Workforce Education Research Articles

Practice education in social work: a scoping review of existing research

ABSTRACT Practice learning is central to the pedagogy of social work education; it enables students to link theory and practice, and supports them to develop the knowledge, skills, and behaviors required to enter the profession. In England, practice educators—experienced qualified social workers who have undertaken relevant training—are responsible for providing learning opportunities and assessing students’ practice learning. This article outlines a scoping review of research on practice education in the United Kingdom (UK). Thirty-seven empirical studies based in the UK were identified, covering four aspects of practice education: working with students, relationships and emotional labor, the practice education system, and the wider context of practice education. This review highlights that practice educators manage a complex array of relationships and demands placed upon them, whilst working at the interface of competing conceptions of social work. Research indicates there is often limited recognition and support for practice educators, and this lack of attention is reflected in relatively scant research on the experiences of practice educators and the skills required for the role. Greater recognition and support are needed to sustain the practice educator workforce, and more research is required to better understand the needs and experiences of practice educators.

Nurse workforce change and metropolitan medically underserved areas in the United States.

The continued healthcare crisis in the United States (US) is worrisome, especially as workforce shortages, particularly for nurses, are highlighted, often in some of the highest need areas. As the need for healthcare services grows, especially for services that nurses can deliver, the inability to meet those needs exacerbates existing disparities in access to care and can jeopardize the quality and timeliness of healthcare delivery in underserved communities. Prior investigations have used varying definitions to describe underserved, under-resourced, rural, or health professional shortage areas to examine the relationship between these areas and workforce shortages. Therefore, this study examines the relationship between changes in the nursing labor force changes and metropolitan medically underserved areas (MUA), defined by Health Resources and Services Administration (HRSA). Secondary data were utilized to conduct descriptive and regression analyses of the nursing workforce population in metropolitan statistical areas from 2012 to 2022. The key outcome variable for the analyses was nurse workforce change per 10,000 population. Occupational Employment and Wage dataset from the Bureau of Labor Statistics was used to determine the number of nurses employed, at the level of the metropolitan statistical area from 2012 to 2022. The Index of Medical Underservice was extracted for each MUA from HRSA and geographically weighted to the metropolitan area. The results of descriptive trends for nursing professions show that all nursing occupations reviewed have experienced positive change over both five- and ten-year periods. However, the results of nurse change models show that neither the change in Registered Nurses nor Nurse Practitioners is correlated with medically underserved areas. These results emphasize the need for adaptive strategies in the nursing workforce to respond to the evolution of healthcare requirements over time. The findings from this study suggest the need for careful planning in workforce policy and education to grow the nurse workforce needs to meet evolving healthcare needs effectively.

Research-Based Instructional Strategies, Professional Competence, and Pedagogical Approaches

This study examines the effectiveness of research-based instructional strategies, professional competence, and pedagogical approaches among elementary teachers in the Schools Division of Iloilo, Philippines, during the 2023-2024 school year. The research employs a descriptive-correlational design to explore the relationships between these variables, with a focus on how teachers’ demographic profiles—such as age, sex, educational attainment, length of service, and position—influence their instructional methods and professional effectiveness. A total of 391 elementary teachers participated in the study, representing a diverse cross-section of the teaching workforce in Iloilo. The study utilized a validated and reliable questionnaire to gather data, which was then analyzed using various statistical tools, including frequency counts, percentages, means, T-tests, ANOVA, and Pearson correlation. The findings reveal that while there is a general uniformity in pedagogical approaches across different age groups, sexes, and levels of teaching experience, significant differences emerge when these approaches are classified by educational attainment and professional position. Younger teachers and those with less experience tend to prioritize active learning strategies and inquiry-based learning, while more experienced teachers and those in higher positions emphasize collaboration, continuous improvement, and differentiation in their teaching methods. The study also identifies a positive correlation between the use of research-based instructional strategies and professional competence, suggesting that teachers who engage with research tend to be more effective in their roles. However, the findings indicate that tailored professional development programs are necessary to address the specific needs and strengths of different teacher groups, particularly concerning their educational background and professional roles. Overall, this research contributes to the ongoing efforts to enhance the quality of education in the Philippines by providing insights into how teachers’ instructional strategies and professional competencies can be improved to better meet the diverse needs of their students. The study’s recommendations focus on fostering collaboration, promoting continuous professional development, and ensuring that teaching practices remain relevant and effective in an ever-evolving educational landscape. Keywords: research-based instructional strategies, professional competence, pedagogical approaches, elementary education, teacher development, educational attainment, teaching experience, classroom practices, student engagement, Philippines education system

