Education Research Articles

Unfolding Transnational students’ Writing Challenges in Two Different Languages Across Borders

ABSTRACT This is a qualitative study that addresses writing challenges transnational students face as a result of the transition from an American educational system to a Mexican one. Seven transnational students from an undergraduate program in English Language Teaching (ELT) took part in the study. A case study design was adopted; students were taught for eight weeks how to write an introduction to a research paper following a modified version of Tardy’s (2019) genre pedagogy. Two semi-structured interviews and a focus group were conducted at different phases of the study. We also collected students’ drafts and the final version of the introduction to a research paper. This article, however, reports the results of the first interview that was analyzed by means of thematic analysis. Results reveal that students have some difficulties with the organization of texts in English despite their immersion in an English-speaking environment, and students acknowledge that some Mexican teachers overstress the use of grammar when teaching writing in English. This paper contributes to the English as a Foreign Language (EFL) field because it informs English teachers about some academic writing difficulties that transnational students face.

Unpacking the complexity of English language teacher-tutor identities in Kazakhstan: a qualitative inquiry

ABSTRACT Research on English private tutoring (EPT) is still in its infancy despite its global impact on education systems and society. Informed by the poststructuralist view of identity, this qualitative study investigates the relatively underexplored area of the complex identities of English language teacher-supplied EPT in Central Asia. The data were collected from two rounds of semi-structured individual interviews with 22 English language teachers from five mainstream schools in Astana, Kazakhstan. The findings suggest that most participants identified economic benefit as the main reason for providing EPT, embodying multiple identities such as ‘commercialised education providers,’ ‘Robin Hood’ teachers (offering free tutoring to selected students), and individuals entangled in ‘unethical practices’ (confronting moral dilemmas related to tutoring their students). The participants reported ethical and professional conflicts stemming from the lack of effective monitoring of the tutoring market in Kazakhstan. These conflicts include accommodating requests from tutored students’ parents and encouraging their students to attend EPT with them or to enrol in a tutorial centre where they worked. This study stresses the need for policymakers to improve the quality of teaching in mainstream education and implement effective regulatory measures for the tutoring industry while also examining the nature and effectiveness of fee-free tutoring.

Determinants of job satisfaction and motivation among community forest workers: insights from the Hindu Kush Himalaya, Pakistan

ABSTRACT To restore the forest landscape and improve livelihoods, the Government of Pakistan has implemented significant efforts under the Billion Tree Afforestation Project, with Community Forest Workers playing a key role. This study explores the factors influencing job satisfaction and motivation among these workers in the Hindu Kush Himalayan region of Pakistan. Data were collected through a survey of 362 workers and 15 interviews with village elders. The results show that low wages and agricultural landholdings reduce job satisfaction, while adequate training, timely funding for projects, prompt salary payments, and strong cooperation from stakeholders improve it. Additionally, respectful treatment by forest department staff enhances job satisfaction, while financial struggles, poor communication, and a lack of educational programmes negatively affect it. Our findings emphasise the need for the government to prioritise worker training, motivation, and foster better stakeholder collaboration to effectively involve workers in landscape restoration efforts.

Exploring the Socio-Economic Challenges and Daily Life of Persons with Disabilities Insights from Mehendiganj Upazila: A Case Study Approach<b></b>

This study explores the experiences, challenges, and aspirations of persons with disabilities in Mehendiganj, Barisal, Bangladesh. This study uses a qualitative approach, including in-depth, case-based interviews to gather detailed insights from a group of participants who were persons with disabilities. Key findings of this research show that people with disabilities in a particular region encounter significant barriers, including limited access to financial resources, inadequate access to education and vocational training, and a breakdown of society. A lack of infrastructure and support services exacerbates these challenges. Despite the challenges, the research reflects the core strengths and knowledge of the participants in different fields. Many of them strongly desire to overcome adversity and pursue aspirations of life through better education, employment opportunities, and social acceptance. The research also replicates the importance of the role of family support and social networks in reducing some of the difficulties faced by persons with disabilities. This research highlights the insistent need for comprehensive policies designed to address the unique needs of persons with disabilities. Recommendations include developing vocational and educational programs addressing the need, improving access to public services based on the requirements, and social awareness programs to combat discrimination and create social acceptance. This study will provide valuable insight for policymakers, social activists, and development professionals to create an inclusive and supportive environment for persons with disabilities in Bangladesh.

