Heterogeneous Associations Between Community Social Capital and Loneliness: A Cross-sectional Study in 2019

The article explores the potential of digital technologies as a tool for developing students’ critical thinking and media literacy in the context of the digitalization of Ukraine’s educational space. The relevance of the study is substantiated by the challenges of information overload, the spread of disinformation, and hybrid threats, which require higher education students to possess analytical thinking skills, source verification, the ability to detect manipulation, and adherence to ethical norms in the digital environment. The methodological basis combines an analysis of recent Ukrainian academic publications (2024–2025), national digital transformation strategies. The author proposes a three-tier model CT–CT–ML (Digital Technologies — Critical Thinking — Media Literacy), which includes the levels of educational design, didactic tools, and a culture of safety. The educational design level involves integrating critical thinking and media literacy modules into professional disciplines, implementing microqualifications in fact-checking, ethics, and safety, applying blended learning, and aligning programs with national strategies. The didactic level includes the use of LMS platforms (Moodle, Google Classroom), artificial intelligence tools for analyzing arguments and detecting logical fallacies, infographics for data visualization, and social networks as educational communication channels. The safety culture level incorporates cybersecurity protocols, AI literacy, media ethics, and practices of media forensics and OSINT. A correspondence matrix “tool — outcome — assessment” operationalizes the model’s goals and ensures transparency in evaluating learning outcomes through a unified 0-4 scale (validity of sources, logic of conclusions, contextualization, ethics and safety, reflection and transfer). The model demonstrates adaptability across various educational programs: for humanities, the focus is on discourse analysis, debate, and media creativity; for STEM fields, on critical analysis of data, ethical implications of algorithms, and responsible technology design. The findings provide a framework for modernizing educational programs, improving instructional efficiency, and developing students’ meta-competencies essential for professional and civic self-realization in the digital society.

Introduction: Iron deficiency anemia is the most common during pregnancy, caused by a decrease in hemoglobin concentration, a decrease in hematimetric indices and producing maternal-fetal complications during pregnancy. Objectives: Determine the incidence of anemia in pregnant women in a District hospital in Paraguay, during the year 2024. Methodology: observational, descriptive cross-sectional. Through the registration of data from a district hospital in Paraguay without any type of intervention in the course of these. The sample consisted of 185 pregnant women. Results and discussion: the majority age was 28 and 37 years (52%), mostly from the city of Limpio (67%) and with a secondary educational level (53%). The educational and economic level is related to the appearance, The number of births and nutritional deficiencies can contribute to anemia, affecting fetal development. In the study, 54% of the patients had mild anemia, and 42% had moderate anemia, with the number of prenatal controls being a key factor in preventing complications. The absence of treatment in the mother affects fetal development, increasing the risk of premature birth. and limit the production of hemoglobin and oxygen in the maternal body. Conclusion: It was possible to identify the sociodemographic and clinical variables of the pregnant patients such as age, marital status, origin, educational level, parity, gestational age and diagnosis method, the type of anemia was satisfactorily determined according to the trimester of pregnancy and was correlated with the number of prenatal checkups.

Effective environmental education depends on teachers who possess both scientific understanding and the ability to translate it into meaningful classroom practice. In this study, the environmental literacy (EL) of in-service chemistry teachers regarding hydrosphere pollution was investigated. An online instrument assessed environmental knowledge, competencies, dispositions, and environmentally responsible behaviour across five critical topics: agricultural runoff, ocean acidification, microplastics, e-waste, and persistent organic pollutants. Data from 66 in-service teachers revealed a moderately low overall EL, with limited knowledge, varied competencies, and frequent misconceptions, especially on newer issues. Teachers demonstrated strong pro-environmental dispositions but exhibited inconsistent behaviour. Neither participation in in-service education nor the educational level at which teachers teach showed significant differences in their EL. The results highlight the discrepancy between positive dispositions and actionable knowledge and competencies. These findings indicate the need to reconsider and strengthen the design of in-service education programmes and the curricular integration of hydrosphere pollution issues.Effective environmental education depends on teachers who possess both scientific understanding and the ability to translate it into meaningful classroom practice. In this study, the environmental literacy (EL) of in-service chemistry teachers regarding hydrosphere pollution was investigated. An online instrument assessed environmental knowledge, competencies, dispositions, and environmentally responsible behaviour across five critical topics: agricultural runoff, ocean acidification, microplastics, e-waste, and persistent organic pollutants. Data from 66 in-service teachers revealed a moderately low overall EL, with limited knowledge, varied competencies, and frequent misconceptions, especially on newer issues. Teachers demonstrated strong pro-environmental dispositions but exhibited inconsistent behaviour. Neither participation in in-service education nor the educational level at which teachers teach showed significant differences in their EL. The results highlight the discrepancy between positive dispositions and actionable knowledge and competencies. These findings indicate the need to reconsider and strengthen the design of in-service education programmes and the curricular integration of hydrosphere pollution issues.

