This community service initiative addresses the outstanding Land and Building Tax (PBB) receivables at the Regional Revenue Agency (BAPENDA) of North Tapanuli Regency, which has become a significant obstacle to optimizing Regional Original Revenue (PAD) realization. The initiative aims to identify factors hindering PBB receivable collection effectiveness, analyze critical points of prevailing issues, and formulate applicable strategies to enhance collection performance. Methods employed include field observations, technical staff mentoring, and arrears data analysis using Excel software. Findings indicate that collection process barriers are influenced by two primary factors: internal and external. Internal factors include limited human resources, lack of integrated database systems, and inadequate information technology infrastructure. External factors encompass community socio-economic conditions, geographical constraints, and low taxpayer legal awareness. Based on these findings, several strategic measures are recommended: strengthening information systems and databases, enhancing personnel capacity, implementing public education programs, and optimizing inter-agency coordination. Implementation of these strategies is expected to reduce PBB receivables and improve regional financial management accountability.

Colorectal cancer, which often requires ostomy construction, is increasingly prevalent. This highlights the need for ostomy self-care educational programs. This review assesses the effectiveness of these programs in improving self-care values and examines their key components. We conducted a systematic review following the PRISMA statement using MEDLINE, Scopus, and Web of Science (September 2025). The risk of bias was assessed using the Cochrane tool and Downs and Blacks checklists. We included randomized controlled trials that tested the effect of educational intervention programs on ostomized colorectal patients compared to no intervention, control, or placebo intervention. Data were pooled, and a meta-analysis was performed. We included 11 studies with 1011 patients. Meta-analysis results demonstrated significant differences favoring educational programs (SMD = 1,44; 95 % CI = 0,86;2,02; p < 0.001). The programs were highly heterogeneous in terms of timing, length, session duration, frequency, and number of sessions. The results of this systematic review with meta-analysis suggest that educational intervention programs improve self-care values in ostomized colorectal patients. The intervention components are highly heterogeneous and challenging to standardize. Multimedia educational intervention programs achieved superior results compared to traditional educational programs. Educational programs enhance self-care, with multimedia-based interventions proving more effective. Standardized, multidisciplinary programs with long-term follow-up are needed to sustain benefits and improve adherence.

Effects of a pre-operative educational and self-care promotion program on knowledge and rehabilitation outcomes following total knee arthroplasty: A quasi-experimental study.

The Centre was established in March 2025 as a central repository to document the gaps in nursing workforce data needed to inform planning and policy development. To establish research priorities, an inaugural panel of Centre experts created 98 initial research questions (GNWC) across five domains: education, practice, regulation, policy, and systemic issues. Released in May 2025, the World Health Organization's (WHO) State of the World's Nursing 2025 (SOWN) provides updated worldwide nursing workforce data and global analysis. This study explores GNWC framework alignment with topics addressed in SOWN to affirm its direction and to augment research areas that are underrepresented. A framework analysis was conducted to compare SOWN findings with the GNWC research question framework. Findings between the two reports were categorized to identify areas of convergence and divergence. Thematic information was extracted from SOWN, and each GNWC question was examined in relation to the extracted information. Data were grouped by topic into five domains and classified according to thematic congruence. An iterative process was used to capture the consensus on alignment reached between the researcher and the panel of experts. Varied thematic congruence was identified between SOWN and the five domains of the GNWC framework: Education, Practice, Regulation, Policy, and Systemic issues. Shared understandings of global challenges were evident in all domains, with both minor and major differences identified. The analysis demonstrates substantial thematic congruence between the GNWC research question framework and SOWN across several domains. Areas of more limited coverage include Education and Systemic issues. Identifying challenges and evidence gaps in the global nursing workforce helps set research priorities and develop evidence-based strategies to strengthen it, thereby improving patient access to care and health outcomes.

Teaching against torture: Evidence based abolitionist pedagogies in an era of intensified bordering.

