Educational Strategies Research Articles

Impact of the nocebo effect on discontinuation of statin therapy due to myopathy in patients with cardiovascular disease – a review

Introduction and purpose of review: Statins are widely used drugs in the prevention of cardiovascular diseases, yet many patients experience side effects of statin use, mainly muscle symptoms, such as myopathy, which often lead to discontinuation of treatment. The aim of this literature review is to assess the role of the nocebo effect in reported muscle symptoms and its impact on statin discontinuation in patients with cardiovascular diseases. Methods: The review analysed the results of several studies, including key publications such as the N-of-1 trial by Wood et al.[1] and the work of Collins et al.[2] on the safety and efficacy of statin therapy. The review covered articles published between 2000 and 2023 that examined the impact of the nocebo effect on statin discontinuation[3-10]. Results: The collected data indicate that the nocebo effect plays a significant role in the reported muscle symptoms during statin use. The study by Wood et al.[1] showed no significant differences in reported symptoms between the groups taking statins, placebo, or receiving no treatment, suggesting that a substantial portion of the symptoms results from the nocebo effect. Similar findings were obtained in the study conducted by the StatinWISE group[4], where patients taking statins and placebo reported a comparable frequency of muscle symptoms. An analysis conducted by Collins et al.[2] indicates that the actual incidence of myopathy associated with statin therapy is much lower than commonly reported. Conclusions: The nocebo effect significantly influences the perceived adverse effects of statins, which may lead to the unjustified discontinuation of these drugs by patients with cardiovascular diseases. Further research is needed to better understand the psychological mechanisms affecting statin tolerance and to develop educational and clinical strategies aimed at minimizing the nocebo effect and improving long-term adherence to therapy.

Guardian Knowledge in Primary Congenital Glaucoma: A Cross-Sectional Study

Précis: Guardian education level and frequency of surgical interventions are key determinants of knowledge in primary congenital glaucoma, highlighting the need for targeted educational strategies. Background: Management of congenital glaucoma poses unique challenges, particularly concerning the patient guardians’ understanding of the condition, which is crucial for treatment adherence and follow-up compliance. This study aimed to assess guardians’ knowledge levels and identify the influencing factors. Methods: This cross-sectional study included 103 guardians of pediatric patients with PCG. Participants with missing data were excluded from the study. The participants were assessed using a 20-question survey covering various aspects of glaucoma. Descriptive and inferential statistics were used for analysis. Results: The sample included 96 guardians, primarily females (80.2%). The children’s ages varied significantly, averaging approximately 44 months (SD = 39.8). The guardians predominantly had secondary education (34.4%) and most were housewives (77.1%). There was a positive correlation between higher education levels and the overall knowledge score of guardians (P = 0.006). Similarly, the guardian’s locality showed a positive correlation with knowledge scores, with urban guardians having higher scores than rural guardians. Additionally, there was a positive correlation between the number of surgical operations performed on the child and the guardians’ knowledge. For the subtotals, variables such as the child order among siblings and age of the child showed significant positive correlations, emphasizing the multifaceted influences on guardians’ understanding. In the multivariate analysis, the guardian’s education level showed a significant positive correlation for the Overall Score, as did the number of operations performed on the patient. Conclusions: The study revealed gaps in guardian knowledge, irrespective of educational level or other demographic factors. Guardians’ education level and the number of operations performed on the child are critical determinants of guardians’ understanding of congenital glaucoma. Traditional approaches to educational interventions may require re-evaluation, and there is a pressing need for targeted educational interventions.

Engaging Adolescents: Innovative ESL Teaching Strategies for Teen Learners

This study investigated the effectiveness of innovative ESL teaching strategies tailored specifically for teenage learners, focusing on the integration of digital tools and culturally relevant materials. Participants aged 13 to 19 were subjected to a mixed-methods approach, combining quantitative assessments of language skills and qualitative feedback through interviews and focus groups. Results indicated significant improvements in both test scores and student engagement, highlighting the crucial role of adapting educational strategies to the developmental needs and interests of teenagers. The research confirms that interactive and relevant teaching approaches can profoundly enhance learning outcomes in ESL contexts.