Predicting suicide attempts in early-onset major depressive disorder: A nomogram-based approach.

This systematic review examined the nutritional knowledge and related factors among hemodialysis patients. An exhaustive and methodical exploration was conducted across various global electronic databases, including Scopus, PubMed, Web of Science, and Persian electronic databases like Iranmedex and the Scientific Information Database. This search utilized keywords derived from Medical Subject Headings, specifically “knowledge”, “hemodialysis”, and “nutrition”, spanning from the inception of these databases until March 25, 2024. The quality of the studies incorporated into this systematic review was assessed utilizing the Appraisal tool for Cross-Sectional Studies (AXIS tool). In total, there were 721 hemodialysis patients in eight cross-sectional studies. Among the participants, 61.70% were male. The participants had a mean age of 55.03 (standard deviation [SD]=14.06) years. The studies incorporated in this systematic review were conducted in various countries: the United Kingdom (n=2), India (n=2), Italy (n=1), Iran (n=1), Greece (n=1), and a joint study from Turkey and Finland (n=1). The nutritional knowledge among hemodialysis patients was 47.79 out of 100. This score indicates a suboptimal level of knowledge in this area. Factors including education level, attitude, practice, family income per month, and diet counseling were related to the nutritional knowledge of hemodialysis patients. Consequently, policymakers and healthcare administrators can enhance the nutritional understanding of patients undergoing hemodialysis by focusing more on nutritional knowledge factors, such as education level, attitude, practice, monthly family income, and dietary counseling.

Digitization, as the fourth industrial revolution, has stimulated changes in all areas of life. This paper highlights the importance of digitizing the teaching process, the evolving role of teachers, and the challenges they face in creating and implementing pedagogical-didactic models in a digital environment. To address these challenges, the DigCompEdu model was presented, which is primarily designed to help teachers develop digital competencies at all levels of education. The study was conducted on a sample of 221 students from the Autonomous Province of Vojvodina (Republic of Serbia) to evaluate their satisfaction with the digitization of the teaching process, aligned with the Strategy for Education Development until 2030. The results indicate that students generally support the digitalization of teaching, although the degree of satisfaction varies across different student categories. Based on the findings, it can be concluded that the digitization of teaching in the Republic of Serbia yields satisfactory results, and its continued progress requires ongoing upskilling and reskilling of teachers in this domain.

A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review.

Abstract Continuous training constitutes a central component of the strategic and operational management of Human Resources. It aims to produce, maintain, and develop individual and collective skills within organizations, thereby directly contributing to performance and competitiveness. For training to be effective, it must not be an end in itself but rather a strategic tool aligned with the company’s objectives. This requires integrating evaluation mechanisms and tools from the design phase to ensure the relevance, usefulness, and effectiveness of training programs in relation to the expected outcomes. At the national level, Morocco, as an emerging country, must raise the overall level of education and training of its population—an essential condition for improving the competitiveness of Moroccan enterprises. Continuous training enhances adaptation to labor market transformations, strengthens employee employability, and improves productivity. To maximize its impact, training must be considered a strategic investment and integrated into the company’s overall strategy. An effective training policy requires strategic thinking in human resource management and skills development, grounded in and aligned with the organization’s strategy.However, in Moroccan SMEs, this strategic approach remains limited: material investments are generally prioritized at the expense of continuous training. This research aims to examine existing training practices within Moroccan SMEs in a strategic approach.

