The impact of educational and behavioral self-management interventions for children diagnosed with epilepsy and their families on disease management, quality of life, and psychosocial outcomes: a systematic review and meta-analysis.

Outcomes, barriers and enablers of post-registration education for Australian registered pharmacists: A qualitative descriptive study.

Adolescents' and parents' perspectives on attrition from pediatric obesity therapeutic patient education programs: A qualitative study.

The explosive proliferation of Generative Artificial Intelligence (GenAI) has posed an unprecedented existential challenge to traditional evaluation systems in higher education. In response to this wave, the higher education sector is undergoing a profound transformation, shifting from a focus on technological containment toward an assessment governance paradigm. Understanding the characteristics of detectors is the foundational prerequisite for utilizing such tools to optimize educational assessment; however, their effectiveness within authentic educational contexts remains insufficiently explored. To address this research gap, the study constructs three large-scale ecological datasets—StuTask, StuThesis, and DataCode—comprising over 280,000 authentic samples of student coursework, academic theses, and engineering code. A systematic evaluation is conducted on 13 mainstream detectors (encompassing both commercial and open-source models) across multiple dimensions, including overall performance, task complexity, disciplinary variations, and adversarial robustness. The results indicate that while detectors achieve acceptable performance on long-form theses, they exhibit systematic failures in engineering code and short-form coursework tasks. Due to the formulaic nature of technical writing, STEM disciplines are subject to significant algorithmic bias. Furthermore, robustness tests reveal extreme vulnerability of current detection tools: a simple hybrid editing strategy can enable 88% of AI-generated content to evade detection successfully. These findings suggest that existing detection technologies are inadequate to support high-stakes educational assessments. In the future educational trajectory of ‘embracing AI,’ AIGC detectors should function as reference metrics within the assessment system, serving to quantify the depth of human-AI collaboration across distinct disciplinary logical frameworks. Furthermore, detection technology must evolve toward the optimization of ‘logical innovation recognition,’ thereby establishing a robust academic integrity defense line that is truly resilient within the future ecosystem of human-AI symbiosis. • Constructed three datasets using authentic student assignments, theses, and code. • Evaluation of 13 detectors reveals systematic failures across academic tasks and disciplines. • Acceptable detector performance remains inadequate for high-stakes assessment. • Hybrid adversarial edits allow 88% of AI-generated content to evade detection. • Findings urge a shift from reliance on tools to process-oriented assessment.

Advancing vaginal infection diagnosis: Molecular versus conventional methods for detecting T. vaginalis and C. albicans.

Awareness and attitudes toward BRCA1/2 genetic testing among at-risk women in Egypt.

Health professions education (HPE) programmes prepare clinicians for roles as educators, leaders and scholars. Although prior evaluations report academic and identity outcomes, little is known about effects on clinical practice and patient care. This study explored how graduates of a HPE programme described changes in their clinical practice, patient interactions and professional roles. We conducted a qualitative descriptive study using semi-structured interviews with graduates of certificate and degree programmes in HPE at a military affiliated institution. Interviews explored perceived influences on clinical practice, teaching, leadership and professional identity. Transcripts were analysed using reflexive thematic analysis. Reporting followed established qualitative research criteria. Twenty-six graduates participated, representing multiple disciplines and degree programmes. Three themes were identified. Teaching within clinical encounters described how graduates reframed patient encounters as opportunities for explanation, questioning and shared understanding. Partnership in practice reflected shifts toward collaborative communication, shared decision making and attention to patient perspectives. Reconsidering the clinician role captured how participants adopted an educator mindset, influencing interactions with colleagues and clinical teams. Graduates reported greater patience, curiosity and deliberate communication and described strengthened patient engagement and team relationships. Graduates perceived that HPE training influenced their clinical practice by shaping how they approached patient care and interprofessional collaboration. These findings suggest that HPE programmes may influence not only academic development but also everyday clinical work. Future research should examine links between these perceived changes and measurable patient and system outcomes.

"We saw and heard things no child should ever see and hear." Rwandan youth narratives of enduring intimate partner violence between parents.

