teachers. This research used the descriptive statistics method. Moreover, the researchers obtained the mean and standard deviation for each item. Contrary to that, the results of this study show that the levels of participatory leadership and teacher motivation are very high, as the mean scores are always above 4.0, indicating that teachers were in strong agreement with collaborative leadership practices. The Pearson correlation revealed that participatory leadership and teacher motivation are strongly positively correlated and the connection is significant. It is, therefore, the suggestion of this paper that participatory leadership is key in the facilitation of teacher motivation as well as a conducive and collaborative school environment. The research illustrates the significance of leadership that is both autonomous and inclusive in teacher engagement and motivation in the educational institutions.

Clinical practice plays a crucial role in nursing education. Numerous studies have highlighted the positive impact of peer support during clinical placements. However, to date, no study has provided a comprehensive overview of the specific role of peer support within the context of clinical learning. We aimed to map literature describing the role of peer support among nursing students during hospital-based clinical placements. A scoping review was conducted. Five databases (CINAHL, PsycINFO, PubMed, ERIC, and ScienceDirect) were searched, yielding 550 articles. Two authors assessed eligibility using predefined criteria, extracted data from the selected studies, and performed a thematic analysis. The review is reported in accordance with the PRISMA-ScR guidelines. Thirty-six articles were included. Peer support during hospital-based clinical placements emerged through 6 key roles: (1) reduces anxiety, (2) contributes to the feeling of not being alone, (3) facilitates adaptation to challenges, (4) contributes to the development of a sense of belonging, (5) promotes knowledge sharing, and (6) enriches the learning experience. The findings underscore the significant role of peer interactions in clinical learning, positioning peer support as a key component of nursing education. They highlight opportunities for educators to design and support collaborative learning environments, while also emphasizing the need for further research to inform the implementation and evaluation of structured peer support strategies in nursing education.

ABSTRACT The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI‐assisted CA within classroom contexts remains limited. This study explored university students' experiences with GenAI‐assisted CA through in‐depth interviews with 36 students following a CA activity using a ChatGPT4‐embedded argumentation platform developed by the research team. Findings indicate that students viewed GenAI as serving multiple roles, including tool, facilitator, teaching assistant and machine buddy. Students perceived that GenAI‐assisted CA could empower task performance and create a collaborative learning environment. Meanwhile, they found three challenges, including students'‐, AI‐ and learning environment‐related challenges during GenAI‐assisted CA. These findings offer evidence‐based strategies for educators seeking to integrate GenAI into the design of collaborative learning activities and guidelines for developers on the design of pedagogical AI for creating student‐centered GenAI‐powered collaborative learning.

The aim is to explore co-design facilitators' perspectives and experiences of using co-design to improve intrapartum care in four sub-Saharan African settings. The inquiry focuses particularly on how they fostered engagement, built trust and mitigated unintended consequences during the co-design process. Qualitative interview study with reflexive thematic analysis. Sixteen public and private not-for-profit hospital-based maternity units in Benin, Malawi, Tanzania and Uganda (four per country). A total population sample of 10 co-design facilitators involved in a hospital-based co-design project implemented in maternity units in Benin, Malawi, Tanzania and Uganda were interviewed. Semistructured interviews were conducted between December 2022 and January 2023. Co-design facilitators viewed co-design as a collaborative process to develop contextually relevant solutions. Our findings elucidate their role in facilitating consensus-building and fostering stakeholder ownership amidst significant power divides. They described approaches co-design facilitators take to maintain ongoing stakeholder engagement and manage misaligned expectations in a trusting and collaborative environment, while being mindful of existing tensions and power imbalances. They also highlighted key challenges faced, including navigating norms, power imbalances and unintended consequences. This study underscores the importance of power-sharing, fostering ownership and engaging end users equitably and continuously in co-design efforts, while also being aware of how to address its potential unintended consequences. Further research is needed to understand co-design facilitators' impact on co-design and how to address unintended consequences for stakeholders during and after co-design activities in intrapartum interventions in low-resource settings.