Coding as another language: an early childhood programming curriculum in Argentina

ABSTRACT Background and context Early childhood computer science (CS) education is a high-priority focus worldwide, but early childhood CS tools are primarily developed and researched within the United States and Europe. As an example, the Coding as Another Language ScratchJr (CAL-ScratchJr) curriculum is used in multiple countries but was developed and evaluated in the United States. Objectives This paper describes the implementation and evaluation of an adapted CAL-ScratchJr curriculum in Mendoza and Corrientes, Argentina. Method We used mixed methods and a cluster-randomized control trial to evaluate curriculum success, measured by validated assessments and teacher interviews. Findings The curriculum significantly improved student coding knowledge and computational thinking. Teachers saw the curriculum as successful across multiple domains. Implications These findings reinforce that the success of CS education programs should be evaluated not only with internationally validated assessments but also by local understandings of success..

Exploring Health Educational Interventions for Children With Congenital Heart Disease: Scoping Review.

Congenital heart disease (CHD) is the most common birth defect, affecting 40,000 births annually in the United States. Despite advances in medical care, CHD is often a chronic condition requiring continuous management and education. Effective care management depends on children's understanding of their condition. This highlights the need for targeted health educational interventions to enhance health literacy among children with CHD. This scoping review aims to map and explore existing health educational interventions for children with CHD. The review identifies the types of interventions, target populations, delivery methods, and assessed outcomes. The goal is to consolidate fragmented research, identify gaps, and establish future research agendas. Comprehensive searches were conducted in February 2024 using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) framework across multiple databases: APA PsycINFO, MedlinePlus via Ovid, Web of Science, ACM Digital Library, Scopus, and EBSCOhost (CINAHL Complete, CINAHL Ultimate, Health Source: Nursing/Academic Edition, and ERIC). The search covered health care, design, and human-computer interaction disciplines to capture the interdisciplinary nature of CHD health educational interventions. There was no predefined time limit due to the limited number of relevant studies. Eligible studies were in English, published in peer-reviewed journals, and focused on primary data about educational health interventions for children with CHD. We extracted and synthesized data using thematic analysis. The review identified 11 studies: 9 randomized controlled trials and 2 observational studies. These used 6 educational strategies: 3D patient-specific models (n=3), habit formation interventions (n=2), empowerment-based health education programs (n=2), rehabilitation interventions (n=2), web-based portals (n=1), and videotape presentations (n=1). Interventions ranged from brief outpatient sessions to 1.5-year programs, with follow-up from none to 24 months. Studies aimed to improve coping, self-management, and knowledge for children with CHD and their families. The most frequently used assessment method was the independent samples t test (n=4) for pre- and postassessments, and all 11 studies used questionnaires, 8 of which incorporated qualitative feedback. The target participants for these interventions were children aged 13 years and older (n=3), parents (n=2), and children of various ages and their parents (n=6). Outcomes included improved children's health literacy, reduced parental burden, and increased health care provider efficiency. This review underscores the critical need for tailored educational interventions for children with CHD. Current research mainly focuses on adolescents and relies heavily on parental involvement, possibly overlooking the specific needs of younger children younger than 13 years of age. It is essential to develop engaging, age-appropriate interventions that actively involve children with CHD in their health care journey. Effective health educational interventions are crucial in empowering these young patients and improving their long-term health outcomes.

The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct

ABSTRACT The literature on initial teacher education highlights a crisis facing teacher educators, one which threatens our own epistemic legitimacy and relevance in educational discourses, as market-economy mandates and political surveillance intensify and dominate what it means to be and do teacher education. Given this macro-level concern, we, as teacher educators, explore and problematise the recent mandate that all initial teacher education programmes in Ireland must include a Global Citizenship Education (GCE) perspective. Drawing on a theoretical framework focusing on power relations and the possibility of counter-conduct, we focus on our everyday practices as teacher educators and how our responses offer an affective insight into our political role as policy actors in initial teacher education. In doing so, we identify three categories of responses and discuss these from individual and institutional perspectives, while offering relevant contemporary examples of how previous mandates were enacted. In each response, we consider the resultant form that GCE experiences may take as a result of our translations. In conclusion, we work towards and highlight the importance of creating dialogic affective spaces which must seek to continue and contribute to educational conversations rather than dominate discourse.