The aim of this study was to develop a mobile application for patients with Type 2 diabetes initiating insulin therapy for the first time and to evaluate its effects on insulin knowledge, insulin injection skills, self-management of insulin therapy and attitudes towards insulin use. This randomized controlled study included 88 participants assigned by block randomization to intervention (mobile application, n = 44) and control (standard care, n = 44) groups. The intervention group received insulin training via the mobile app, whereas the control group received standard care. Data were collected at baseline (T1), on the 14th day (T2) and on the 28th day (T3) using the Patient Information Form, Insulin Knowledge Form, Insulin Treatment Assessment Scale, Insulin Treatment Self-Management Scale and Insulin Injection Skill Observation Form. In the intervention group using the mobile application, a statistically significant increase over time was observed in the levels of insulin-related knowledge, self-management of insulin treatment and insulin injection skills, whereas negative attitudes and perceptions regarding insulin treatment decreased (p < 0.05). No statistically significant change was observed in the control group (p > 0.05). The results obtained in the present study indicated that the mobile application developed for patients with Type 2 diabetes using insulin for the first time is effective in disease self-management, fosters positive behavioural changes and serves as a viable educational tool for individuals with Type 2 diabetes. The application can be integrated into routine nursing-led diabetes education programmes to enhance continuity of care and support patients during insulin initiation. ClinicalTrials.gov identifier: NCT06060743.

Factors associated with inhaler therapy adherence using a multidimensional adherence model in patients with chronic obstructive pulmonary disease.

Lessons learned from a collective evaluation and community of practice focused on evidence-based learning.

Engaging with the sustainable development goals in healthcare settings: A qualitative study of postgraduate nursing students' experiences.

How patient-centered communication shapes online health information seeking across different channels: The mediating role of uncertainty management.

From strategy to evaluation: A social determinants of healthy campus framework for evaluating U.S. campus health programs.

Career decision-making challenges remain a critical issue in vocational education, particularly at the secondary level, where many students choose majors that do not align with their interests and abilities. This condition highlights the need for early career guidance to help students map their career paths and develop their competencies appropriately. This study aims to develop a vocational career guidance module for Social Work students; to determine the validity of the module based on expert evaluation; to analyze the validity and reliability of the test instruments; and to examine the effectiveness, efficiency, practicality, and implementability of the module. This research employed the ADDIE R&amp;D model involving 60 tenth-grade students of SMK Negeri 5 Samarinda, divided into experimental and control groups. The results indicate that the module is highly feasible, with material expert validation at 94% and media expert validation at 91%. The test instrument demonstrates strong quality, with 30 of 33 items deemed valid and a Cronbach’s Alpha reliability of 0.925. The module is proven to be highly effective (91.6%), efficient (89.6%), and practical (93.8%), with an implementation rate of 86%. In addition, teacher and student responses reached 90.8% (excellent category). Statistical analysis confirms significant improvement in students’ career decision-making skills, with tcount = 13.396 &gt; ttable = 2.002, Sig. = 0.000, and an N-gain score of 0.72964 (high category). These results show that the developed module effectively enhances the career decision-making skills of Social Work vocational students.

Nurse educator education: Quo Vadis?

This study assessed the implementation of the Department of Environment and Natural Resources (DENR) Communication, Education, and Public Awareness (CEPA) Program in Surigao City and examined its contribution to environmental stewardship among stakeholders. Anchored on Environmental Behavior Theory and Social Learning Theory, the study employed a descriptive-evaluative design using survey data and documentary analysis. The respondents were 100 purposively selected stakeholders from Barangay San Juan, Barangay Sabang, Barangay Washington, and DENR CEPA implementers. Primary data were collected through a researcher-developed, expert-validated questionnaire measuring the implementation of CEPA in terms of communication, education, and public awareness. Secondary data were obtained from DENR reports, accomplishment records, attendance sheets, solid waste management monitoring reports, plastic reduction memorandum, and activity documentation. Results showed that 23 CEPA-related activities were implemented in 2025, consisting of communication activities (f = 10), education initiatives (f = 8), and public awareness activities (f = 5). Communication was highly implemented (M = 3.47), education was moderately implemented (M = 3.32), and public awareness was highly implemented (M = 3.41). Documentary evidence showed that environmental stewardship was observable in proper waste segregation, coastal clean-ups, tree planting, mangrove planting, and community participation, although plastic reduction, sustained participation, and compliance remained inconsistent. The most pressing challenge was limited financial resources (M = 2.96), followed by lack of environmental awareness (M = 2.93), limited environmental training (M = 2.91), low community participation (M = 2.87), and poor stakeholder coordination (M = 2.83). The study concludes that the CEPA Program is visible and active in Surigao City, but its long-term effectiveness depends on stronger environmental education, sustained engagement, better resource support, improved coordination, and monitoring mechanisms. The study recommends enhanced CEPA policy guidelines to strengthen communication, environmental education, public participation, institutional coordination, resource mobilization, and evaluation. Keywords: CEPA Program, DENR, Environmental Stewardship, Environmental Awareness, Communication, Education, Public Awareness, Surigao City

