Mental health disorders are a major problem globally, particularly among vulnerable groups such as youth. In resource-limited settings, community health volunteers (CHVs), including youth volunteers, play a crucial role in mental health promotion, stigma reduction, early identification of distress and referral to formal services. However, evidence on training components and delivery strategies of mental health training programmes for youth CHVs remains limited. This systematic review following PRISMA guidelines aims to identify the key components, delivery strategies and reported outcomes of mental health training programmes for youth CHVs, in order to inform future module development to enhance volunteers' motivation, self-efficacy, knowledge and communication skills. English articles published between 2010 and 2024 were searched through PubMed, Scopus and Web of Science databases. Eligibility criteria included mental health training interventions for non-professional community volunteers, including youth volunteers with measurable outcomes. Data were extracted and quality assessment performed using the Mixed Methods Appraisal Tool (MMAT). Seven studies were included in this review. Training content focusing on mental health literacy, building communication and counselling skills, stigma reduction and mental health promotion demonstrated the most significant improvement in CHV's knowledge, skills, and self-efficacy. Programs adapting interactive strategies of role-playing, case studies and group discussion, combined with classroom teaching methods were significantly effective as well. Participants expressed greater confidence in handling mental health disorders within their communities. In conclusion, training programmes that prioritise mental health literacy, stigma reduction, supportive communication, self-care and help-seeking behaviour skill, implemented through interactive delivery methods are the most effective. The findings are essential for the future development of training module for youth CHVs to empower and enhance their capability to deliver effective mental health care within their community. CRD42024562221 (PROSPERO).

Evaluation of the effectiveness of training in basic and assisted communication techniques for intensive care nurses.

Family-centered interventions for people with substance use disorders in low-and middle-income country settings: a scoping review.

Mapping communication skills within entrepreneurial competence: A bibliometric analysis

Communication training improves healthcare professionals' person-centered skills, yet patients are less often supported in taking an active role. This paper describes the development of an explainer film to enhance patient empowerment and involvement in clinical interactions. The study was conducted at a Danish university hospital. Through participatory workshops, the project actively involved patients with diabetes, clinicians, and researchers in a co-reflective, collaborative process. Data collection included written field notes and videotaped documentation. Individuals with diabetes identified key challenges in actively participating in healthcare conversations. Patients expressed a desire for greater involvement in setting consultation agendas but often struggled to assert their needs within fixed clinical structures. To co-develop an explainer film, a participatory, iterative process involving patients, clinicians, and researchers was employed. This approach ensured a supportive tool that aligns with patients' real-world needs, enhancing its relevance and effectiveness in fostering communication skills and self-advocacy in clinical encounters. Developing supportive tools such as explainer films may enhance patient engagement and communication. Future efforts should focus on creating accessible, user-friendly resources to better align clinical communication with patients' needs.

To assess the perceived effectiveness of the school nurse services through students' responses and to examine whether there is a detectable relationship between the students' subjective health status and the school nurse's service delivery. We conducted our cross-sectional, quantitative research in the West Transdanubian region of Hungary using convenience sampling among high school students (n = 429). Given the non-probability sampling, the findings may not be generalizable to all student populations. Data were collected using standardized (SF-36, EQ-VAS, questions on the prevalence of subjective health complaints from the HBSC survey) and a self-developed questionnaire. Chi-square tests, correlation analyses and multivariable linear regression analyses were performed using SPSS Statistics 27.0 software. Students reported a higher level of health-related knowledge received from the school nurse, along with better perceived applicability of this knowledge in everyday life (p < 0.05). Nearly three quarters of respondents indicated that the school nurse's activities contributed to the development of their health-related attitudes and this perception showed a statistically significant association with both the quantitative and qualitative evaluation of the care provided (p < 0.05). Higher ratings of the perceived effectiveness of school nursing activities were associated with more favourable self-rated mental health and a lower level of reported health complaints; however, these associations were weak in magnitude. The results revealed statistically significant but weak associations between perceived school nurse services and selected indicators of students' self-rated health status. Due to the cross-sectional design and the use of self-reported data, causal inferences cannot be drawn. Nonetheless, the findings suggest that more favourable quantitative and qualitative evaluations of the care provided are linked to higher perceived effectiveness of school nurse activities. Further research on quality indicators of school nurse services and approaches tailored to students' needs may be warranted. The observed associations between students' perceptions of school nurse services and their health perceptions underscore the importance of continuous professional development for school nurses. This may include advanced training in health education and communication skills to further support the perceived effectiveness of their activities. What problem did the study address? We addressed the perceived effectiveness of school nurse services from the perspective of students and examined whether there is a detectable relationship between students' subjective health status and the services provided by school nurses. What were the main findings? The study found that higher levels of health-related knowledge reported as being provided by the school nurse were associated with more favourable student ratings of the applicability of this knowledge in everyday life. Students who reported more positive experiences with school nurse activities also tended to report more favourable health perceptions, which were reflected in the indicators used to evaluate the services. In addition, higher perceived effectiveness of school nurse services was associated with more favourable self-reported mental health and vitality, as well as a lower level of reported health complaints. Where and on whom will the research have an impact? The findings may be particularly relevant for school nurses, as they highlight the importance of their role and the potential need for continuous attention to service quality from the students' perspective. They may also be informative for students and school communities by underscoring that health education and services provided by school nurses are associated with more favourable self-reported health perceptions and overall well-being. No patients or members of the public were involved in the design, conduct, analysis, or reporting of this study beyond students' participation as anonymous questionnaire respondents.

