An importance-performance analysis of geriatric nursing learning needs among Chinese nursing undergraduates: A multicenter survey.

The neutropenic diet (ND) has historically been prescribed to reduce infection risk in immunocompromised patients with cancer, despite limited supporting evidence. This study aimed to evaluate current practices surrounding ND use in Australian hospitals. An online survey was distributed to dietitians working with hospitalised patients with cancer. The survey explored dietary practices, foods restricted, initiation and discontinuation criteria, and dietitians' perspectives on ND use. Overall, 56% of responding dietitians reported that their hospitals prescribe an ND. Among these, there was broad consistency in the restriction of approximately 85% of foods, though considerable variation existed regarding criteria for ND initiation and discontinuation. Dietitians' personal views on ND use generally aligned with their hospital's practice (87.0%). More than half of Australian hospitals surveyed continue to prescribe an ND, with general consistency in food restrictions but variation in initiation and discontinuation practices. These findings highlight the need for institutional review of ND practices and support the development of evidence-based food safety education to better guide dietary care for patients with cancer.

This study investigates the pedagogical value of rock climbing in Chinese higher education through the dual lenses of constructivist learning theory and the PERMA+IT framework of positive psychology in outdoor higher education studies. Drawing on interactive observation, in-depth interviews, and case-based analysis, the research examines how simulated and outdoor climbing experiences shape students' emotional, cognitive, and relational development. Findings demonstrate that climbing cultivates positive emotions, deep engagement, interpersonal and ecological relationships, meaning through self-efficacy, and accomplishment, while also advancing independence and trust as critical sub-dimensions. The results reveal that students not only develop physical competency but also experience heightened resilience, reflective thinking, and a stronger sense of community. These outcomes highlight rock climbing as a powerful medium for experiential learning that integrates physical challenge with psychological growth and human-nature connection. The study contributes to outdoor education research by evidencing how constructivist approaches and positive psychology principles converge to promote holistic student development and curricular innovation in higher education. Rock-climbing excursion in outdoor higher education merits greater pedagogical integration: it enriches student wellbeing, deepens learning, and empowers students to navigate uncertainty with confidence, an essential capability in contemporary education.

Coupling coordination between higher education and high-quality urbanization development in China: An evolutionary perspective

The 21st century has witnessed rapid transformations driven by globalization, digitalization, socio-political changes, and technological advancement. These shifts have significantly reshaped the nature of work, skills, and career opportunities across disciplines. Social sciences, traditionally perceived as limited to academic and teaching professions, have emerged as a dynamic field offering diverse and interdisciplinary career pathways. This research paper explores the evolving career opportunities available to social science graduates in the contemporary world. It examines traditional and emerging career pathways, skill requirements, the role of technology, and the relevance of social sciences in policy-making, governance, corporate sectors, development organizations, and research institutions. Using secondary data, policy reports, and academic literature, the paper highlights how social sciences contribute to understanding complex societal issues and preparing professionals for adaptable and future-oriented careers. The study concludes that social sciences play a crucial role in addressing global challenges and that strategic reforms in education and skill development can further enhance employability and professional growth.

Indonesia’s ethnocultural diversity embeds actionable local wisdom, and the Osing community of Kemiren Village exemplifies the integration of culture and environmental stewardship in Banyuwangi. This study examines community-based tourism (CBT) grounded in Osing values with the aim of clarifying the community’s contribution to the pillars of the UNESCO Global Geopark Ijen. A convergent mixed-methods approach was adopted, combining qualitative and quantitative strands. Data were collected through interviews, participatory observation, documentation, and questionnaires. Interpretative Phenomenological Analysis (IPA) was employed to interpret lived meanings, rituals, and spatial practices, while SWOT analysis was used to synthesize internal capacities and external conditions. Triangulation enhanced credibility and ensured integration of both strands in interpretation. The results show that conservation norms and sacred-spring rituals sustain ecological and cultural balance, while Osing festivals transmit heritage and structure tourism spaces. CBT strengthens participation, stewardship, and authenticity in tourism offerings. The SWOT analysis positions Kemiren within a strength – opportunity quadrant, supported by strong social cohesion and rich geocultural assets that underpin destination resilience. Opportunities emerge from geopark branding and learning tourism, whereas risks of commodification and seasonality remain manageable. Integrating Osing values effectively operationalizes geopark principles, aligning cultural and ecological dimensions that advance conservation, education, and local development. Overall, CBT emerges as a strategic pathway for sustainable geotourism and a scalable model rooted in community heritage landscapes.

