Unveiling the role of service quality in the quick service restaurant sector: An integrative review

Hydra as a dual-utility model for cytotoxicity and genotoxicity: Bridging environmental toxicology and therapeutic applications.

Barriers and Recommendations for Concussion Follow-Up in Pediatric Athletes: An Integrative Review

Over the past few decades, significant progress has been made in the research of polysaccharides extracted from natural resources, which are often used in functional foods, medicines, cosmetics, and biomedical materials. However, traditional research heavily relies on trial-and-error screening, which is limited by challenges in elucidating structure-function relationships, low preparation efficiency, and poor application adaptability. The integration of artificial intelligence (AI) has provided a critical pathway to overcome these constraints. This review outlines recent AI applications in polysaccharide research, discusses current challenges, and identifies future trends. For polysaccharide extraction, AI employs models such as artificial neural networks and genetic algorithm-backpropagation to optimize processing conditions. Its prediction accuracy often reaches above 0.95, significantly higher than the 0.7-0.8 of traditional response surface methodology models. In practical applications, AI integrates multi-omics data to support personalized polysaccharide scheme design. For instance, graph convolutional networks can correlate structural features with biological activities (e.g., tumor cell inhibition rates and immune cell activation), thereby promoting the development of personalized functional products. However, the field still faces challenges such as inconsistent data quality, limited model interpretability, and difficulties in cross-disciplinary collaboration. Solving these problems is key to advancing AI from a supportive tool to a central driver of innovation in polysaccharide research, with potential impacts on precision medicine, functional foods, and advanced biomaterials.

A comprehensive review of CO2 integration in thermochemical biomass conversion for enhanced biofuel production

Review of fast frequency response integration in power systems with high renewable energy penetration: Global practices and adoption strategies based on IEEE Std 2800 classification

Development and validation of the mHealth Apps Rating Inventory (mARI): A comprehensive tool for assessing the quality of mobile health applications.

Socio-political legitimacy: An integrative and interdisciplinary review and agenda for theory development in unit and programmatic approaches

Oral motor interventions are used in the neonatal intensive care unit (NICU) to support the development of oral feeding skills in preterm infants. Literature regarding which oral motor interventions are used, when they are implemented, and how parents are involved is lacking. To benchmark evidence of oral motor interventions in the literature against reported use in NICU practice, understand the type and timing of oral motor interventions used, and understand perspectives about implementation of oral motor interventions and family involvement in these interventions. Qualitative study. Virtual, recorded focus groups and interviews on Zoom. Convenience sampling was used to recruit neonatal therapists with at least 2 yr experience in the NICU who were currently implementing oral motor interventions. Duringsemistructured focus groups and interviews, we specifically probed the type of oral motor interventions that clinicians use in the NICU to benchmark them against the interventions found in the literature. Recordings were transcribed and uploaded to NVivo for descriptive analysis. Twelve neonatal therapists participated in focus groups or interviews. Applied oral motor stimulation, nonnutritive sucking, NTrainer®intervention, swallowing exercises, and milk drops were reported to be used in practice and most often were started as early as 29 wk postmenstrual age. Parents were primarily involved in facilitating nonnutritive sucking and providing milk drops. Oral motor interventions reported to be used in NICU clinical practice mirror those available in the evidence. This supports ongoing implementation of evidence-based practice for neonatal therapists. Plain-Language Summary: A recent integrative review was completed to understand oral motor interventions used to support the development of feeding skills in preterm infants. The interventions identified in the scientific literature were nonnutritive sucking, applied oral motor stimulation, swallowing exercises, and use of a pacifier that elicits a sensory pulse to stimulate sucking called the NTrainer. However, there was no published information regarding which (if any) of these interventions are actually used in clinical practice and how parents may be involved in their implementation at the neonatal intensive care unit bedside. Therefore, this qualitative study sought to understand oral motor interventions used in clinical practice. All of the interventions identified in the scientific literature were identified as being used in practice, although at varying rates. An additional intervention, milk drops, was also identified. Nonnutritive sucking and milk drops were most commonly used by the study participants and were most commonly taught to parents to implement with their infants. These findings support neonatal therapists' implementation of evidence-based practice in the clinical setting.