Caregivers' Perspectives on Supporting Sexual and Gender-Diverse Youth in Adolescent Relationship Abuse Prevention.

Adolescent relationship abuse (ARA) has significant sequelae and is more prevalent among sexual and gender-diverse youth (SGDY). Increased parental involvement and communication has been linked to decreased prevalence of ARA and associated health risks. Parents of SGDY may have unique needs and experiences regarding communicating with their children about ARA, yet little research has examined this area. This study explored caregivers' current practices around supporting their SGDY in healthy relationship formation and ARA prevention; caregivers' perceptions about ARA among SGDY; and their recommendations for developing ARA prevention-focused interventions for caregivers of SGDY. We conducted 24 semi-structured interviews with caregivers of SGDY aged 12 to 19. Transcripts were analyzed using thematic analysis. Some participants reported having positive, open communication with their SGDY about dating, while others struggled to understand and respond to the unique risks of ARA experienced by their adolescent. Caregivers discussed ways systemic discrimination affects SGDY experiences of relationships and ARA, and distinct dating challenges for gender-diverse youth. When considering caregiver-focused ARA prevention, participants supported a program including ARA education, communication skills building, and caregiver affirmation. Participants encouraged the use of digital and in-person mediums, experienced and relatable facilitators, and SGDY involvement. Caregivers of SGDY had significant strengths and challenges when engaging and communicating with their child around dating and ARA prevention. Caregivers at varying stages of acceptance and understanding believed they could benefit from a comprehensive and inclusive education program on SGDY ARA experiences and how they can support their child in preventing ARA.

Glucose Lowering through Weight management (GLoW): a randomised controlled trial of the clinical and cost effectiveness of a diabetes education and behavioural weight management programme vs a diabetes education programme in adults with a recent diagnosis of type 2 diabetes.

UK standard care for type 2 diabetes is structured diabetes education, with no effects on HbA1c, small, short-term effects on weight and low uptake. We evaluated whether remotely delivered tailored diabetes education combined with commercial behavioural weight management is cost-effective compared with current standard care in helping people with type 2 diabetes to lower their blood glucose, lose weight, achieve remission and improve cardiovascular risk factors. We conducted a pragmatic, randomised, parallel two-group trial. Participants were adults (≥18 years) with overweight or obesity (BMI≥25 kg/m2) and recently diagnosed with type 2 diabetes (≤3 years), recruited from 159 primary care practices in England. We randomised participants to a tailored diabetes education and behavioural weight management programme (DEW; delivered by Weight Watchers) or to current standard care diabetes education (DE; Diabetes Education and Self Management for Ongoing and Newly Diagnosed [DESMOND] programme), using a computer-generated randomisation sequence in a 1:1 allocation stratified by gender and diabetes duration, unknown to those collecting and analysing the data. Participants could not be blinded due to the nature of the interventions. Participants completed assessments at 0, 6 and 12 months. The primary outcome was 12 month change from baseline in HbA1c. We also assessed bodyweight, blood pressure, cholesterol (total, HDL, LDL), glucose-lowering medication, behavioural measures (physical activity, food intake), psychosocial measures (eating behaviour, diabetes-related quality of life, wellbeing) and within-trial and modelled lifetime cost effectiveness. We randomised 577 participants (DEW: 289, DE: 288); 398 (69%) completed 12 month follow-up. We found no evidence for an intervention effect on change in HbA1c from baseline to 12 months (difference: -0.84 [95% CI -2.99, 1.31] mmol/mol, p=0.44) or 6 months (-1.83 [-4.05, 0.40] mmol/mol). We found an intervention effect on weight at 6 (-1.77 [-2.86, -0.67] kg) and 12 months (-1.38 [-2.56, -0.19] kg). Participants in DEW had a higher likelihood of achieving diabetes remission than participants in DE (6 months: RR 2.10 [95% CI 1.03, 4.47]; 12 months: RR 2.53 [1.30, 5.16]). DEW was cost-effective compared with DE in within-trial and lifetime analyses, in the latter generating an incremental cost effectiveness ratio of £2290 per quality-adjusted life year gained. A commercial behavioural weight management programme combined with remote dietary counselling after diagnosis of type 2 diabetes did not improve HbA1c up to 12 months post intervention in this trial. The intervention could help people achieve weight loss and be cost-effective compared with current standard National Health Service care. ISRCTN 18399564 FUNDING: National Institute for Health and Care Research (NIHR; RP-PG-0216-20010), Medical Research Council (MC_UU_00006/6), NIHR Cambridge Biomedical Research Centre (NIHR203312).