Perancangan Alat Pengayak Maggot Portable Sebagai Bentuk Penerapan Teknologi Tepat Guna Untuk UMKM dan Home Industry

Micro, Small, and Medium Enterprises (MSMEs) play a crucial role in the economy but often face various challenges, such as limited capital, simple technology, and a low level of workforce education. One solution that can be implemented is Appropriate Technology (TTG), which aligns with local needs, is environmentally friendly and optimizes resource use. UMKM REPRO in Semarang, focusing on Black Soldier Fly (BSF) maggot cultivation, faces challenges in the sieving process, which is time-consuming and reduces production efficiency. A maggot sieving tool was developed using the Value Engineering method, emphasizing safety, ergonomics, and cost analysis to address this issue. This tool is expected to make the maggot sieving process more efficient and economical, with an estimated production cost of Rp 290,000. This innovation provides a practical and appropriate solution for MSMEs and home industries in the livestock sector. Keywords: Black Soldier Fly Maggots, MSMEs, Sieving Device, Value Engineering

Diversification of the educator workforce: toward communities of practice and integrated networks of care

Abstract Diversification of the Educator Workforce (DEW) is an urgent need requiring intervention to push against many deeply entrenched systemic barriers (Chapman, Anne. 2021. Opening doors: Strategies for advancing racial diversity in Wisconsin’s teacher workforce. Wisconsin Policy Forum. Available at: https://wispolicyforum.org/wp-content/uploads/2021/03/OpeningDoors_FullReport.pdf; James, Weade & Jacqueline Rodriguez. 2020. The use of networked improvement communities in educator preparation programs to improve teacher shortage and diversity. Success in High-Need Schools Journal 16(1). 10–22). This collaborative autoethnographic case study (see e.g., Chang Heewon, Ngunjiri Faith & Hernandez Kathy-Ann. 2016. Collaborative autoethnography. New York: Routledge) illustrates how a group of individuals across institutions collaborated to dismantle barriers to students who are Black, Indigenous, and People of Color (BIPOC) entering the educator workforce. More specifically, this study reveals how members embodied a collaborative and non-competitive approach to overcoming systemic barriers that BIPOC teacher candidates experience. Through this collaborative approach, the unique contributions of members were evident, and tenets of critical consciousness and feminist theory supported the development of an integrated network of care (Reyes, Ganiva. 2021. Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education 62(4). 471–485). This case study identifies positive impacts of communal support of DEW workers and illuminates invisibilized labor of professional stakeholders and BIPOC students.

Exploring the interplay between social connectedness, job control, and organizational commitment: the mediating role of work engagement among Chinese teachers

This study investigated the factors influencing teachers’ organizational commitment in China. We employed a survey design with a sample of 506 full-time teachers from various public middle and high schools across mainland China. Social connectedness, job control, and work engagement were measured using self-reported scales. Structural equation modeling (SEM) was utilized to examine the hypothesized relationships. The results indicated that social connectedness and job control were directly associated with higher levels of organizational commitment among teachers. Furthermore, work engagement played a mediating role in these relationships. Specifically, teachers who felt more connected to their colleagues and had greater control over their work reported higher levels of work engagement, which, in turn, predicted stronger organizational commitment. These findings highlight the importance of fostering a supportive and collaborative school environment to cultivate social connectedness and provide teachers with greater autonomy and decision-making opportunities to enhance job control. By nurturing these factors, schools can promote work engagement, ultimately leading to a more dedicated and committed teaching workforce.

Analysis of the Impact of the "Rural Teacher Support Program" Policy on Educational Equity in China

In China, educational equity is a significant public concern. To address the urban-rural educational gap, the government launched the "Rural Teacher Support Programme." This paper analyzes the policy's impact on educational equity, detailing its background, objectives, and implementation measures. It assesses the programme's effectiveness in enhancing rural education quality, narrowing the educational divide, and boosting rural students' learning engagement. The research also identifies challenges in implementation, including teacher training, career development, cultural differences, and teacher composition disparities. Recommendations include promoting digitalization, increasing joint funding, and optimizing teacher incentives. Findings reveal notable improvements in the rural teaching workforce, including increased teacher numbers, quality, and living conditions, alongside enhanced stability and professional development opportunities. However, disparities in policy effectiveness persist across provinces, with local governments showing bias in policy tool application, particularly in recruiting and training arts educators. Overall, the programme has successfully diversified policy tools to improve rural teacher retention.

Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway

The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role.

TRAINING A MODERN MATHEMATICS TEACHER: THE EXPERIENCE OF THE YURY FEDKOVYCH CHERNIVTSY NATIONAL UNIVERSITY

The article analyzes research on the issues of readiness of a modern mathematics teacher; the advantages of using innovative technologies over traditional ones by a teacher are presented. The purpose of the article is to substantiate the feasibility of training future mathematics teachers by introducing innovative technologies into the educational process of a higher education institution. Research methods include theoretical – analysis, synthesis, comparison, study of best practices and empirical – pedagogical experiment, expert assessment, testing, questionnaires. It is proven that the main function of innovative technologies is the direct inclusion of students in life itself and the implementation of the doctrine of “lifelong learning”. It is determined that the use of innovations and the application of pedagogical innovative technologies in work is one of the components of the innovative competence of a mathematics teacher. The features of the formation of the readiness of future mathematics teachers for innovative pedagogical activity and the classification of pedagogical technologies that are implemented in their work are presented. The academic disciplines of the educational program of the specialty 014.04 «Secondary education (mathematics)» for the field of knowledge 01 «Education/Pedagogy», which is implemented at the Faculty of Mathematics and Informatics of Yuriy Fedkovych Chernivtsi National University, are considered. As a result of studying professionally oriented disciplines, a complex of innovative teacher competencies is formed. The integration of innovative technologies in mathematics teacher training at Yuriy Fedkovych Chernivtsi National University sets a benchmark for modern education. By fostering competencies such as digital literacy, critical thinking, and adaptability, the university prepares future teachers to navigate the challenges of contemporary classrooms effectively. These advancements contribute to the broader goal of creating a resilient, innovative, and capable educational workforce. Future research and continuous adaptation will further enhance the training process, ensuring alignment with global trends and local needs.

Gender Equality in The Higher Education Workforce in Nepal

This article focuses on the challenges of achieving gender quality that led to gender well being in the workforce in the Higher Education sector in Nepal. Well-being by gender refers to the overall health and quality of life seen from a gender perspective. It includes physical and mental health, while from a quality-of-life perspective it includes social, psychological, cultural, political and environmental aspects. This principle says that everyone, regard less of their gender, should be treated fairly and equally in all aspects of their lives. This includes equal access to high-quality education, employment opportunities, and a role in politics and social life. In addition, gender equality in education means ensuring that men, women, marginalized community and LGBTQI+ have equal opportunities to obtain high quality education without facing any barriers or discrimination. Similarly, gender equality in employment requires that men, women, marginalized community and LGBTQI+ receive equal opportunities to work, receive equal pay and progress in their careers regardless of their gender. Gender equality in politics aims to ensure that men and women have the same right to be involved and contribute to the political process and decision-making. The involvement of women in employment must consider the implementation of strategies regard less of gender and must be fair in offering employment. Previously, women in the employment sector were quite marginalized from the current state of national development. The research method used is a qualitative study that uses document content analysis using secondary data, namely journals and scholarly writing, library research and previous research by previous researchers. This study found some challenges that women face to become leaders in the higher education sector. Including prejudice and stereotypes against women’s ability, gender-based pay disparities, occupational segregation and work-life balance

Workshop Development for New Frontier of Mechatronics for Mobility, Energy, and Production Engineering

Mechatronics is a multidisciplinary engineering field that integrates mechanics, electronics, control theory, computer science, communications, power, and production manufacturing, reflecting the trend toward deep cross-disciplinary collaboration. With applications in e-mobility, connected and autonomous vehicles (CAV), robotics, and unmanned aerial vehicles (UAV), the expanding mechatronics industry demands a workforce with broad, multidisciplinary training. This paper details the activities and outcomes of an NSF-funded ECR: PEER (EHR Core Research: Production Engineering Education and Research) project, which organized two workshops at Wayne State University (WSU) and California State University Long Beach (CSULB). These workshops aimed to gather insights from experts across academia, industry, and non-profit sectors to shape the future of mechatronics education and production. Over two days, professionals addressed challenges in workforce development for production engineering in mechatronics, covering educational pathways, advancements in teaching methods, and the social impacts of mechatronics technology. The workshops had distinct focuses: WSU concentrated on ground mobility technologies, while CSULB emphasized aerospace applications. A survey conducted at the end of the workshops evaluated their effectiveness, with the results informing future improvements in mechatronics workforce education.