PSYCHOLOGICAL TYPES OF PARENTS’ ATTITUDE TOWARDS PUPILS OF SENIOR SCHOOL AGE AS DETERMINANTS OF CHILDREN’S AGGRESSIVENESS (IN A PARADIGM OF ADAPTIVE AND MALADAPTIVE FAMILY RELATIONSHIPS)

Parents’ orientation towards autonomy, collaboration, cooperation and the desire to build relationships with the child on a democratic basis, as a rule, does not cause manifestations of malignant aggressiveness of children. In terms of content, this educational strategy and the type of parental relationships are revealed in such a way: the parent is interested in the child’s affairs and plans, tries to help, empathizes, trusts him/her, respects and encourages him/her, and takes into account the child’s opinion. Cooperation is a psychologically optimal and socially desirable type of parental attitude towards children. Our research has shown that the reluctance or inability of parents to establish positive emotional connections with their children largely determines the nature of manifestations of children’s aggressiveness. We have identified indicators of emotional manifestations of parental attitudes towards children: sympathy-antipathy, acceptance-rejection, respect-disdain, rejection and refusal. In our empirical research we identified some main components of general manifestation of parental love: the interest in our life and the development of the child, the manifestation of responsibility and care, close attention to the child’s interests, problems and attitudes, awareness of his/her uniqueness, unconditional acceptance of him/her as the child is. With a lack of these components in the manifestations of parental attitude towards children, the child begins to consider every request or demand as a duty and show resistance. The role of deprivation of a child’s basic needs, which forms a hostile personality is incapable of establishing trusting relationships, and it has to be emphasized in our further research. We think, that according to the theories of childhood aggressiveness, the child’s desire to establish himself/herself with the help of a universal instrument of superiority, such as direct aggression, is explained by his/her experience of a feeling of inferiority associated with a deficiency of parental love. According to our empirical research, a child’s psychological discomfort is due to a lack of parental love, and it increases the destructive element in his/her person, leading to the formation of low self-esteem, aggressiveness, and a tendency toward auto-aggression. Rejection is the most unfavorable, socially and psychologically unacceptable type of parental attitude, indicative according to the development of destructive manifestations of aggressiveness in the period of childhood for senior pupils.

The purposes of internationalisation – future teachers’ perspectives

ABSTRACT This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the COVID-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education.

Inventário e Análise da Arborização de praças no município de Campo Belo, MG

Due to the population growth in urban areas, it is necessary to rethink city planning. Parks, as accessible green spaces, play an important role in providing leisure, social interaction, education, and ecosystem services, contributing to improving quality of life.he objective was to carry out a qualitative and quantitative inventory of trees located in Cônego Ulisses and Menotti d’Áurea squares in Campo Belo, Minas Gerais. On-site data collection included identification, measurement (DBH, height, and cankers), and visual assessment (inadequate pruning, mechanical damage, apparent nutritional deficit, and pests). By cross-referencing the data, a classification of the trees' phytosanitary status was conducted. A total of 257 trees were found, with 70% belonging to native species and classified as large-sized. Only 3.5% of the trees showed apparent nutritional deficits. Regarding pests, 4.66% suffered attacks by termites, 5.44% by borers, and two individuals were attacked by caterpillars. It was observed that 10.89% had larger canker dimensions. It was noted that 43.97% of the trees were pruned irregularly, outside of the recommended technical standards, and three species suffered mechanical damage due to vandalism. It was identified that 52% of the trees classified under criterion III (precarious tree) were Pau Ferro. The inventory in the squares showed a predominance of native species, but planning for the planting of new specimens should respect specific diversity criteria. Monitoring needs to be carried out, and replanting planning should prioritize the replacement of precarious trees. Training should be provided for professionals performing pruning, and environmental education strategies should be developed for the population.

Evaluation of an Educator Mental Health Literacy Online Training Package

ABSTRACTEducators and school staff are critical to recognizing and supporting students' mental health, but frequently do not have the training to confidently bring mental health literacy into the classroom or assist students who experience distress. Moreover, few free, easily accessible trainings are available for this audience. Classroom Well‐being Information and Strategies for Educators (Classroom WISE) is a free, K‐12 mental health literacy training package that includes a self‐paced online course, video library, and resource collection. Using pre‐ and postcourse anonymous surveys from over 2000 educators, school mental health professionals, and school staff who completed Classroom WISE, this study found high levels of satisfaction, significant increases in mental health literacy knowledge, high perceived importance of mastering skills to promote student well‐being, and increased preparedness to implement mental health‐related strategies. Participants reported intentions to bring mental health literacy into the classroom, and identified barriers and facilitators to using Classroom WISE that leaders can respond to or employ when moving to implement Classroom WISE across a school or district. School district or school‐wide use of Classroom WISE can assist in building a safe and supportive school environment and help students in need to access mental health services.

Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education

Promoting critical thinking (CT) skills has largely attracted the concern of numerous relevant stakeholders, including teachers, students, and policymakers, with the assumption that CT is a vitally learned skill needed by graduates. This study explores the extent of classroom-based assessment strategies used to promote the CT ability of undergraduate students in Vietnam. Qualitative research approaches were employed through in-depth interviews, classroom observations, and assignment analysis with a curriculum review of the Global Citizens Program at Swinburne Vietnam Alliance Program with FPT Education. The findings show that teachers have widely applied a couple of assessment techniques to increase the CT capability of students, including peer review, reflective writing, case study analysis and evaluation, teamwork projects, research-type assessments, and problem-solving. Furthermore, lecturers who are more aware of the importance of CT and those who are more flexible and skilled in testing self-developing techniques have more strategies for incorporating CT into their assessments. The study reveals that if CT is explicitly stated in the program learning outcomes and incorporated into the course outlines, it is more likely to be implemented.

The Relationship Between Cognitive Distortions and School Bullying in Jerusalem Suburbs’ Schools

Objectives: The study identifies the relationship between cognitive distortions and bullying in schools in the suburbs of Jerusalem. Methods: The study used a stratified sample of 250 students who study in schools located in the suburbs of Jerusalem and whose ages range from 15 to 18 years old. The Cognitive Distortions Scale and the School Bullying Scale were used as instruments for data collection after verifying their validity and reliability. Results: The results indicated that the mean score for cognitive distortions is moderate whereas the mean score for school bullying is low. Statistically significant differences were observed in the levels of cognitive distortions based on gender, with higher levels in males. Additionally, the results showed statistically significant differences in the levels of cognitive distortions and school bullying based on students’ grades, favoring students with lower grades. However, there were no statistically significant differences based on the grade level of participants. The study also identified a weak positive correlation between cognitive distortions and school bullying. Conclusion: By shedding light on the intricate relationship between cognitive distortions and school bullying, the study stresses the significance of developing educational and psychological strategies to address these challenges. Hence, it emphasizes the need for customized interventions in schools to deal with cognitive distortions and bullying, focusing on gender differences.

An Introductory Course on Geriatric Oncology.

The need to train oncologists to address the complexities of the aging population has been a focus of educational initiatives and strategies since the 1980s. However, large gaps in the dissemination and implementation of geriatric oncology curricula are still present. Currently, few resources exist for oncology training programs to implement a formal geriatric oncology curriculum. We aimed to create a formalized introductory course to teach oncology and geriatrics trainees the principles of geriatric oncology. Curriculum presentations were delivered to both hematology/oncology and geriatrics fellows during five 1-hour didactic/workshop sessions over a 2-month period. In addition to didactic presentations, sessions included interactive learning components and a case-based workshop. Evaluation of the curriculum was conducted through pre- and postcourse knowledge and competency assessments, as well as individual session satisfaction surveys. Fifteen (11 hematology/oncology and four geriatric medicine) clinical fellows participated in the first presentation of this curriculum during the 2022-2023 academic year. The mean score on the precourse knowledge assessment was 7.1 (SD = 2.5) out of a maximum score of 15 compared with a mean score on the postcourse knowledge assessment of 9.8 (SD = 3.0; CI: 8.0-11.6; t = -2.5; p = .02). Course content was successfully implemented into the hematology/oncology and geriatric medicine fellowship core curriculum using the above methods. Future directions include presentation of course material to incoming trainees, content refinement based on satisfaction surveys, and interdisciplinary adaptation for trainees in other health care disciplines (e.g., nursing, advanced practice providers, etc.).

“They say it may cause cancer:” A Qualitative Exploration of Filipinos' Contraceptive Misconceptions and Primary Healthcare Interventions