Recent and future trends in osteopathic orthopedic surgery residency match rates following the transition to a single accreditation system.

Medical education in the United States has undergone significant changes, specifically within the osteopathic community. In 2020, a merger occurred between the American Osteopathic Association (AOA) and the Accreditation Council for Graduate Medical Education (ACGME), forming a single accreditation system (SAS) for graduate medical education and residency placement, with the purpose to create consistency within graduate medical education and to provide equal opportunities for applicants pursuing all specialties in medicine. However, osteopathic medical students, especially students applying to competitive residencies including orthopedic surgery, have faced challenges, raising concerns about future implications within this field. The main objective of this study aimed to investigate recent match rate trends in orthopedic surgery within the past 5 years and to forecast match trends for both allopathic and osteopathic students to further analyze the future projection of the orthopedic surgery match. This study utilized publicly available data from the National Residency Match Program (NRMP) Main Residency Match data. Data were collected retrospectively from 2020 to 2024 regarding students applying for orthopedic surgery residency. The number of matched Doctor of Osteopathic Medicine (DO) applicants, Doctor of Medicine (MD) applicants, overall applicants, and the proportion of matched applicants being DOs were forecasted over the next 10 years utilizing an Autoregressive Integrated Moving Average (ARIMA) model in SPSS 29.0. This model harvests data from previous instances (number of matched applicants from 2008 to 2024) to develop a close-fit model to predict future values and their respective confidence intervals (CIs). This study incorporated all applicants applying to orthopedic surgery, including international medical graduates (IMGs). There was an increase in the total applicants applying to orthopedic surgery residency positions for both allopathic and osteopathic students. The largest increase in applicants occurred between the 2021 and 2022 application cycles. There was a statistically significant difference in the total number of applicants overall over the 2020-2024 match cycle. The percentage of DOs to match into an orthopedic surgery residency position decreased from 63.28 % in 2020 to 45.70 % in 2024, and there was a statistically significant decline in the match percentage of DOs in orthopedic surgery residency over the 2020-2024 match cycle. Based on the ARIMA model projection utilizing data from 2008 to 2024, there is expected to be an average increase of 14.1 % in the total number of positions offered by 2034, to 1,045 positions total. There is expected to be a moderate increase in the number of matched DO applicants, from 128 in 2024 to 161 in 2034. Utilizing data from 2016 to 2024, there is expected to be an average increase of 10.7 % in the total number of positions offered by 2034, leading to a decreased proportion of positions filled by DO applicants by 2034, from 14.0 % in 2024 to 12.2 % by 2034. Osteopathic students continue to face challenges despite progress in DO representation within orthopedic surgery. We hope to provide insight into the growing competitiveness of orthopedic surgery programs and to describe future trends in DO match rates to aid students pursuing this field.

Geographic distribution and demographic factors associated with use of a long-acting reversible contraceptive (LARC) in Ethiopia.

Increasing access to and utilization of long-acting reversible contraceptives (LARC) can prevent unintended pregnancies and reduce unmet need for family planning in Ethiopia However, LARC uptake lags behind less effective contraceptive methods. This study aimed to analyze the geographical distribution and demographic factors associated to LARC uptake. The 2019 Performance Monitoring For Action Ethiopia (PMA Ethiopia) survey data was used. Spatial autocorrelation was examined using Global Moran's I and Local Indicators of Spatial Association (LISA). Bivariate Moran's I and bivariate LISA (BiLISA), Spatial lag, and spatial error regression analyses were performed to assess the spatial correlation and association between LARC uptake and demographic factors. LARC uptake was 8% among the study population, with Afar and Somali regions having the lowest uptake. There was a statistically significant positive spatial autocorrelation for LARC uptake (Moran's I= 0.308, p<0.001). Additionally, an inverse correlation was observed between LARC uptake and the percentage of Muslims, rural population, no formal education, and low wealth quantile. The spatial lag model indicated that zones with higher Muslim populations and those with higher percentages of population with no formal education had lower LARC uptake. To expand access to LARC, the Ethiopian government, policymakers, and non-governmental organizations might implement programs targeting low-uptake areas (Afar and Somali regions). Muslim religious leaders could play an important role in promoting acceptance of LARC among their members. Tailored health education programs should be developed for Muslim populations and those with no formal education to enhance awareness and acceptance of LARC.