This study develops and evaluates the effectiveness of the TRANS-HIS (Transformative–Historical Consciousness) learning model in enhancing high school students’ historical literacy and interpretive (verstehen) abilities in Lampung Province, Indonesia. Employing a Research and Development approach with a quasi-experimental non-equivalent control group design, the model was implemented and tested in two senior high schools (SMAN 2 Metro and SMA YP Unila Bandar Lampung). The model integrates transformative learning and historical consciousness frameworks grounded in cognitive-constructivist, psychosocial, field learning, independent learning, and andragogical perspectives to promote reflective, contextual, and empathetic historical learning. Quantitative data from pretest–posttest assessments and student response questionnaires were analyzed using descriptive and inferential statistics. Findings indicate a significant improvement in the experimental group’s learning outcomes, with mean scores increasing from 46.94 to 80.07 (N-Gain = 0.62; p < 0.001), compared to the control group’s increase from 46.81 to 65.21 (N-Gain = 0.30). Additionally, 81% of students reported that the TRANS-HIS model fostered more reflective, empathetic, and relevant learning experiences. These results demonstrate that integrating transformative pedagogy with historical consciousness effectively strengthens students’ interpretive competence beyond factual recall and supports meaningful engagement with historical values and contemporary contexts. The study contributes theoretically by operationalizing the integration of Weberian verstehen and transformative learning within a coherent instructional framework, and practically by providing a validated pedagogical model aligned with 21st-century history education, character formation, and reflective citizenship development.

Urinary incontinence management in patients with primary endometrial cancer: A cross-sectional study by the European Network of Young Gynaecologic Oncologists (ENYGO).

Exploring Capacity for Future Sustainability of Healthy Eating Policy, Systems, and Environmental Change Strategies Previously Implemented Through SNAP-Ed Programming.

Limited clinical placements for mental health courses in the United Arab Emirates have made it difficult to provide consistent experiential learning for undergraduate nursing students. As a result, nurse educators are considering technology-enabled learning approaches to deliver clinical skills training. This Viewpoint presents a reflective, theory-informed account of the first-year integration of an artificial intelligence (AI)-enabled, voice-interactive simulated patient into an undergraduate mental health nursing practicum. Grounded in Kolb's experiential learning cycle and aligned with established simulation best practices, the initiative was designed to support therapeutic communication, psychiatric assessment, and clinical reasoning through structured prebriefing, immersive interaction, and guided debriefing. The paper describes the educational rationale, scenario development, implementation processes, and contextual challenges encountered during real-world deployment across university and clinical environments. AI-supported simulations offered a standardized and psychologically safe context for students to engage with complex psychiatric scenarios, particularly when direct patient interaction is constrained. We discuss operational insights related to technical reliability, environmental requirements, faculty preparation, and assessment integration alongside considerations for scalability and sustainability in resource-limited settings. While AI-supported objective structured clinical examinations have been incorporated to support assessment consistency, formal psychometric validation and outcome comparisons have not been undertaken at this stage. By sharing lessons learned from early implementation, this Viewpoint contributes practical insights for nursing educators facing similar structural constraints. AI-enabled simulation is presented as a strategic complement to, rather than a replacement for, traditional clinical placements, with future empirical research needed to evaluate educational outcomes and long-term impact.

This study reviewed women's health (WH) curricula at chiropractic colleges and developed core competencies for WH. Instructors of chiropractic colleges who taught WH-related course(s) were contacted to complete a survey that gathered pertinent material, including course objectives and targeted competencies. Survey results were used to develop an initial set of WH competencies. These were presented at an international conference workshop, with feedback from attendees who chose to participate. An e-Delphi panel was convened to finalize the core competencies, which required greater than 80% consensus for approval of each statement. Based on surveys from 7 institutions and 13 courses, 11 individuals at the international conference workshop recommended 62 core competencies within 10 domains, which were subsequently evaluated by 42 Delphi panelists (DP). After one round, all competencies met consensus. The study provided insight into the WH curriculum offered at participating chiropractic colleges. This resulted in a set of 10 domains and 62 core competencies to inform curricula that may be used by chiropractic training programs to enhance future chiropractors' knowledge and skills around WH across the lifespan and for post-graduate courses to ensure that proficiency may continue to advance in practice. These competencies go beyond women's reproductive health to include less considered milestones throughout the lifespan, including that gender is a social determinant of health, and the biological impact of social conditions, such as age in this population.