The rapid development of digital tools for medical education and training has expanded the possibilities for flexible and personalized learning, but it has also created challenges in choosing the best tools to meet specific learning needs. This article presents a functional framework that assists educators and learners in selecting tools based on their needs and the learning context. By categorizing tools into synchronous and asynchronous types, we aim to simplify the decision-making process and optimize educational experiences. Synchronous learning tools like YouTube Live, PathCast, Zoom and Microsoft Teams support real-time participation and promote communication, collaboration and responsiveness in the learning environment. These tools are especially useful for live streaming, Q&A, and discussions where instant feedback can support learning outcomes. Asynchronous learning tools such as YouTube, Canvas, Elicit and Quizlet, give learners the flexibility to learn material at their own pace, encouraging independent learning and memorization. Asynchronous platforms allow for pausing, reviewing and repeating material as needed, making them ideal for complex courses that require effective repetition. Hybrid models, especially the flipped classroom approach, blend these modes effectively. Tools like Edpuzzle and Nearpod make it possible to create interactive lessons and exercises in the classroom. The integration of innovative technology in medical education is not solely about adopting new tools but also about promoting adaptability and a culture of continuous learning. Blending synchronous and asynchronous tools with a human-centered approach, can build flexible, responsive learning environments that empower educators and learners to make informed choices, creating adaptive and effective learning environments that meet diverse needs.

Work readiness is an important aspect that the younger generation needs to possess before entering the workforce, especially in facing the dynamics of the service industry that demand technical skills and interpersonal abilities. Internship programs serve as one of the effective learning means in shaping work readiness through direct experience in a professional environment. This study aims to analyze the process of forming the work readiness of internship participants through interactions with customers and team-work dynamics at PT. Kopi Mesra Abadi Surabaya. This study employed a qualitative approach with a field research method. Data were collected through in-depth interviews with senior employees, participatory observation during operational activities, and documentation to strengthen the research findings. The analysis based on symbolic interactionism theory shows that work readiness is formed through a process of interpreting symbols and repeated social experiences. The results show that the internship program plays an important role in shaping participants’ work readiness through social interaction in the workplace. Internship participants not only learned technical skills in café service, but also developed interpersonal communication skills, teamwork, the ability to adapt to a dynamic work rhythm, and a professional attitude in serving customers. Guidance from senior employees and experience in interacting directly with customers became the main factors supporting this process. These findings confirm that the café service counter functions not only as a space for work practice, but also as a space for the formation of professional identity and work readiness that is adaptive to the demands of the working world. The implications of this study show the importance of integrating internship programs more systematically into higher education curricula, as well as providing a reflective and collaborative work environment to strengthen the formation of internship participants’ work readiness.

This study aims to analyze the implementation of the inquiry learning model to enhance junior high school students’ scientific literacy. The research is grounded in the concern that Indonesian students’ scientific literacy remains low, largely due to traditional teaching methods focused on rote memorization rather than scientific exploration. Employing a qualitative descriptive approach with a case study design, the research was conducted at MTs Alkhairaat Pusat Palu. Data were collected through classroom observations, in-depth interviews, and document analysis, then processed using Miles, Huberman, and Saldaña’s interactive analysis model, which consists of data condensation, data display, and conclusion drawing. The results show that the guided inquiry learning model effectively promotes students’ active participation, strengthens their scientific reasoning abilities, and deepens their conceptual understanding of natural phenomena. The teacher acts as a facilitator, guiding students to construct knowledge through investigation and reflective discussion. Improvements in scientific literacy were evident in students’ ability to interpret experimental data, explain scientific phenomena logically, and connect scientific concepts with real-life contexts. Supporting factors included teacher readiness, the use of relevant contextual materials, and a collaborative learning environment. Theoretically, this study reinforces social constructivism as a foundation for inquiry-based science education, while practically, it provides recommendations for developing curricula and teacher training programs that emphasize evidence-based scientific investigation and inquiry-oriented pedagogy.

In the context of smart manufacturing, with the widespread deployment of Industrial Internet of Things (IoT) devices, a large number of computation tasks that are highly sensitive to latency and have strict deadlines have emerged, requiring real-time processing. Effectively offloading tasks to address the issues of increased latency and task dropouts caused by dynamic changes in edge node load has become a key challenge in the cloud-edge-end collaborative environment of smart manufacturing. To tackle the complex issues of unknown edge node loads and dynamic system state changes, this paper proposes a distributed algorithm based on deep reinforcement learning, utilizing convolutional neural networks (CNN) and the Informer architecture. The proposed algorithm leverages CNN to extract local features of edge node loads while utilizing Informer's self-attention mechanism to capture long-term load variation trends, thereby effectively handling the uncertainty and dynamics inherent in node loads. Furthermore, by integrating the Dueling Deep Q-Network (DQN) and Double DQN techniques, the algorithm achieves a precise approximation of the state-action value function, further enhancing its capability to perceive system temporal characteristics and adapt to heterogeneous tasks. Each mobile device can independently make task offloading decisions and scheduling strategies based on its observations, enabling dynamic task allocation and optimization of execution order. Simulation results show that, compared to various existing algorithms, the proposed method reduces task dropout rates by 82.3-94% and average latency by 28-39.2%. Experimental results validate the significant advantages of this method in intelligent manufacturing scenarios with high load and latency-sensitive tasks.