From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case

ABSTRACT Drawing on official data, this article looks at the phenomenon of teacher shortage in Portugal and its implications for teacher education. It includes a quantitative analysis of needs of the system to renew the teaching workforce alongside aspects of mass teacher retirement and a decline in teaching candidates. Issues such as negative media portrayal, intensification of teachers’ work, and reactive policies to teacher recruitment and teacher education have contributed to the declining status of the teaching profession. The paper discusses the danger of adopting a ‘deficit discourse’ in teacher education along with the shift towards managerial professionalism, which could erode the quality and status of the profession. It is argued that there is a need to go beyond quick-fixes and emergency responses and to invest in a comprehensive, long-term strategy that balances both the quantitative and qualitative aspects of teacher recruitment and teacher education.

Contemplating on my Linking Standards to Quality Practice (LiSQuP) Journey in the Philippines: An Autoethnography

Professional development systems help teachers enhance their practice, though the impact of mechanisms with this agenda only sometimes yields positive results. In the Philippines, the Department of Education (DepEd) and the Philippine Normal University (PNU) implemented the Linking Standards to Quality Practice (LiSQup) to help its teaching workforce improve. It trains teachers to optimize their instructional delivery through rigorous training under online programs at PNU, requiring Job-Embedded Learning (JEL) tasks associated with DepEd professional assignments. This autoethnographic study was conducted to demonstrate how LiSQup influences teachers. Using the author’s reflective narrative of his experiences posted on social media, themes were developed: character projection, cognitive processing, and career progression. The findings of this study demanded considerations in the program relative to the well-being of the students. This study contributes to the present explorations on how teachers can grow through professional advancement programs, implicating similar mechanisms in the global setting.

Perception of medical students at public universities in Uganda on their education environment: a cross-sectional study

BackgroundThe healthcare workforce is one of the six core components of a well-functioning and sufficient health system. The WHO highlights that improving education and training of the health workforce is critical to improving health systems. Medical education is a pillar of the healthcare workforce. The educational environment - the physical circumstances or conditions under which learning takes place - is an important factor determining medical education’s effectiveness. Its academic and clinical effects significantly determine medical students’ attitudes, knowledge, skills, progression, and behaviors. To ensure strong health systems, there is a need for improvement in medical education. Improvement must be contextual and informed by locally relevant data. This study, which assessed Ugandan medical students’ perception of their learning environment, provides crucial context-specific data highly relevant to the current state of medical education in Uganda.MethodsThis quantitative cross-sectional study was conducted among medical students across five medical schools in Uganda between December 2021 and February 2022. Participants completed an online questionnaire with a demographics section and the Dundee Ready Education Environment Measure (DREEM) tool. The data was analyzed using R in R Studio version 2021.09.0 + 351. The average score for each DREEM sub-scale and the total DREEM score were calculated, and their relationship with demographic characteristics was examined.ResultsThe average total DREEM score of the 335 participants was 112.27/200 (56.12%). We found that 69% (231/335) of the students had a positive perception. The sub-scale mean scores were as follows: Perception of Atmosphere – 25.14/48, Social Self-perception − 14.94/28, Perception of Teachers − 24.86/44, Perception of Learning − 28.8/48, and Academic Self-perceptions – 19.04/32. “There is a good support system for students who get stressed” was the item with the lowest mean score (1.41/5).ConclusionsThe study’s findings indicate that medical students’ perceptions of their learning environment are just above average. This suggests a need for improvement, particularly in the atmosphere and social support, to ensure the training of a robust health workforce. The results of this study should motivate stakeholders to initiate changes that will enhance the quality of medical education in Uganda.

Will they come back? Evaluation of health student placements in remote and very remote regions of Australia