The effect of an activity-supported education program on hot weather protection knowledge in preschool children.

Evaluation of the quality of life of children and adolescents with type 1 diabetes mellitus before and after an intervention with a remote multiprofessional educational program.

Evaluation of the effectiveness of training on pediatric nurses' attitudes toward children during invasive procedures.

The aim of this study is to examine the effect of mindfulness-based stress reduction intervention on educational stress and coping with exam anxiety and mindfulness in nursing students. This study utilizes a quasi-experimental design with the pretest-post-test control group. Personal information form, nursing education stress scale (NESS), state test anxiety scale (STAS), and mindful attention awareness scale (MAAS) were employed as data collection instruments in the study. The study group of the research consisted of 68 students in university. Findings indicated statistically significant differences between the changes in the participant’s scores in the control and experimental groups in the overall NESS in the post-test and the application stress and academic stress scale. The results further found a statistically significant difference between the changes in the scores of the participants in the control and experimental groups in the post-test from the MASS. The intervention based on mindfulness stress reduction led to positive results in students’ coping with exam anxiety. Educational programs should be organized to enable students to cope more effectively with the stressors they encounter. Therefore, it is believed that it would be appropriate to introduce similar programs in the education process of nursing students.

The effect of an information-motivation-behavioral skills model-based education program on disease management in adolescents with epilepsy: A randomized controlled trial.

School absenteeism, associated with social isolation and loneliness, may signal hidden risks that increase the likelihood of suicidal ideation and behaviors. Few studies have explored longitudinal associations between school absenteeism and suicidality. This study sought to examine longitudinal associations between school absenteeism (a potential early marker) and suicidality to identify other risk and protective factors of students and schools for suicide prevention. Retrospective longitudinal matched case-control study. We used the New Zealand Integrated Data Infrastructure (IDI) database to integrate mental health outcomes with educational data. Based on clinical International Classification of Diseases (ICD) codes and descriptions, we identified 3042 cases from 562,455 students (school year 6-13) enrolled in the education system in 2018, who had a subsequent hospital admission due to suicidality (2019-2021). Cases were matched using a 1:4 ratio with 12,168 control students by sex, school year-level, and ethnicity. School absenteeism was significantly associated with subsequent suicidality (adjusted odds ratio (aOR: 2.21, 95% CI 2.02-2.41). Other significant factors included students' post-school activities and previous suicidality; the school's region (secondary/minor urban schools vs. main urban), decile (a socio-economic index), and availability of Māori language learning (level C/D & above vs. not available). School absenteeism is an early indicator of suicidality. Combined with other identified student and school factors, a risk stratification strategy for suicide prevention may be established to provide timely early prevention strategies for schools and students at high risk.

Critique and Transcendence of Deficit Thinking: A Review of Rural Education Policies and Programs in Taiwan

Leadership without evidence: A national study of evidence-based practice competence among acute care nurse leaders.

Australia's growing demand for specialist nurses in acute care settings coincides with an aging population and rising prevalence of chronic and complex conditions. Postgraduate specialty nursing education plays a critical role in preparing nurses to meet these demands. However, in the absence of mandatory regulatory standards for most specialty areas, the landscape of postgraduate education remains diverse and under-examined. This scoping review aimed to map and synthesise the existing literature on postgraduate education in acute care specialty nursing in Australia, identifying patterns, gaps, and implications for practice, policy, and future research. Comprehensive literature search was conducted in MEDLINE Complete (EBSCO), CINAHL Complete (EBSCO), ERIC (EBSCO), PsycINFO (EBSCO) to identify relevant literature to postgraduate specialty nursing education. The review was guided by Arksey and O'Malley's framework and the Joanna Briggs Institute methodology. To structure and interpret findings, the PAGER framework was applied, enabling analysis across five domains: Patterns, Advances, Gaps, Evidence for practice, and Research recommendations. A total of 103 sources were thematically analysed, including empirical studies, discussion papers, and grey literature published since 1986. Five overarching themes were identified: (1) facilitators and barriers to enrolment and completion; (2) integration of education and healthcare systems; (3) curriculum design variability; (4) course outcomes including career progression, learner development, and patient impact; and (5) evolving trends in nursing education and technological integration. Key gaps were identified in standardisation, clinical-academic collaboration, learner support, and evaluation of patient outcomes linked to postgraduate qualifications. Despite advancements in postgraduate specialty nursing education, significant inconsistencies and structural barriers persist. Strengthening academic-health service partnerships, standardising curriculum frameworks, and enhancing learner and organisational readiness are essential to ensure quality, sustainability, and responsiveness of nursing education in high-acuity settings. Further research is warranted to examine the impact of postgraduate education on patient outcomes and healthcare workforce resilience.