ABSTRACT.Dementia cases are rising globally, particularly in low- and middle-income countries like those in Latin America.Objective:The aim of the study was to enhance diagnostic accuracy in diverse populations; modifications to brief cognitive tools may be necessary.Methods:This cross-sectional study involved 197 participants who underwent neurocognitive assessments with both the Peruvian version of the Rowland Universal Dementia Assessment Scale (RUDAS-PE) and a modified version of RUDAS-PE (mRUDAS-PE). Statistical analyses, including chi-square tests and receiver-operator curves, were used to compare the diagnostic performance of the original and modified RUDAS.Results:The mRUDAS-PE showed improved performance in the visuospatial construction domain, with more participants achieving top scores, especially among controls and Alzheimer’s disease patients. The judgment domain also yielded higher scores for controls. Only the judgment domain modifications do not change the diagnostic accuracy.Conclusion:Judgment modifications could be considered to improve the diagnostic performance of RUDAS-PE. Further testing in populations with different educational levels from rural areas is needed to assess their broader impact.

Association between pro-inflammatory dietary patterns and chronic pain in community-dwelling older adults: A cross-sectional study.

Diagnosis and treatment knowledge among breast cancer survivors in Mexico: A cross-sectional study.

"Nobody is talking about it, so maybe it is not that important." a qualitative study examining Canadian adults' perceptions and experiences with dietary sodium.

Familial risk of placental abruption.

Association between the single-point insulin sensitivity estimator and cardiovascular disease incidence: A prospective nationwide cohort study involving two cohorts.

Socioeconomic inequality in lifestyle trajectories among middle-aged and older adults: A 10-year longitudinal analysis across the US, UK and China.

Objective: The aim of this study was to evaluate the postoperative learning needs of patients undergoing laparoscopic cholecystectomy. Materials and Methods: This cross-sectional and descriptive study was conducted in the general surgery clinic of a university hospital between November 2024 and July 2025. One hundred patients selected by simple random sampling were included in the study. Data were collected using a socio-demographic form and the Patient Learning Needs Scale (PLNS), which was developed by Bubela et al. (1990) and Turkish validation and reliability was performed by Catal and Dicle (2008). The Cronbach Alpha coefficient of the scale was 0.924. Data were collected by face-to-face interview on the 1st postoperative day. Results: The mean age of the participants was 46.07 ± 9.27 years; 41% were female, and 39% had a bachelor’s degree or higher. While 91% of the patients received preoperative information, only 28% received discharge education. The mean total score of the PLNS was 191.77 ± 21.62. The sub-dimensions with the highest learning needs were medications (4.22) and treatment and complications (4.07), whereas the lowest was feelings about the situation (3.15). A statistically significant difference was found between educational level and age and PLNS scores (p

Introduction: Technostress (TS), an emerging psychosocial risk derived from the use of ICTs, can affect worker well-being and performance. This study aimed to characterize the relationship between TS and its dimensions in workers of Tecnomática Enterprise, an organization in the Cuban ICT sector.Methods: A study was conducted with 97 workers, selected through intentional "snowball" sampling. The RED-Technostress scale adapted and validated for Cuba was applied. Data analysis included descriptive statistics, Mann-Whitney U tests, Spearman correlations, and the application of Salanova's standardized benchmark for intensive ICT users.Results: The mean global TS score was 47.3 (SD=12.8). No statistically significant differences were found in the total scores or by dimensions based on sex, educational level, work modality, or labor area. After applying the benchmark, high levels of Skepticism (54.6%), Anxiety (38.0%), and Addiction (34.0%) were identified, as well as medium-high levels of Inefficacy (28.9%). Fatigue showed a more heterogeneous distribution.Conclusions: Some workers manifested TS, and another group was at risk of suffering from it. Although a severe situation was not found, the high scores in several dimensions establish warning signs that justify the implementation of preventive and corrective measures to mitigate its impact on the organization.

Identifying eligible patients for the Australian national lung cancer screening program in primary care: A cross-sectional study using clinical decision support systems and evaluating PLCOm2012 data quality.

Factors associated with perceived barriers to canine rabies vaccination among owners of unvaccinated dogs in Sierra Leone.