A randomized control trial to compare Quiet Eye training efficacy to traditional technical training with undergraduate student nurses' peripheral intravenous cannulation performance: a protocol.

Peripheral intravenous cannulation (PIVC) is a common and complex procedure with low first-attempt success rates, causing patient suffering and increased healthcare costs. Quiet Eye (QE) training, a gaze-focused approach, has shown promise in improving procedural PIVC skills. We will examine the effectiveness of traditional technical training (TT) and QE training (QET) on student nurse PIVC performance. Forty-four participants will be randomly assigned to either the TT or QET groups using a blocked randomization method to ensure balanced group sizes. Blinded outcome assessments will minimize bias. Data will be collected using a structured questionnaire and a mobile eye tracker to simultaneously record gaze and hand movements. Participants will complete pre-intervention, post-intervention, and one-week retention tests using a light-skinned manikin arm. A transfer task, utilizing a dark-skinned manikin arm, will assess participants' skills post-trials. The TT group will receive traditional instruction on hand movement improvement; the QET group will receive feedback on their gaze behaviours. The primary outcome measure will be PIVC first attempt success defined as being able to flush the inserted catheter with 10 mL (maximum) normal saline into the vessel. A trial will be considered unsuccessful if more than gentle pressure on the syringe plunger is needed to flush the catheter or if the participant abandoned the attempt before attempting the flush. Other dependent variables will be QE duration (%), number of fixations, total movement time(s), and movement phase time(s). We will analyze data with descriptive and inferential statistics, including mixed model ANOVA and Chi-Square tests. This study examines the significance of improving PIVC first attempt success rates and highlights QET potential as an intervention. Emphasis is placed on critical implications for health care, particularly the importance of integrating QET into nursing education programs. Future research utilizing large-scale trials and longitudinal designs is recommended.

Development of a Navigator-Delivered Health Insurance Education Program for Hispanic and Latine Communities.

Equitable access to health care services for Hispanic and Latine populations requires that systems go beyond working to increase enrollment in health insurance but also addressing health insurance literacy-the knowledge, ability, and confidence to find and use health insurance. In collaboration with a local health policy organization, individual interviews were conducted with Hispanic and Latine community members. Group engagement sessions were conducted with key professionals. Interviews and engagement sessions focused on the adaptation of an existing health insurance education program (HIEP) to Spanish-speaking Hispanic and Latine individuals. An outline of the proposed HIEP content was provided prior to each interview or engagement session. Qualitative content was analyzed using an inductive thematic analysis guided by the intervention adaptation literature. A total of N = 20 professionals participated in an engagement session, while N = 21 community members took part in an interview. Professionals worked in both health care systems (55%) and community organizations (45%). Community members were on average 41 years of age (SD = 13), 81% female, and 100% Hispanic or Latine. Qualitative analysis revealed that participants overwhelmingly supported the adaptation of the HIEP and approved of the proposed topics. Participants also provided recommendations to improve the intervention content and characteristics including a focus on controlling costs, tailoring to the population, ensuring accessibility of content, and specifics regarding the HIEP delivery and facilitator. Overall participants were supportive of the proposed HIEP adaptation and provided a variety of recommendations. Health insurance literacy was perceived as an important next step to enrollment in health insurance.

Knowledge, Attitudes, and Practices of Community Pharmacists in Qatar Towards Contraceptives: A Cross-Sectional Study

ABSTRACT In Qatar, hormonal contraceptives are available over the counter in community pharmacies. However, improper use, particularly by women with specific health conditions, can result in adverse events. Community pharmacists (CPs) play a role in counseling women and assessing eligibility for contraceptives. This study evaluated the knowledge, attitudes, and practices of CPs in Qatar regarding hormonal contraceptives through a survey conducted from August to December 2021. Of 377 respondents, 136 completed the questionnaire (response rate: 35.3 percent). The mean knowledge score was 3.01, reflecting poor to moderate knowledge. The score fell between 3 and 4, with a maximum score of 6. CPs mostly counseled patients about contraceptives’ names, instructions on administration, and when to start (82.2 percent, 90.2 percent, and 90 percent respectively). About 40 percent of CPs agreed that their religious beliefs do not affect recommendations about contraceptives. Lack of private rooms (57 percent), and limited counseling time (55.1 percent) were identified as counseling barriers. The study concluded that CPs had poor to moderate knowledge but positive attitudes and fair to good counseling practices, suggesting a need for educational programs and interventions to overcome barriers.