Background and Objective. Contraceptives are widely acknowledged for preventing unwanted pregnancies. However, there is a prevalent lack of awareness regarding contraceptives, leading to unaddressed misconceptions. This study aimed to identify common contraceptive misconceptions among men and women of reproductive age and explore how primary health workers address them. Methods. A qualitative study was conducted in two phases within District 5, Manila City. Phase 1 comprised focused group discussions with men and women of reproductive age (n=60), while Phase 2 involved conducting in-depth interviews with primary healthcare providers (n=16). MAXQDA, a qualitative software, to organize and code the data, was utilized. Results. Women of reproductive age reported several misconceptions about contraceptives, including concerns about adverse health effects, emotional and behavioral changes, perceived ineffectiveness, and cosmetic or bodily changes. For instance, they believed that contraceptives could lead to serious health complications, such as cancer, genital injury, and even death. Primary healthcare providers addressed these misconceptions through open dialogue during service delivery, particularly during prenatal and postpartum check-ups and infant immunizations. They utilized patient education strategies, including the teach-back method, and conducted community outreach and workshops on contraceptives and family planning, especially during Women’s Month. Conclusion. Several misconceptions were identified among women of reproductive age regarding the proper use and safety of contraceptive methods, as well as misguided beliefs. In contrast, men did not exhibit any misconceptions about contraceptives, which warrants further investigation. Primary healthcare providers have taken a proactive approach to address this issue by offering comprehensive explanations and ensuring clear understanding between healthcare providers and women. Promoting contraceptive health literacy could help bridge the knowledge gap between men and women of reproductive age.

2024 American Heart Association and American Red Cross Guidelines for First Aid.

Codeveloped by the American Heart Association and the American Red Cross, these guidelines represent the first comprehensive update of first aid treatment recommendations since 2010. Incorporating the results of structured evidence reviews from the International Liaison Committee on Resuscitation, these guidelines cover first aid treatment for critical and common medical, traumatic, environmental, and toxicological conditions. This update emphasizes the continuous evolution of evidence evaluation and the necessity of adapting educational strategies to local needs and diverse community demographics. Existing guidelines remain relevant unless specifically updated in this publication. Key topics that are new, are substantially revised, or have significant new literature include opioid overdose, bleeding control, open chest wounds, spinal motion restriction, hypothermia, frostbite, presyncope, anaphylaxis, snakebite, oxygen administration, and the use of pulse oximetry in first aid, with the inclusion of pediatric-specific guidance as warranted.

The Influence of Emotional Competencies on the Entrepreneurship Intentions of University Students in Colombia

The main objective of this article is to analyze the effect of a group of predictors on entrepreneurial intention from the perspective of emotional competencies. To achieve this aim, a sample of 996 students belonging to ten public and seven private universities was selected, with each university having been granted high-quality accreditation by the Colombian Ministry of Education. The theoretical approach was based on Ajzen’s Theory of Planned Behavior (TPB), and the empirical analysis was based on structural equation models. Eight hypotheses were tested, with entrepreneurial intention as the dependent variable and emotional competencies, subjective norms, entrepreneurial self-efficacy, and entrepreneurial attitude as independent variables. The information was obtained by applying a questionnaire with a Likert scale to students of subjects related to entrepreneurship. From the findings of the study, it is concluded that in the two ecosystems analyzed (public and private), emotional competencies (EC) have neither a direct influence on entrepreneurial intention (EI) nor an indirect one since no significant influence is observed between emotional competencies and entrepreneurial attitude; however, a direct and positive effect was recorded between the self-efficacy and entrepreneurial attitude constructs on entrepreneurial intention. In addition, it is observed that subjective norms (SN) do not directly affect EI, but they do influence it indirectly, being mediated by entrepreneurial attitude and self-efficacy. The contribution of this study is focused on obtaining a better understanding of the entrepreneurial intentions of university students in Colombia, which will make it possible to foster strategies for the generation of youth employment and public policies to promote various entrepreneurial initiatives. This could be based on government regulations adopted in the last decade, which are still under development, and the broad participation of university students and research groups of higher education institutions. Furthermore, given the dearth of research examining the impact of emotional competencies on the entrepreneurial intentions of young Colombian university students, this study aims to bridge the existing knowledge gap, thereby contributing to the development of a more robust body of literature that can inform the design and implementation of educational strategies and public policies aimed at fostering entrepreneurship within the university ecosystems of this country.

The influence of policy advocacy and education on medical staff’s adaptation to diagnosis related groups payment reform in China: an analysis of the mediating effect of policy cognition