This mixed methods pilot study evaluates the feasibility and effectiveness of microlearning for faculty development in cardiovascular education. Microlearning appears feasible and well-received for faculty development, offering a scalable, flexible approach.

The article assesses the returns on skills of IT specialists in Russian cities of different sizes. The empirical basis of the study consists of open data on job vacancies published on the HeadHunter platform in March—April 2025. The paper describes the data processing procedures, including the unification of skill descriptions and their transformation into discrete variables. The main research method is hedonic wage modeling in the labor market, which allows for estimating the impact of various factors on the salaries of information technology professionals. The econometric modeling employs a two-step OLS approach with Heckman correction and sequential inclusion of variables into the baseline specification. The results show that professional IT skills, personal characteristics, managerial skills, and employment in Moscow, the Moscow region, St. Petersburg, and cities located outside the Russian Federation have a statistically significant positive effect on IT specialists’ wages. Employment in cities with populations between 250 thousand and one million people, as well as social skills, have a significant negative effect. For professional IT skills, significant positive effects were identified in Moscow, the Moscow region, and St. Petersburg, indicating that the city effect remains even after accounting for cross-city differences in skill valuation. The main findings of the study are relevant for the development and implementation of education, regional, and migration policies aimed at fostering the training and mobility of highly qualified employees. The proposed approach to working with relatively small but easily accessible datasets can also be applied in expert HR analytics, for example, to identify differences among local labor markets.

Purpose: This program aims to enhance the capacity of coastal communities in managing marine ecotourism potential while maintaining the sustainability of coral reef ecosystems. Research Methodology: The implementation methods include socialization, Focus Group Discussions (FGD), technical training, and hands-on practice in the creation and installation of BioReefTek media and spiderwebs as tools for coral growth, involving 48 participants (fishermen and Mitra Analaut) on November 8, 2025. Results: The activities resulted in a significant increase in community knowledge and participation in marine conservation, with a 90% improvement measured through pre-test and post-test evaluations. The FGD produced important recommendations regarding the need for synergy between education, conservation, and nature-based economic development. The active role of the Anana Laut Community was a key element of the program’s success through local innovation and cross-sector collaboration involving the community, academics, government, and private sector. Conclusions: This program demonstrates the effectiveness of a holistic approach in integrating simple technology with local wisdom for the sustainability of coral reef ecosystems. Limitations: The limitation of this community service lies in the use of the BioReefTek method, which requires experimentation with more complex methods for coral ecosystem restoration. Contributions: This program contributes to the preservation of coral reefs, which are better preserved and experiencing improved growth. It also impacts the increased fish catch for fishermen.

Teenage and young adult (TYA) patients undergoing allogeneic stem cell transplant have distinct psychosocial needs, yet they are poorly represented in research and their outcomes are not well understood. This study uses prospectively collected data from the British Society of Blood and Marrow Transplantation and Cellular Therapy (BSBMTCT) registry to explore UK transplant practice and outcomes for TYA patients (aged 16-24) in this healthcare setting, alongside children (aged 1-15) and adults (aged 25-39), transplanted for acute leukaemia (including lymphoblastic, acute lymphoblastic leukaemia [ALL], and myeloid, acute myeloid leukaemia [AML]). Nine hundred and forty TYA patients, transplanted between 1999 and 2018, are included, representing 87% of all UK activity during the study period. On adjusted analyses, overall survival after transplant for ALL worsened from children, through TYA, to adults; survival for patients with AML was similar across age groups. Non-relapse mortality was not significantly worse in TYA patients compared with children (p = 0.117 in ALL, p = 0.379 in AML). The risk of chronic graft-versus-host disease (GvHD) was strongly correlated with age, with rates in the TYA group much closer to those seen in adults. While a graft-versus-leukaemia effect may be suppressing relapse, the high rate of GvHD represents an unmet need in this group, who are at a crucial juncture in their personal, educational and social development.