Reassurance is recommended in the management of chronic low back pain (CLBP). Reassuring messages include that serious pathology has been excluded and movement is safe. The impact of patient awareness of reassuring messages on patient outcomes has not been investigated. We aimed to describe the characteristics of people reporting awareness of reassuring messages after a 3 month education and exercise program for CLBP and to determine if awareness of reassuring messages at 3 months influences patient outcomes at 6 months. We performed a secondary analysis of 3850 adults who received a structured group-based education and exercise program for CLBP. Expert knowledge was used to construct directed acyclic graphs to identify relevant confounders. We used linear mixed models, adjusted for the identified confounders, to determine associations between self-reported awareness of reassuring messages at 3 months and patient outcomes at 6 months (pain, disability, fear-avoidance and self-efficacy), and to determine associations between baseline patient characteristics and awareness of reassuring messages at 3 months. More awareness of reassuring messages at 3 months positively influenced pain intensity (regression coefficients; 95% confidence interval: -0.27; -0.39, -0.14), disability (-1.01; -1.58, -0.44), and fear-avoidance (-0.85; -1.13, -0.57) at 6 months. Less threatening illness perceptions and higher levels of self-efficacy at baseline were associated with more awareness of reassuring messages at 3 months; whereas being older, male, having more leg pain, and higher fear-avoidance were associated with less awareness of reassuring messages at 3 months. While effects were small, awareness of reassuring messages positively influenced patient outcomes at 6 months. Our study is the first to examine whether patient awareness of reassuring messages influences patient outcomes in chronic low back pain. We found that more awareness of reassuring messages after a group education and exercise intervention reduced pain intensity, disability and fear-avoidance. While effects were small, awareness of reassuring messages positively influenced patient outcomes. Clinicians should consider the benefits of delivering key reassuring messages as part of multi-modal low back pain management.

A growing body of scholarship suggests that incarcerated individuals who participate in education programs, particularly those grounded in faith, are better positioned for lasting community reintegration and positive long-term outcomes. Using a mixed-methods evaluation design, the author examines two interrelated questions: whether faith-based higher education is associated with enhanced well-being among current participants and whether program graduates carry those well-being gains into post-release life. Drawing on group interviews with 109 incarcerated men and women across six U.S. facilities and surveys from 157 participants in four states, the study found that participation in a prison-based theological education program was associated with higher well-being, healthier thinking patterns, stronger coping skills, and more positive relationships ( n = 266).

Knowledge of pelvic floor muscle (PFM) location, function, and antepartum exercises may prevent urinary incontinence (UI) symptoms. The objectives of this study were to evaluate the awareness of PFMs and PFM exercises, including knowledge, training, and experience, among pregnant women and to investigate the relationship between PFM awareness and UI. This cross-sectional study involved 522 pregnant women aged 18 years and older recruited from 8 centers. A questionnaire was used to assess PFM awareness; knowledge of PFM exercises; training and experience with these exercises; and the presence of UI, pelvic organ prolapse (POP), and fecal incontinence (FI). PFM knowledge and awareness were compared between pregnant women with and without UI. Of the 522 participants, 134 (25.7%) reported UI, 10 (1.9%) had POP, and 5 (1%) had FI. Among those with UI, 94 (70.1%) reported that their symptoms began during pregnancy. A significant proportion of women demonstrated limited PFM knowledge: 379 (72.6%) were unaware of PFM location, 385(73.8%) did not know PFM function, and 380 (72.8%) had not heard of PFM exercises. Pregnant women without UI were more likely to report performing PFM exercises than those with UI (66.7% vs 37.5%, respectively, P=0.002). Furthermore, women without UI were more likely to have performed PFM exercises for 8 weeks or more compared with those with UI (71.6% vs 40.0%, respectively, P=0.019). This study highlights a concerning lack of knowledge and awareness regarding PFMs and PFM exercises among pregnant women. Educational programs are needed to improve understanding of PFM function and to provide instruction on correct PFM exercise techniques.