Developmental trajectory of individuals with Pelizaeus-Merzbacher Disease (PMD).

Effective communication in metabolic bariatric surgery (MBS) is essential for patient engagement and adherence, yet surgical residents often lack structured training. Artificial intelligence offers a novel approach to scaffold communication skills. To evaluate the impact of an AI-Guided metacognitive framework VALUE (Validate, Align & Reframe, Link & Educate, Unite in a plan) on shared decision-making (SDM) and communication outcomes in MBS consultations compared to self-directed learning. Forty surgical residents were randomized into two groups: AI-Guided (using the VALUE framework) and self-learning. The AI-Guided group used a structured prompt to interact with a large language model (DeepSeek-V3.2) to generate personalized consultation plans. Each conducted simulated consultations with standardized patients from a case library. Outcomes were measured using the Shared Decision-Making Questionnaire-9 (SDM-Q-9), Decision Conflict Scale (DCS), Four Habits Coding Scheme (4HCS), Surgeon Self-Efficacy scale (SSI-BS), Communication Outline Quality Scale (CQS), and AI Interaction Quality (AIIQ). The trial was registered on the Open Science Framework (Registration DOI: https://doi.org/10.17605/OSF.IO/BAQH6 ). The AI-Guided group scored significantly higher on SDM-Q-9 (84.7 vs. 71.3, p < 0.01) and 4HCS (17.5 vs. 14.8, p < 0.01), and lower on DCS (19.5 vs. 32.1, p < 0.01). Communication outlines were also of higher quality (13.8 vs. 7.5, p < 0.01). Residents reported greater self-efficacy gains in information provision, values integration, decision facilitation, and emotional support. All secondary analyses remained significant after Benjamini-Hochberg correction for multiple comparisons. An AI-Guided metacognitive communication framework significantly improves shared decision-making, reduces decisional conflict, and enhances communication quality and self-efficacy in MBS consultations, suggesting a promising approach that requires further validation in larger, multi-site trials.

Shifting pharmacist medication counselling from directive monologue to collaborative dialogue using the CONNECT-6 framework: A mixed-methods pre-post interventional validation study.

Opening the door to what matters most in advanced childhood cancer.

Insights from an interprofessional education course- a mixed methods study among novice healthcare professionals.

The article substantiates the need to purposefully develop bachelor of education students’ (teachers’) skills for managing the e-learning educational process. The relevance of the study is determined by the expansion of teachers’ professional functions caused by the widespread use of digital platforms, synchronous and asynchronous learning formats, learning analytics, and artificial intelligence. A teacher is expected not only to use digital tools but also to design the learning structure, organize interactions, coordinate learners’ activities, monitor their progress, and adjust the educational process in a timely manner. The purpose of the article is to provide a theoretical justification for the development of these skills, clarify the meaning of educational process management in e-learning, and determine their structure. The study is theoretical and employs the analysis of scholarly literature, comparison, generalization, systematization, and abstraction. Educational process management in e-learning is a purposeful teacher activity aimed at designing, organizing, coordinating, monitoring, and adjusting learners’ activities in a digital environment. It is argued that this activity is not limited to the administration of a digital platform. It requires aligning learning objectives, content, digital resources, forms of interaction, assessment, and learner support. The structure of future teachers’ skills has been identified. It includes design and organizational skills, communication and coordination skills, monitoring and analytical skills, assessment and regulation skills, ethical and safety-related skills, and reflective skills. The interrelationship between these groups and their cyclical manifestation in teachers’ professional activity has been substantiated. The findings indicate that digital competence is a necessary but insufficient condition for effective e-learning management. The results may be used to update bachelor-level teacher education programs, develop diagnostic tools, and conduct further empirical research on the formation of the identified skills.

This article scientifically and theoretically analyzes the pedagogical conditions and factors of forming nonverbal communicative skills in future teachers. The concept of nonverbal communication, its components and role in the pedagogical process are considered. The study identifies external and internal factors that influence the development of nonverbal skills in the professional training of future teachers. The components of the pedagogical personality such as nonverbal behavior: gestures, facial expressions, eye contact, spatial and temporal relationships are analyzed. The effectiveness of practical exercises, role-playing games, video analysis and reflexive techniques in the formation of nonverbal communicative abilities is proven.