BackgroundDespite the benefits of rural placements in attracting healthcare professionals to rural areas, there remains a gap in understanding the specific impact of placements in remote and very remote areas of Australia, particularly within the unique context of the Kimberley region. There is a need to elucidate differences across geographical areas and contribute to the knowledge about the specifics of where and how student placement programs work. This research explored the impact of a remote placement program at Majarlin Kimberley Centre for Remote Health (‘Majarlin’) on educational outcomes and workforce intentions of participating students.MethodsThis research evaluated student placement data and post-placement surveys of allied health, dentistry, midwifery and nursing students who had completed remote placements in the Kimberley region between 2018 and 2024. Placement numbers and demographic data from 2018 to 2023 were descriptively analysed, while post-placement surveys collected between January 2023 and June 2024 were used to examine educational outcomes, placement satisfaction, and rural practice intention.ResultsBetween 2018 and 2023, Majarlin hosted 1111 students from 20 universities in remote and very remote regions, completing a total of 6068 weeks from 2018 to 2023. Post-placement surveys showed high levels of student satisfaction, with 96.2% also reporting improved clinical knowledge. Many students participated in voluntary positions in the community while completing their clinical placements, with 97.1% feeling that they had a positive impact on the community. All students reported that their cultural awareness and ability to engage with Aboriginal and Torres Strait Islander Peoples improved. Notably, intention to work in remote areas significantly increased post-placement (p < .001).ConclusionsThe results of this study demonstrated that the remote student placement program improved students’ self-rated clinical knowledge, cultural awareness, and community engagement skills. The program significantly influenced students’ intention to work in remote areas after graduation. These results can be used to inform the design and delivery of similar remote student placement programs which aim to improve the rural health workforce pipeline, paving the way for a more equitable and effective healthcare system across Australia.

Conceptualizing English Teacher Identity In Pesantren Based School

This study aims to explore how English teachers at Pondok Pesantren Nurul Jadid conceptualize their professional identity within the unique context of a pesantren-based Islamic school. Employing a survey research method, this investigation gathers data from junior high school English teachers to understand their perceptions and experiences in shaping their teacher identities. The research seeks to delve into the multifaceted nature of teacher identity, considering the interplay of religious values, pedagogical approaches, and the cultural environment of the pesantren. By examining these dimensions, the study aims to uncover how these educators balance their roles as language instructors and moral guides, integrating Islamic teachings with their professional responsibilities. The findings described the interconnectedness of Future Perspective, Teacher Belief, Career Perception, and Self-Efficacy plays a critical role in shaping teacher professional identity. A positive outlook on these aspects encourages teachers to remain committed, resilient, and engaged in their profession. Professional development programs tailored to enhance teacher skills and confidence, along with mentorship opportunities, are essential in reinforcing a strong professional identity. Furthermore, educational policies that prioritize fair compensation, job security, and access to resources create a supportive environment where teachers can thrive. By addressing both internal and external factors that influence professional identity, educational leaders can ensure that teachers feel valued and empowered, ultimately leading to improved job satisfaction, retention, and student outcomes. A focus on these key areas is vital for sustaining a motivated and effective teaching workforce.

Interconnections in the education–migration–labor market chain in Central and Eastern Europe

This study examines the interconnections between transformations in the education sphere, migrations waves, and labor market in 2000–2021 based on a panel data set for 14 Central and Eastern European countries (7 – former members of the Council for Mutual Economic Assistance; 5 – former republics of the USSR, and 2 – former republics of Yugoslavia). Statistical data were collected from the World Bank, the Organisation for Economic Cooperation and Development, and the International Labour Organization databases. To describe this interconnection, a pool of parameters was formed. Those that cause the greatest variability were selected using exploratory factor analysis: for education – the number of teachers and students in higher education and public spending on education; for migration – the net migration flow, personal remittances sent and received; for labor market –unemployment rate and the share of highly educated people among the employed. Confirmatory factor analysis identified the most influential determinants: for education – the number of students in higher education; for migration – paid personal remittances; for labor market – unemployment rate. The covariance analysis demonstrated a robust direct correlation between education and migration (positive shifts in the education sector serve as a catalyst for pursuing superior employment opportunities or continuing education abroad). A relatively weak direct correlation was between education and the labor market (a more highly educated workforce has only a limited impact on the structure and dynamics of the labor market). Finally, a moderate inverse correlation was between migration and the labor market (deteriorating labor market conditions give rise to migration waves). AcknowledgmentThis study is funded in terms of the projects “Business-Education-Science” Coopetition: Institutional and Economic Models of Innovation Transfer for National Security and Sustainable Development (№ 0122U000772) and “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (№0123U100114).

Defining a core set of research and development priorities for virtual care in the post-pandemic environment: a call to action.