IntroductionIn recent years, China has been carrying out the Diagnosis Related Groups (DRGs) payment reform, which has an impact not only on payment methods and medical expenses, but also on the behaviors of medical staff. Some of these behaviors are unexpected by policymakers, such as turning away critically ill patients, disaggregating hospitalization costs, setting up disease groups with higher points, and so on. This phenomenon attracted the attention of some scholars, who put forward a few positive intervention measures, mainly including policy advocacy and system improvement. The scholars believed that the former was more feasible. However, there is a lack of research on the effects and influencing processes of these interventions. Therefore, this study aims to explore the influence of policy advocacy and education on medical staff’s adaptation to DRGs payment reform in China and the role of policy cognition in this process, in order to provide experiences for the smooth implementation and sustainable development of DRGs payment system.MethodsA questionnaire survey was conducted among 650 medical staff in five large general hospitals in Zhejiang Province, China, to understand their participation and feedback on policy advocacy and education, their adaptation to the current DRGs payment reform, and their cognition of relevant policies. After descriptive statistical analysis, partial correlation analysis, multiple linear regression models and bias correction Bootstrap sampling method were used to analyze the mediating effect of policy cognition factors.ResultsAll respondents had participated in organized collective policy advocacy and education activities in the past year, but the degree of satisfaction and recognition was not very high. 59.5 percent said their adaptation to the DRGs payment reform was average. Nearly half did not regularly pay attention to and participate in the management of the medical costs of patients with DRGs through compliance. And they had a low understanding of the specific rules of DRGs payment and did not form a high policy identity. The mediating effect values of policy cognition were 0.148, 0.152, 0.108, and 0.057, respectively, when the frequency and quality of policy advocacy and education influenced medical staff’s adaptive perception and adaptive behaviors.DiscussionThe organized collective policy advocacy and education can promote medical staff’s adaptation to DRGs payment reform by improving their policy cognition, and the action paths are diverse. Policymakers and hospital managers need pay attention to this phenomenon, and formulate demand-centered, value-oriented whole-process advocacy and education strategies while constantly improving the DRGs payment system. All of these provided a basis for further research and practice of positive intervention in DRGs payment reform.

EGS SO09 - Documentation Of Mortality While Consenting For Major Emergency Operation In General Surgery : Are We Informing Patients Or Just Impressing NELA? A Three-Cycle Clinical Audit

Abstract Background Approximately 30,000 to 50,000 emergency laparotomies are performed annually in the United Kingdom (UK), with an in-hospital mortality rate of 9.2%. The UK National Confidential Enquiry into Patient Outcome and Death (NCEPOD) report from 2011 recommends that the risk of mortality should be explicitly discussed with patients and clearly documented on consent forms and in medical records. The purpose of our audit was to assess the frequency of documenting the risk of mortality in consent forms and to evaluate the reporting of corresponding discussions in the medical records of patients undergoing major emergency general surgical operations. Method Patients were identified from our National Emergency Laparotomy Audit (NELA) database, and data was collected retrospectively from our online medical records. We included procedures from NELA performed on patients aged 16 and older who had the capacity to give consent. The first audit cycle took place from April to June 2021, the second from March to May 2022, and the third from March to May 2023. The results of the first cycle revealed gaps in documentation, leading to the implementation of periodic reminders for surgeons during meetings and the use of posters to reinforce best practices. Results The 1st cycle included 40 cases, with 93% documented mortality in NELA, 40% in consent forms, and 35% documented discussion about mortality in medical notes. The 2nd cycle reviewed 38 cases, showing 92% documented mortality in NELA, 71% in the consent forms, and 42% of documented discussion about mortality in the medical notes. The 3rd cycle assessed 32 cases, with 90% documented mortality in NELA, 92% in consent forms, and 51% in the medical notes. The improvement in documentation of the risk of death in the consent forms was statistically significant across all three cycles (p < 0.0001). Conclusion The three audit cycles demonstrated that implementing periodic reminders and posters for surgeons significantly improved the documentation of mortality risk. Documentation rates in consent forms increased from 40% in the first cycle to 92% by the third cycle, and in medical notes from 35% to 51%. These interventions effectively enhanced compliance with best practices. However, continuous effort is essential to maintain this improved practice. Regular monitoring, ongoing education, and reinforcement strategies should be employed to ensure that the documentation standards remain high and continue to improve patient care and safety.

Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study

In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.

Motherhood and rheumatic disease – a balancing act. A qualitative study on the challenges of mothers with inflammatory arthritis

ObjectiveInflammatory arthritis (IA) often come with symptoms of pain, stiffness and fatigue, as well as fluctuating and unpredictable disease patterns. All of these symptoms can cause challenges in the role as a mother for women with IA. The main objective of this study is to gain a broader understanding of how mothers with IA experience motherhood and the challenges they encounter within a biopsychosocial framework.MethodsThe participants in this study were recruited through RevNatus, a Norwegian nationwide quality register. The sample consisted of women with IA who had given birth within the last 5 years. The data consisted of written answers to an open-ended question: “Is there anything, in particular, you have experienced as challenging with being a mother and having a rheumatic disease at the same time”? The data were analysed following Brinkmann and Kvale's qualitative content analysis.Results186 women answered the open-ended question. The responses consisted of a total of 9,000 words. Motherhood with IA was described as a difficult balancing act, with practical and physical challenges affecting day-to-day life, medical dilemmas, as well as challenges on a deeper emotional level and worries for the future.ConclusionThe main finding in this study is that the challenges these women meet are multifactorial and complex, including physical, mental and social issues that have a large impact on their everyday life. Focusing solely on improving medical treatment will not solve the challenges these women face. A multidisciplinary approach and focus on patient education and self-management strategies is important to help these women thrive in their role as mothers with IA.