Advances in organ transplantation and mechanical circulatory support technologies have deepened the ethical complexity of care for critically ill patients across the donation-transplant continuum, especially at the end-of-life. This narrative review is structured around four clinical scenarios faced by bedside intensivists: patients awaiting transplantation, patients for whom transplant is no longer an option, patients who may become organ donors, and transplant patients at the end-of-life. Across these contexts, clinicians must navigate prognostic uncertainty, steward scarce resources, and address potentially nonbeneficial treatment, while respecting patient values. Through case-based analysis, we offer practical ethical guidance and emphasize the critical role of skilled communication, ethics consultation, and palliative care in supporting bedside decision-making.

Sexual and gender minority (SGM) emerging adults develop their identities within family contexts. Identity disclosure or "coming out" is an important part of this process. By better understanding how parents'/caregivers' responses-particularly less-validating responses-are received by SGM emerging adults, we may better support young adults and their family members during the coming out process and beyond. This qualitative study investigates SGM emerging adults' perspectives on coming out to their parents/caregivers by (a) characterizing less-validating experiences and (b) elucidating the processes through which parent/caregiver responses lead to SGM emerging adults' feelings of invalidation and influence the relationship over time. SGM emerging adults (N = 24) from across the United States were interviewed about their experiences coming out to parents/caregivers. Qualitative data were systematically coded and examined using applied thematic analysis. Less-validating responses were characterized by parents'/caregivers' verbal and nonverbal expressions of emotions like sadness, frustration, and disapproval with the identity and SGM emerging adults' perceptions of disregard for their preferred timeline for coming out. These perceptions led SGM emerging adults to feel that their own feelings and preferences were decentered, and instead, that parents'/caregivers' feelings and perceptions were the focus. Less-validating responses led to decreased closeness and sharing within the parent/caregiver-child relationship in the short term. However, relationship dynamics changed over time as this new identity information was incorporated by parents/caregivers. Together, findings suggest that fostering emotion regulation, communication skills, and education on SGM identities within families may be important for supporting SGM emerging adults and their families. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

To identify essential attributes supporting the success and long-term sustainability of healthcare's second victim peer support programs. The Delphi technique and purposive sampling identified peer support team coordinators who served as the expert panellists in this study. Panellists completed three Delphi rounds. Round 1 open-ended responses were analysed using content analysis to identify themes and sub-themes. In Rounds 2 and 3, panellists rated the importance of each theme using a 4-point Likert scale. Coordinators representing 23 healthcare organisations across 15 states identified core attributes for sustaining peer support programs. Key findings included the need for strong executive leadership commitment, adequate staffing through dedicated coordination, a culture of psychological safety, and peer supporter competency (empathy, communication skills, and confidentiality). Reported challenges included balancing competing responsibilities for both coordinators and peer supporters, maintaining peer supporter engagement, and addressing stigma related to help-seeking. These findings informed the development of the 5Cs Framework, a structured model illustrating how key priorities collectively support program sustainability and strengthen a culture of workplace well-being. Experienced peer support team coordinators highlighted the organisational structures and institutional drivers perceived to support the sustainability of peer support programs. The 5Cs Model is presented as a practical guide for long-term success. Findings can be used to help strengthen program sustainability and support effective responsive support team operations. This study identified essential elements for optimizing peer support teams that support clinician well-being, normalise help-seeking, and promote a culture of psychological safety with implications for patient safety. Many healthcare organisations have embraced peer support teams to help staff cope with emotionally challenging clinical events. Sustaining these programs remains a common challenge. This study identified expert opinions on the attributes of successful peer support teams and introduced the novel 5CsModel to guide implementation and long-term sustainability within broader workforce well-being efforts. DELPHISTAR guidelines were followed. None.

Good communication is imperative to high-quality patient care, particularly for achieving positive outcomes in healthcare consultations. Evidence about communication in clinical consultations for people with motor neurone disease (MND) is limited, but the knowledge gap prevents possible improvements to communication skills that are unique to the challenges that people living with MND encounter. This research aims to better understand and improve communication experiences for patients with MND. A 24-month qualitative longitudinal study whereby data collection will explore 10-15 cases of persons living with MND. For each case, we will recruit one patient, one close person/carer and one healthcare professional for separate interviews alongside an observed clinical consultation. The patient will be interviewed three times at approximately 4-6-month intervals over 12 months to explore the changing experiences, communication challenges and impact on quality of life. Close persons and healthcare professionals will be interviewed once. Data will be analysed to draw out patterns within and between cases, incorporating thematic analysis, corpus linguistics and conversation analysis techniques. Ethical approval was granted by the Health Research Authority (ref: 26/WM/0026).A co-design workshop will develop a framework for an educational toolkit for healthcare professionals to improve communication skills with MND patients. Findings will be disseminated to the academic community, healthcare staff and the public to increase reach and impact (academic journals, seminars, conferences, newsletters, community groups and engagement events). We will make recommendations for improvements to policy and practice. ISRCTN15571034.