Purpose This study aims to synthesize empirical research on the professional development (PD) of school principals, using the CIPO framework (Context, Input, Process and Output) to identify the conditions, strategies and outcomes that underpin effective PD. Design/methodology/approach A systematic narrative review was conducted using a comprehensive search of Web of Science, Scopus and Google Scholar, yielding 116 empirical studies. An inductive thematic analysis was then undertaken to organize and synthesize the data into the core dimensions of the CIPO framework. Findings The review highlights the critical role of context in shaping PD effectiveness, particularly the importance of cultural relevance and responsiveness to community diversity. Key inputs include supportive organizational conditions, such as collaborative environments, shared leadership, and strong professional networks, alongside individual attributes like motivation and self-efficacy. PD processes involve both informal practices and formal programs focused on building leadership capacity. Evidence points to consistently positive outcomes of effective PD programs, including enhanced leadership practices, school improvement and greater principal self-efficacy. Originality/value This review makes a key contribution to existing literature by applying the CIPO framework, traditionally used in health and social sciences, to the field of educational leadership. To our knowledge, this is the first study to bring together research on principal PD across the dimensions of context, antecedents, processes and outcomes, providing a holistic and comprehensive understanding of how PD for principals is designed and implemented, as well as the conditions and outcomes associated with its effectiveness across diverse educational settings.

Family Integrative Care: A Review of Collaborative Care Environments in the Neonatal Intensive Care Unit.

Integrating synergistic learning and ability grouping with AI-generated multi-tiered tasks to enhance reading attitudes and outcomes.

ABSTRACT This study focuses on a participatory design workshop carried out by 18 elementary school children and 6 undergraduate design students. This design workshop was conducted as a toy hacking activity, in which existing toys were first decomposed within the deconstructivist interaction frame, then the parts were recomposed to create new play objects using the processes of making, tinkering, and storytelling. While the workshop enabled child participants to develop their critical thinking, problem-solving, creativity, and self-expression skills, it also provided design students acting as facilitators for real toy users. The study discussed the dynamics of this collaborative environment and creativity, as well as the characteristics and categorisation of the resulting toys. These play objects have emerged as technically low-quality prototypes, as flexible compositions, and as companions of free and unstructured play. The findings have characterised the new play objects as modular and hybrid, also narrative-based and complex, and have defined them as collage toys.

Grounded in network theory, this study examines how scholars’ co-authorship networks influence their research performance and job mobility. The analysis of co-authorship networks of authors who published in the five leading risk, insurance, and actuarial journals from 2002 to 2020 indicates that an author’s co-authorship network centrality—measured by the number of co-authors—positively correlates with her weighted numbers of publications and citations, whereas her co-authorship network cohesion—reflecting the strength and interconnectedness of relationships among co-authors—negatively correlates with these metrics. Additionally, increased cohesion within an author–school network (i.e., a collaborative network linking an author’s institution to others) intensifies the impacts of co-authorship network centrality and cohesion on research performance. Lastly, our findings suggest that the probability of an author’s job switch is positively correlated with her co-authorship network centrality and cohesion. These results underscore the significant role of co-authorship networks in shaping research outcomes and career trajectories, offering insights for authors considering collaboration and for universities and research institutions seeking to foster and support collaborative environments.

This research aims to improve sustainable vocational learning by developing a Collaborative Virtual Makerspace integrated with STEAM-2C principles, using the ADDIE model. The study identifies the core needs of Vocational High School (SMK) students in their learning processes, especially regarding Technical Skills, Collaboration and Communication, and the Access and Cost of existing educational media. For this purpose, the project primarily focuses on developing three key features for the Vocaspace platform: discussion boards, projectbased learning, and a collaboration assessment tool. It was determined that using such tools within a virtual learning environment significantly changed the behaviour and performance of SMK students, thereby improving their collaboration and communication in a technology-rich environment. This study has limitations, such as the scope of testing across a greater number of vocational disciplines and the technological hurdles, insofar as ensuring that all students have equal access to the technology. Future research should focus on how scalable the platform is, its efficacy across various vocational fields, and strategies to overcome technological barriers and ensure broad accessibility. These are essential steps for optimising the effectiveness of virtual learning environments in vocational education towards long-term sustainability.