Mastery of Operative Suturing/Stapling in Intestinal Surgery (MOSIS) Development of a Military General Surgery Resident Education Simulation Curriculum.

This study investigates the mechanisms underlying the development of professional identity (PI) among pre-service early childhood education (ECE) teachers in China, focusing on the mediating roles of learning motivation and engagement in the relationship between self-efficacy and PI. Data were collected from 411 pre-service teachers in Guangdong Province. Results indicate that self-efficacy significantly enhances both learning motivation (β=0.909, 95% CI [0.887, 0.929], p<.05) and engagement (β=0.686, 95% CI [0.594, 0.774], p<.05), which in turn foster PI. Engagement demonstrated a significant but weaker mediating effect (β=0.195, 95% CI [0.084, 0.316], p<.05) compared to motivation (β=0.241, 95% CI [0.124, 0.339], p<.05). Several demographic and background factors also played meaningful roles: student leadership experience positively predicted engagement (β=-0.279, 95% CI [-2.79, -2.78], p<.05), while educational background positively predicted engagement (β=0.218, 95% CI [0.063, 0.376], p<.05) but negatively moderated the self-efficacy-engagement link (β=-0.191, 95% CI [0.000, 0.055], p<.05). Having siblings strengthened the engagement-PI relationship (β=0.209, 95% CI [0.000, 0.037], p<.05), whereas parental or family employment in ECE was negatively associated with PI (β=-0.258, 95% CI [-0.428, -0.094], p<.05). The findings highlight the central role of self-efficacy and the differential mediating effects of motivation and engagement, offering theoretical and practical implications for teacher education programs.

Significant mediation by sadness and self-injury is observed in associations between county-level cyberbullying victimization and youth suicidality in rural New York State.

A qualitative exploration of parental decision-making regarding ultra-processed products for children aged 2 to 5 years.

Threat or opportunity? Challenge vs hindrance appraisals of generative AI and self-regulated teaching among pre-service EFL teachers: A COR perspective.

The 21st-century education paradigm and Sustainable Development Goal (SDG) 4 aimed to produce and supply highly calibrated and qualified teachers. A professional teacher should pass the licensure examination to become a full-fledged professional teacher. However, licensure examination is one of the hurdles for beginning teachers, and failing rates were still observed among universities and colleges in the Philippines. Hence, this study aimed to evaluate the licensure examination success of teacher education graduates in one state university in the City of Malolos, Bulacan covering the years of 2019, 2022, and 2023. This study utilized quantitative trend analysis to determine the trends and success of licensure examination of the stated years. The data revealed that the trend and patterns of licensure examination for teachers (LET) results of beginning teachers for the three consecutive years are above the national passing percentage of 75% and described as satisfactory. The beginning teachers’ satisfactory results produce a significant difference in the following: examination year, elementary education area of concentration, secondary education area of concentration, and examination components. Thus, the strengthening and enhancing the existing curricular and pre-board examination program should be intensified and reinforced to sustain and uplift the university’s standing in terms of success rate.