Integrating Artificial Intelligence with NHEQF Descriptors for Pedagogical Excellence

This research investigates the critical need to integrate affective and psychomotor domains alongside cognitive development in educational systems to achieve the comprehensive ‘Exit Outcomes’ of Outcome-Based Education (OBE) and align with the National Higher Education Qualification Framework (NHEQF) descriptors. Traditional educational approaches are inadequate for these goals, prompting the introduction of the AI-Charya framework—a novel, artificial intelligence (AI)-driven pedagogical model. Utilizing a qualitative approach, this study explores the limitations of existing models and the transformative potential of generative AI. The AI-Charya framework provides adaptive, multimodal educational strategies that personalize learning and significantly enhance critical and creative thinking skills. Findings indicate that students engaged with AI-Charya show marked improvements in these areas, positioning them for success in an increasingly automated global workforce. However, the study’s generalizability is limited by its specific educational contexts, and further research is needed to assess long-term outcomes. Despite these limitations, the AI-Charya framework offers a pioneering blueprint for aligning educational practices with OBE and NHEQF standards, equipping students with the holistic competencies required for dynamic, future-oriented careers. This research has significant implications for policymakers, educators and curriculum developers aiming to enhance educational excellence through innovative methodologies.

Following the honey trail: how creative labs fill unintended cracks within the system of computer science education for transformative impact

Abstract Creative labs play a crucial role in transforming computer science education by fostering interdisciplinary, project-based learning that bridges theory and real-world applications. Focusing on the base.camp within Hamburg’s ahoi.digital Network of Labs, this study highlights how such labs address the limitations of traditional curricula. Students are encouraged to explore innovative solutions with the freedom to fail, viewing setbacks as valuable learning steps. By integrating diverse academic and societal perspectives, creative labs prepare future computer scientists to handle complex, multidisciplinary challenges. The article emphasizes educational strategies and practices that support open-ended, exploratory learning, making creative labs pivotal in the progression of computer science education.

Evaluation of nursing administration records of high‐risk medications at a hospital network: a retrospective audit

AbstractWithin our hospital network, the PINCH acronym (Potassium, Insulin, Narcotics, Chemotherapeutics, Heparin) designates high‐risk medications. As per local guidelines, double‐checking is mandated at the point of administration. This retrospective audit aimed to assess nursing and midwifery staff's ability to recognise PINCH medications by examining their adherence to double‐signing protocols, serving as an indicator of double‐checking. The analysis included overall compliance proportions, categorised by PINCH class and further stratified based on location, specialty, and staffs' level of training. An analysis of the first thousand PINCH medication administrations from 1 January 2023 was conducted, spanning four sites within our hospital network. Data sourced from the Electronic Medication Record system were refined to include one medication per patient per day, totalling 200 administrations per PINCH category. The results revealed that 896 (89.6%) out of 1000 medication administrations were co‐signed, with narcotics showing a co‐signature rate of 100%, followed by potassium at 99%, heparin at 98%, insulin at 97.5%, and chemotherapeutics at 53.5%. Among the orders lacking co‐signature, 90% pertained to chemotherapeutics and the remaining 10% were distributed across other categories. Stratifying by location showed 28 (17.6%) out of 159 administrations in a subacute setting lack co‐signature, compared to 76 (6%) from 841 in an acute setting. Compliance rates were highest in specialty medicine at 94.3%, followed by surgical at 86.2%, general medicine 84.5%, women and children's and mental health units at 83.3% each, and continuing care at 82.2%. Notably, enrolled nurses exhibited the highest level of compliance with co‐signatures. Future research could explore the impact of educational strategies on the administration of high‐risk medications. Ethical approval was granted by the Eastern Health Office of Research and Ethics (Reference no: QA23‐075‐101 386) and the study conforms to the Australian Statement on Ethical Conduct in Human Research.