To identify research and development priorities for virtual care following the coronavirus disease 2019 pandemic from the perspective of key stakeholders (patients, clinicians, informaticians and academics). Qualitative study using a modified nominal group technique. Online semi-structured interviews and workshops held in November 2022 and February 2023. Health workers involved in delivering virtual care in two metropolitan local health districts and one specialty statewide network, and people who had received care from these sites, were recruited using passive snowball sampling. Research and academic staff from a tertiary institution were also invited to participate. Priorities to support a translational research agenda for virtual care. Twenty-five individuals participated including 18 innovation deliverers, two innovation recipients and five implementation facilitators. Stakeholders identified several key priorities for developing virtual care models and for sustaining and scaling virtual care services. These included demonstrating the economic and societal value of virtual care, developing a common framework to support evaluation and comparison of virtual care services, ensuring virtual care services integrate acute and primary care, and defining which models of care are most appropriate for virtual care delivery. As the health system recalibrates with the return of in-person care, there is a growing need to demonstrate the value of virtual care models to patients, the health system, and society at large. Demonstrating this value while also demonstrating improvements to health outcomes will future-proof virtual care, enabling it to be used to address broader challenges of health care delivery. In addition, sustaining virtual care will depend on robust operational structures and workforce training and education. As services evolve, research and development priorities must be revisited to ensure that translational research aligns with stakeholder interests.

Racial disparities and socioeconomic factors associated with post-acute rehabilitation facility utilization among Nevadans with Alzheimer's disease and related disorders and extremity fractures: insights of age-friendly and dementia-friendly state planning in U.S.

Falls and extremity fractures often occur in people living with Alzheimer's disease and related disorders (ADRD). In post-fracture care, these patients are cared for either at rehabilitation facilities or their homes. The coronavirus disease 2019 (COVID-19) pandemic limited the utilization of rehabilitation facilities. In areas with provider shortages, this trend poses a risk of disability and caregiver burdens, particularly in racial minorities who under-utilize rehabilitation facilities. To assess racial disparities in post-acute care (PAC) at rehabilitation facilities among people living with ADRD and extremity fractures during the COVID-19 pandemic. We summarized the PAC locations by (1) rehabilitation facilities (skilled nursing facilities and inpatient rehabilitation facilities) and (2) homes (homes with self-care and homes with services) for each study year. We observed the yearly percentage trends in PAC at rehabilitation facilities over the total post-acute discharge period. We assessed demographics (age, sex, and race), clinical comorbidities (fracture sites), utilization factors (pay source and hospital location), and COVID-19 pandemic status (pre-/post-pandemic years). We used multivariate logistic regression to estimate the association between these factors and PAC in the rehabilitation facilities. The proportion of individuals receiving PAC declined in rehabilitation facilities, whereas the proportion of individuals receiving PAC at home with services continuously increased. Being Hispanic, presence of cerebrovascular disorder (CVD), use of Medicaid services, and the COVID-19 pandemic were associated with lower probabilities of utilizing rehabilitation facilities. Among the individuals with ADRD and extremity fractures, the proportion of those who underutilized rehabilitation facilities was higher in Hispanics compared with other races. Caregiving for Hispanics, presence of CVD, and use of Medicaid services were associated with the risk of disability and caregiver burden, due to shifting trends from rehabilitation facilities to homes with services. Geriatric workforce education should be prioritized to enhance the competencies of healthcare providers serving these individuals to relieve caregiver burdens in areas with provider shortage.

Exploring the multimedia piano group class for early childhood education majors in universities

The multimedia piano group class for early childhood education majors in universities represents an innovative teaching model that integrates digital pianos, multimedia teaching devices, and live-streaming technology, bringing significant transformation to piano instruction. This model not only enriches teaching resources and enhances instructional efficiency but also strengthens teacher-student interaction and students' practical abilities. By leveraging the accurate sound reproduction and weighted key touch of digital pianos, students can improve their techniques in an experience closely resembling traditional piano performance. The multimedia teaching device supports the presentation of musical scores and demonstration videos, assisting students in gaining a deeper understanding of musical works and improving their artistic appreciation. Additionally, the use of live-streaming technology enhances classroom interactivity, allowing students to observe the teacher’s demonstrations clearly and learn through precise imitation. However, the implementation of this teaching model faces challenges, including technical difficulties, limited teaching resources, significant student variability, and a shortage of qualified instructors. This study examines the advantages of the multimedia piano group class, such as fostering teacher-student interaction, improving teaching efficiency, and enabling personalized instruction. It also explores the applications and benefits of multimedia technology for both instructors and students. Furthermore, this research proposes measures to address existing challenges, including enhancing teacher training, enriching teaching resources, optimizing instructional strategies, and expanding the teaching workforce. The aim is to further optimize piano teaching for early childhood education majors in universities, improving teaching quality and the overall student learning experience.