Proficiency in interpersonal communication and social skills is fundamental for health sciences students, but public speaking anxiety and communication apprehension frequently compromise academic performance, emotional well-being, and the acquisition of essential competencies. The postpandemic educational environment has exacerbated student stress, highlighting the urgent need for reliable assessment tools for social anxiety in this population. This scoping review protocol aims to map instruments used to assess public speaking anxiety and communication apprehension among health sciences students, analyzing their psychometric properties, cultural adaptations, and application contexts. Following the Joanna Briggs Institute framework and PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, a systematic search will be conducted across PubMed, Scopus, Embase, LILACS, Web of Science, the Cochrane Library, and the Biblioteca Virtual em Saúde Portal. Eligible studies will include those evaluating social or performance anxiety in undergraduate or postgraduate health sciences students, using validated or culturally adapted instruments. Two independent reviewers will screen studies, with discrepancies resolved by a third reviewer. Data extraction will be conducted systematically, focusing on structural and content variables. Analysis will use a mixed methods approach, combining descriptive statistics with thematic synthesis and incorporating psychometric expertise. As of May 2026, protocol registration has been completed via the Open Science Framework. Systematic database searches and study selection are scheduled to commence in June 2026, with anticipated completion by December 2026, aligned with a 2-year implementation road map designed to generate comprehensive instrument mapping and secondary analyses for evidence-based health professional training. This protocol establishes a transparent and reproducible methodological plan, ensuring scientific rigor through adherence to Joanna Briggs Institute and PRISMA-ScR standards. It will deepen understanding of social anxiety assessment in oral communication among health sciences students and support the development of more effective interventions. Open Science Framework 10.17605/OSF.IO/YQ4KM; https://osf.io/yq4km. PRR1-10.2196/93700.

Falls are a major public health concern among older adults and contribute substantially to disability, reduced quality of life, and increased healthcare burden. Fall prevention-related health literacy practices, reflecting the application of health literacy skills in daily life, may influence an individual's ability to recognize risk factors and adopt appropriate preventive behaviors. This study aimed to examine factors associated with fall prevention-related health literacy practices among community-dwelling older adults in Northern Thailand. A community-based cross-sectional study was conducted among 415 older adults residing in Chiang Rai Province, Thailand, between February to May 2025. Participants were selected using a multi-stage stratified sampling approach. Data were collected through structured questionnaires assessing sociodemographic characteristics, fear of falling, and fall prevention-related health literacy. Functional mobility was evaluated using the Timed Up and Go (TUG) test. Data were analyzed using IBM SPSS Statistics for Windows, Version 29.0 (IBM Corp., Armonk, NY, USA). Multivariable logistic regression analyses were performed to identify factors independently associated with adequate fall prevention-related health literacy and its subdomains. Adjusted odds ratios (AORs) with 95% confidence intervals (CIs) were reported. Most participants were female (58.3%), and 61.9% were aged 60-69 years. Overall, 88.70% demonstrated inadequate fall prevention-related health literacy. Housing characteristics (AOR = 3.166, 95% CI: 1.505-6.660) and TUG performance (AOR = 0.352, 95% CI: 0.163-0.761) were significantly associated with adequate fall prevention-related health literacy. Housing characteristics were consistently associated with access (AOR = 1.959, 95% CI: 1.168-3.284), cognitive (AOR = 2.055, 95% CI: 1.203-3.511), communication (AOR = 2.125, 95% CI: 1.233-3.665), and self-management skills (AOR = 1.830, 95% CI: 1.095-3.059). TUG performance was significantly associated with access and cognitive literacy. Additionally, cognitive literacy was significantly associated with marital status and fear of falling, while education level was significantly associated with self-management (AOR = 0.504, 95% CI: 0.296-0.861) and media literacy (AOR = 0.342, 95% CI: 0.211-0.556). A substantial proportion of community-dwelling older adults had inadequate fall prevention-related health literacy. Environmental and functional factors were consistently associated with health literacy across multiple domains, with additional associations for marital status, educational attainment, and fear of falling. These findings highlight the need for community-based fall prevention strategies incorporating adapted health communication, environmental modification, mobility assessment, and targeted interventions to strengthen preventive capacity among older adults. Not applicable.

Effectiveness of the dual teachers-three rings-four dimensions teaching model in cultivating nursing students' comprehensive competence: A quasi-experimental study.