Introduction: League of Nations and United Nations interventions in post-imperial crises and conflicts

The introduction places the essays in this special issue in the context of recent studies by social scientists and historians on foreign interventions, international conflict management, and global governance. It defines the key terms used in the case studies and discusses the various dimensions of what constitutes “success” in foreign interventions carried out by international organizations in post-imperial/post-colonial contexts. The introduction then assesses the seven case studies examined in the five essays in this special issue. These span the period from the early 1920s to the late 1970s, cover parts of Europe, the Middle East, central Africa, and Asia, and range from financial reconstruction and fundamental education programmes to refugee resettlement, peacekeeping, and military intervention. Despite the large variety of historical contexts and forms of intervention, the introduction identifies several common challenges that League of Nations and United Nations officials faced as they sought to influence the outcome of a domestic crisis or conflict. These challenges include not only practical issues such as lack of local knowledge or budgetary constraints, but also the persistence of patronizing attitudes, secrecy, competition with other external interveners, and, crucially, a mismatch between the interests of the international interveners and the populations affected. The introduction then assesses the main strategies the League of Nations and United Nations interveners used to overcome these challenges. It demonstrates that they frequently overstepped their mandates, ventured into legal grey zones, adopted covert strategies of intervention, or avoided meaningful action while settling on safer and allegedly apolitical and “impartial” humanitarian aid. The final section discusses the mixed historical record of foreign interventions and international conflict management and the severe risks both of failure and of inaction. It concludes by offering some tentative historical “lessons” or reflection points that may stimulate current debates among social scientists and practitioners working in international organizations.

School principals’ proposals for preventive actions to improve mental health

BackgroundSchool principals face a demanding work situation that puts them at risk for stress-related poor mental health. Ideally, preventive actions should be based on knowledge about the underlying notions that motivate action. However, knowledge about prevention areas and suitable initiatives for school principals is scarce or lacking, leaving key stakeholders without the overview necessary for effectively engaging in preventive actions.ObjectiveTo describe school principals’ proposals for suitable target areas and preventive actions that may decrease their workload and improve their mental health.MethodsAn aggregated analysis was conducted using data from a larger project involving two national surveys (N = 2871), nine group interviews (N = 39), and eleven workshops (N = 270). The project was designed a priori to examine multiple questions, including identifying target areas and collecting proposals for preventive actions.ResultsForty-four proposals for preventive actions spanning various levels and six major themes were identified: Role demands and role conflicts (8 proposals); Organizational support (6 proposals); Resources and resource allocation (3 proposals); Continued professional development and coaching (2 proposals); The principal as a coworker (6 proposals); Personal actions (19 proposals).ConclusionsThe considerable number of proposals and their content reveal that preventive actions are needed at all levels of the educational system and that the school principals’ personal resources matter for improving their work situation and mental health. The pattern of results also underscores the importance of having a deep understanding of what problems to address, and in which context they unfold, before engaging in preventive actions.

Perceptions of cervical screening uptake amongst South Asian women in Ontario, Canada: a concept mapping study

BackgroundRegular cervical screening can significantly reduce the onset and prevalence of cervical cancer. In Ontario, Canada, South Asian women have the lowest rates of cervical cancer screening among major ethnic groups in the province.MethodsUsing an innovative and participant-driven method called Concept Mapping (CM), we set out to understand how the lives and experiences of South Asian women living in Ontario shape their decisions around getting screened for cervical cancer. We engaged over 70 South Asian women and people who serve them in healthcare and community, to drive the CM process.ResultsParticipants brainstormed 45 unique and distinct statements. Through sorting and map interpretation, participants identified and interpreted 6 clusters amongst the statements: (1) Personal beliefs and misconceptions around cervical cancer; (2) Education and knowledge issues around cervical cancer; (3) Cultural beliefs and influences specific to sexual health; (4) Barriers to prioritizing uptake of cervical screening; (5) System/ infrastructure gaps or inadequacies; and (6) Lack of comfort and supportive relationships in healthcare. Additional analysis shows us the interrelationships between the ideas. Statements within the clusters about education and knowledge issues around cervical cancer, personal beliefs and misconceptions, as well as cultural beliefs and influences specific to sexual health are viewed as distinct beliefs with clear effects on the uptake of cervical screening. More complex interrelationships are seen with the cluster of statements about barriers to prioritizing uptake of cervical screening.ConclusionsAs Ontario and many other jurisdictions around the world seek to strengthen cervical screening efforts in line with national and international goals to eliminate cervical cancer by 2040, it is critical to address underscreening. This CM study recognizes the value of engaging those most impacted by an issue, to identify and prioritize how and where to intervene to address low rates of cervical screening. To address underscreening we need to design multi-level interventions that address the identified ideas and the interrelationships among them.