Introduction: the incorporation of artificial intelligence (AI) into Higher Education 5.0 transformed pedagogical models and institutional ethical frameworks, consolidating AI as a key driver connecting technological innovation and human-centered education. However, scientific literature revealed conceptual fragmentation that limited a comprehensive understanding of its ethical, pedagogical, and personalization impacts.Method: a narrative integrative review was conducted between January and September 2024 using the Scopus, Web of Science, SciELO, ERIC, and Redalyc databases. Inclusion criteria focused on indexed publications from 2019–2024 with verifiable DOIs addressing ethics, pedagogical innovation, and personalized learning. Out of 146 identified documents, 32 studies were selected through coding, thematic comparison, and theoretical triangulation.Results: findings showed that 41% of the studies focused on ethical implications, 34% on pedagogical innovation, and 25% on personalized learning. Most publications originated from Scopus Q1 and Q2 journals. Results evidenced a trend toward hybrid, student-centered ecosystems, increased use of learning analytics, and the need for robust institutional ethical frameworks.Conclusions: aI was consolidated as a strategic driver for Higher Education 5.0, capable of fostering inclusion, equity, and teaching transformation. Nevertheless, gaps persisted in digital governance, ethical training, and critical evaluation of technological impact.

Molecular landscape and biomarker discovery in adrenocortical carcinoma: An integrative review of bioinformatics and translational insights.

ADHD: Management Considerations in Primary Care an Integrative Review

Spatial maps in the mind: An integrative review of mobility’s role in wayfinding

Social connectedness and isolation among East Asian international students: An integrative review of mental health implications

Nursing graduates reported feeling unprepared to address migrants' mental health needs. Immersive virtual reality offers an innovative approach to enhance therapeutic communication, cultural competence, and humility. This study examined the acceptability of a virtual reality simulation focused on migrants with mental health challenges and its impact on students' attitudes and cultural competence. A multi-phase sequential mixed methods design was used: phase 1 involved intervention development through an integrative review and a participatory approach; phase 2 employed a one-group pre-quasi-experimental and post-quasi-experimental design; phase 3 employed an interpretive description. Students found the simulation highly acceptable, reporting significant improvements in cultural competence and modest reductions in stigma. Qualitative findings revealed 4 themes: interacting with virtual reality technology; bridging educational gaps; shifting perspectives and practice; and navigating care through lived experiences. Virtual reality shows promise for strengthening mental health nursing education and practice by addressing gaps in clinical placements and traditional teaching. Future research should expand content, improve usability and realism, assess long-term impacts, and support faculty training.

This inaugural critical reviews special issue marks a deliberate step in renewing what Human Relations has always stood for: a broad, rigorous, and human-centered conversation about work and organizing. Our aim with this special issue is therefore twofold: to take stock and to set direction. By curating critical, integrative reviews on select but timely topics, we map the evolution of debates, clarify where concepts and methods need to realign, and chart agendas that advance our understanding of the human side of organizational life. The four articles featured in this inaugural issue exemplify the intellectual breadth and critical depth that define Human Relations . Each engages a core tension of contemporary organizing; how multilevel systems interact in strategic human resource management; how colonial legacies shape Indigenous experiences of work; how precarity redefines the meaning and politics of labor; and how algorithmic technologies transform the inequalities embedded in hiring and organizational life. Read collectively, these contributions illuminate the diversity of themes, methods, and theoretical traditions that animate our journal, while also revealing a shared pursuit: understanding what it means to be human in the evolving relations of work, organization, and society.