The Covid-19 pandemic significantly disrupted education systems worldwide, with developing and poor countries experiencing severe impacts. In Mauritius, the government responded swiftly by implementing emergency remote and online teaching through audio-visual and internet-based methods. Educators, however, had to abruptly transition to these new modes of instruction, relying heavily on their prior knowledge of ICTs. While emergency remote and online teaching allowed for continued student engagement, these efforts were often characterised by ad hoc measures rather than well-prepared plans akin to those in sectors like IT, which have established business continuity and disaster recovery strategies. This study explores the experiences of secondary school educators in Mauritius during the pandemic, focusing on their willingness to adopt remote and online teaching, their involvement from a techno-pedagogical perspective, and their perceptions of its effectiveness. The findings indicate that while educators recognised the potential of remote and online teaching, inadequate digital infrastructure emerged as a significant barrier to effective implementation, and ICT literacy was the strongest predictor of educators’ willingness to adopt remote and online teaching. Based on these insights, key policy recommendations include the need for a comprehensive national technology-enabled learning policy, continuous professional development for educators, the integration of remote and online teaching into regular curricula, the promotion of asynchronous learning rather than virtual classrooms during school closures and a review of major initiatives with mitigated results. These measures are essential to ensure learning continuity and improve the resilience of the education system in future crises.

Strengthening instructional competence through School-Based Management for sustainable educational development

This theoretical study examines the role of 4C skills—communication, collaboration, critical thinking, and creativity—in enhancing the professional competence of English language teachers. Drawing on internationally recognized educational frameworks and relevant scholarly literature, the paper explores how these competencies contribute to contemporary understandings of teacher professionalism in the context of 21st-century education. Using a conceptual and literature-based approach, the study analyzes the pedagogical significance of each component of the 4C framework and discusses the opportunities and challenges associated with their integration into teacher education and professional development, with particular reference to Uzbekistan’s ongoing educational reforms. The findings highlight the need for systematic alignment between policy initiatives, teacher training practices, and competency-based professional development. The study offers theoretical insights and practical recommendations for curriculum developers, teacher educators, and policymakers, while also establishing a conceptual foundation for future empirical research on the implementation of 4C-oriented approaches in English language teacher education.

Digital textbooks are now an integral component of EFL learning environments, yet the underlying psychological mechanisms that influence digital textbook usage outcomes are still clearly unknown. This study constructs a model using the Stimulus–Organism–Response (S–O–R) theory to show how task-technology fit (TTF), which is an external stimulus variable, affects the outcomes of digital textbook usage (DTUO) by influencing the mediating role of positive emotion (POE). In this model, DTUO is defined as a second-order construct consisting of learning effectiveness (LEE) and continuance intention (COI). Using cross-sectional questionnaire data from 259 undergraduates in China, the paper employed structural equation modeling (SEM) for empirical investigation. Findings indicated that TTF positively predicted both POE and DTUO. Furthermore, POE was found to be positively associated with DTUO and played a significant mediating role in the relationship between TTF and DTUO. These findings confirm that the S-O-R theory is applicable in digital textbook learning and underscore the significance of a task-technology fit and emotional engagement. Theoretical and empirical contributions are offered for educational content developers and policymakers.

Purpose This study investigates the presence and impact of questionable beliefs – so-called myths – in and about sustainability education (SE) (MYTHSE), as experienced by an early-career educator. This study aims to highlight how critically examining such beliefs can foster professional development and promote evidence-informed practice in higher education. Design/methodology/approach Using analytic autoethnography, the author systematically documented and reflected on critical incidents from personal teaching, research and faculty development experiences between 2021 and 2024. Potentials MYTHSE were identified and analyzed using evidence-informed myth-busting instruments. Findings The analysis revealed a spectrum of beliefs, ranging from misconceptions (e.g. that SE is merely environmental education) to partial truths (e.g. that education automatically fosters sustainable behavior). Through reflexive practice, these were deconstructed and classified using a theory-informed framework, contributing to the development of an open educational resource (MYTHSE-Navigator) for evidence-informed educational research and faculty development. Research limitations/implications Findings are context-specific and based on a single case. Broader generalization requires further empirical work and collaborative inquiry. Practical implications The findings of this study support the integration of misconception-based learning and structured myth-refutation in sustainability-oriented faculty development programs. Social implications Challenging widespread myths may enhance the societal impact of SE by aligning pedagogical practices with empirical insights. Originality/value To the best of the authors’ knowledge, this paper provides the first autoethnographic exploration of MYTHSE. Findings show that autoethnographic reflection can surface persistent (mis)beliefs, clarify their impact on teaching and support evidence-informed faculty development. This study also introduces practical instruments for myth identification and refutation, offering a replicable approach for other educators and institutions.