Nursing staff and supervisors perceptions on stress and resilience: a qualitative study

BackgroundSupervisor–subordinate relationship is high relevant in dealing with work-related stress and providing a compassionate, high-quality, and safe nursing care while meeting the needs of the hospital. Our aim was to assess the predisposing risk and resilience factors of the stress of nursing staff as well as to explore the common and distinctive perceptions of these factors between nurses without a managerial position (nursing staff) and employees in a supervising position (nurse managers, ward nurses).DesignGeneric qualitative study using half-standardized interviews.MethodsFifty nurses and supervisors from different departments from a German hospital of maximum medical care participated in this study between August and November 2018. Nineteen face-to-face interviews and five focus groups were conducted. Transcripts were subjected to structured qualitative content analysis.ResultsSystematised in Lazarus’s transactional model, nurses, and supervisors mentioned similar risk and resilience factors of stress. Disagreement in suggested responsibility for nurses’ stress or health and an evaluation of implemented measures meeting the nurses’ needs are discussed.ConclusionNursing staff and supervisors should enforce exchange to reduce disagreements in perceptions and to improve mutual understanding. Furthermore, measures to meet nurses’ needs to minimize stress and to improve collaboration and job satisfaction should be developed in close coordination with the target group. The focus should be placed on restructuring training and education programs with supplementation of self-responsibility promotion.Trail registrationThe study was registered with the German Register for Clinical Studies (DRKS 00013482) on 09 March 2018.

Evaluating the impact of a multimodal perinatal education program on birth preparedness, mental health, and birth outcomes among rural primiparous women: a retrospective cohort study

BackgroundPerinatal education programs play a crucial role in enhancing maternal knowledge and practices related to childbirth, particularly among rural populations. This study aims to assess the impact of a holistic perinatal education program on birth preparedness, mental health, and birth outcomes among rural primiparous women.MethodsA retrospective cohort design was employed, utilizing patient records from Third Affiliated Hospital of Xinxiang Medical University between January 2021 and December 2022. A total of 149 rural primiparous women, aged 18–49 years with a rural household registration, were identified and categorized into two groups: the Intervention Group (n = 77), exposed to the perinatal education program, and the Control Group (n = 72), not exposed. The program encompassed physical workshops, a digital learning platform, and personalized counseling sessions. Outcome measures included Birth Preparedness and Complication Readiness (BPCR) scores, mental health metrics (BDI-II for depression and STAI-S for anxiety), and birth outcomes.ResultsThe Intervention Group demonstrated significant improvements in BPCR knowledge scores (P < 0.001) and practice scores (P = 0.047) post-intervention. A reduction in depressive (P = 0.021) and anxiety symptoms (P = 0.017) was also observed in the Intervention Group over time. There were significant differences in the mode of delivery and reasons for cesarean deliveries between the groups, with a higher rate of vaginal births (P = 0.035) and fewer maternal indications for cesareans (P = 0.021) in the Intervention Group compared to the Control Group.ConclusionThe holistic perinatal education program shows a positive impact on birth preparedness, mental health, and birth outcomes among rural primiparous women. Such programs could be crucial in empowering women in rural settings, enhancing their preparedness for childbirth, and improving maternal mental health.

Analysis of educational process of Syrian refugee students to the Turkish education system

ABSTRACT Migration and war are painful events that impact human existence. Due to the unfavourable circumstances in Syria, many Syrians have been forced to relocate to Türkiye. Türkiye has welcomed more than 3.5 million people from Syria, rising to the top spot among countries hosting Syrian refugees globally. One of the groups most impacted by migration is children. The present study aims to identify the issues Syrian refugee students face as they adjust to life in Türkiye’s educational system. In this mixed methods research, an explanatory sequential design was employed. The study group of the research consisted of Syrian refugee students.