Background: Pre eclampsia (PE) is a serious pregnancy complication characterized by sudden hypertension, which, if unmanaged, can result in maternal and neonatal mortality. Evidence shows that many pregnant women have limited knowledge of PE and its complications, delaying timely intervention. Adequate education may enhance early treatment and reduce risks. Aim: This structured literature review evaluated the impact of educational interventions on pregnant women’s knowledge of PE. The review also explored associations between improved knowledge and outcomes such as self efficacy, health promotion, pregnancy outcomes, and anxiety levels. Methods: The review question was developed using the PIO (Population, Intervention, Outcome) framework. Six databases (CENTRAL, CINAHL, MEDLINE, MIDRS, PubMed, ScienceDirect) were searched for randomized controlled trials (RCTs) meeting eligibility criteria. The Joanna Briggs Institute appraisal tool was used to assess methodological quality. Results: Five RCTs met inclusion criteria, with quality scores ranging from moderate to high. Three studies reported significant improvements in maternal knowledge, enhanced health promotion, and reduced adverse pregnancy outcomes without increasing anxiety. One trial found no measurable improvement in knowledge or anxiety, while another showed no significant change in self efficacy. Conclusion: Educational interventions on PE appear to strengthen maternal knowledge and promote healthier outcomes without elevating anxiety. However, self efficacy remains unaffected. Further research is needed to expand evaluation and confirm long term benefits.

Beyond their traditional role as short-lived antimicrobial cells, neutrophils are increasingly recognized as key regulators of adaptive immunity and tumor progression. This AI-assisted integrative review investigated the neutrophil–T-cell axis, particularly the role of Galectin-9 (Gal-9), across adult T-cell leukemia/lymphoma (ATL), Sézary syndrome (SS), coronavirus disease 2019 (COVID-19), and psoriasis. Leveraging AI tools (GPT-5 and Adobe Acrobat AI Assistant) for literature synthesis (2000–2025) and expert validation, we aimed to identify common immunological mechanisms. Across all conditions, neutrophils displayed persistent activation, elevated Gal-9 expression, and modulated T-cell interactions. In ATL and SS, neutrophilia correlated with poor survival and TCR signaling dysregulation, suggesting Gal-9-mediated immune modulation. In COVID-19 and psoriasis, neutrophil-derived Gal-9-linked innate hyperactivation to T-cell exhaustion and IL-17-driven inflammation. These findings define a recurring neutrophil–Gal-9 regulatory module connecting innate and adaptive immune responses. This study underscores the feasibility of combining AI-driven literature synthesis with expert review to identify unifying immunological mechanisms and therapeutic targets across malignancy and inflammation.

Impact of resilience and wellbeing program in nursing: an integrative review.

This study aims to clarify the concept of adab in Islamic learning by developing a structured conceptual model grounded in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī. While existing scholarship has widely discussed adab within Islamic education, its components are often presented in a fragmented and normative manner, resulting in limited conceptual organisation for contemporary Islamic Education. Addressing this gap, the article conceptualises adab as an integrative moral–epistemic framework that connects classical Islamic sources with modern educational theory. Methodologically, the study employs a qualitative conceptual design using an integrative literature review combined with directed content analysis. The data consist of selected ḥadīth from Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī as the primary textual source, supplemented by authoritative classical commentaries. Data were collected through systematic identification and thematic extraction of adab-related materials and analysed by organising concepts into predefined analytical categories while allowing relevant themes to emerge. Analytical rigour was ensured through transparent source selection, consistent transliteration, and triangulation with classical interpretations. The analysis identifies three core dimensions of adab in learning: ethical relations between teachers and learners, the order and norms governing learning settings, and the ethics of inquiry, listening, referencing, and knowledge transmission. These dimensions operate alongside enabling conditions, namely intention, teacher exemplarity, and institutional culture, which together shape educational outcomes such as learner engagement, the quality of scholarly discourse, and the formation of a stable ethical disposition rooted in adab. The article further proposes four theory-driven propositions to guide future empirical research. As a text-based conceptual study, the model invites empirical testing across diverse educational contexts and contributes a transferable analytical framework for Islamic education research.