Centralized Learning Management Systems (LMS) struggle with scalability, bandwidth bottlenecks, and single points of failure during peak usage periods like examinations or global synchronous lectures. This paper proposes a novel hybrid Peer-to-Peer (P2P) architecture specifically designed for collaborative e-learning environments, leveraging institutional Super-Peers for administrative control, content validation, and DHT index maintenance alongside distributed student Standard-Peers for resilient resource storage and delivery. The framework integrates three key innovations: (1) Kademlia-based Distributed Hash Tables (DHT) for logarithmic resource discovery of chunked educational content (videos, datasets, documents); (2) an adapted tit-for-tat incentive mechanism with reputation scoring to mitigate free-riding; and (3) Conflict-free Replicated Data Types (CRDTs) enabling real-time collaborative tools like shared whiteboards and document editing without central coordination. Evaluation used PeerSim simulations across 30 runs (100-500 nodes, 500×500m² campus area, 20% hourly churn), validated against NS-3 wireless models and filtered Kaggle network traffic patterns representing lecture streaming. Results demonstrate superior performance: 76% average latency reduction (115±12 ms vs 480±25 ms client-server baseline, F=245.3, p<0.001), 7.3× aggregate throughput improvement (88±8 Mbps vs 12±2.1 Mbps, F=312.7, p<0.001), and 96±2% resource success rate under high churn (vs 62±4.2%, F=189.4, p<0.001). Energy efficiency improved 60% (180 mJ vs 450 mJ per task). Ablation studies confirm critical contributions: removing incentives caused 40% throughput degradation; replacing DHT with broadcast search spiked latency to 350±45 ms (3× increase). Raw data, simulation code, and statistical analyses available at github.com/user/p2p-elearning.

This study challenges the prevailing digital native’s paradigm by examining technology adoption patterns across different generational cohorts in collaborative online learning environments. It investigates how generational differences influence technology acceptance, usage behaviors, and learning outcomes in digital educational spaces. A mixed-methods approach was employed, combining quantitative surveys (n = 847) and qualitative interviews (n = 32) across four generational cohorts: Generation Z (born 1997–2012), Millennials (1981–1996), Generation X (1965–1980), and Baby Boomers (1946–1964). The study utilized the extended technology acceptance model (TAM2) framework, incorporating social influence and cognitive instrumental processes. Findings reveal significant variations in technology adoption patterns that transcend traditional generational assumptions. While Generation Z demonstrated higher initial technology acceptance rates (M = 4.23, SD = 0.87), Generation X showed superior sustained engagement in collaborative learning activities (M = 4.45, SD = 0.76). Baby Boomers exhibited unexpected adaptability when provided with appropriate scaffolding and support mechanisms. The digital natives concept oversimplifies technology adoption behaviors. Crossgenerational collaboration in online learning spaces benefits from differentiated instructional design approaches that acknowledge varying technological competencies while leveraging the unique strengths of each generational cohort.

In a collaborative learning environment involving strategic alliances, the process of integration is critical. The main objective of this research is to conduct a comprehensive examination of dynamic integration capabilities (relationship capital, surfacing, joint learning structure, and knowledge acquisition), particularly in the context of learning within strategic alliances. This research is to answer how the public institution can stay competitive and improve their integration capability through strategic alliances in learning area specifically. This research is groundbreaking as it is the first to empirically examine all the learning framework’s constructs, which includes relationship capital, surfacing, joint learning structure, and knowledge acquisition, in relation to dynamic integration capability and strategic alliance performance at the same time. The research utilized a quantitative method. The seven-point Likert scale survey was conducted through online to 83 respondents from 83 strategic alliances within a public institution in Indonesia from November 2023 to June 2024. Additionally, open-answered interviews with some respondents were organized to deepen the understanding of research findings. The research reveals that dynamic integration capability has a positive correlation with the performance of strategic alliances. Furthermore, it indicates that all constructs within the learning framework significantly impact dynamic integration capabilities. Among these, the construct of knowledge acquisition shows the strongest correlation with dynamic integration capability. The knowledge acquisition has the most significant impact on dynamic integration capability and suggested that public institutions and strategic alliances are effectively promoting cooperation through joint research projects and other similar activities to stay competitive. Keywords: Dynamic Integration Capability; Learning Framework; Strategic Alliance; Dynamic Capability.