Practical Knowledge Research Articles

It doesn't need to be so stressful!

The rapid development of the online delivery in higher education has resulted in a proliferation of research. Key in this work are two critical streams: how to support diverse students in online learning spaces, and the need for greater theorisation to guide educators on the optimal design of such pedagogies. In this study we bring these two streams together by harnessing the lens of self-determination theory (SDT) to explore the experiences of medical students with Attention Deficit Hyperactivity Disorder (ADHD) in their online learning experiences. In doing so, we contribute key theoretical and practical knowledge on supporting innovative, inclusive online learning spaces for our increasingly diverse student cohorts. ADHD is a neurodevelopmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Studies indicate that the prevalence of ADHD in higher education settings is significant, and medical students are not exempt from this trend with self-reported prevalence suggests it could be as high as 24% (Emmers et al., 2017; Njuwa et al., 2020; Sedgwick-Müller et al., 2022). The nature of medical education, characterised by heavy workloads, time pressures, and complex material, can further pose unique challenges for individuals with ADHD affecting academic performance, professionalism and overall well-being (Im & Tamarelli, 2023). The literature implies that motivational alterations, particularly focusing on internal motivations, exist in people with ADHD, acting as mediators between environmental and social contexts and outcomes including behaviour and performance. Thus, what is the key in this issue is how students are supported to develop and enact their SDT to foster optimal engagement and ultimately their well-being and inclusion (Morsink et al., 2022). In this presentation we will present our findings of semi-structured interviews with medical students diagnosed with ADHD (n=10). Specifically, our study will organise results in relation to the three dimensions of SDT including: student autonomy, competence and relatedness. Findings include the students’ perceptions of the challenges related to flexible delivery, and how greater choice also at times led to barriers around their study decision-making (e.g., to attend lectures, to study asynchronously). Through our presentation we will further provide recommendations on strategies to create inclusive, autonomy-supportive online learning spaces for ADHD students in higher education settings.

Artificial Intelligent Branching Simulations (AIBS) in Critical Care Neonatal Nursing

Roleplaying, simulations and branching scenarios are among the most authentic, critical and effective educational experiences, though have seen limited adoption due to the expense of creating, staffing, adapting and sustaining them over time (Davies, 2013). The new generation of large language models have made possible new affordances that enable delivering scenario based roleplaying experiences more sustainably. This Pecha Kucha charts the development process, frontier technology and the positive outcomes of an artificial, intelligent branching simulation (AIBS) a in critical care neonatal nursing simulation. Critical care disciplines and nursing have a tradition of using expensive in-person simulations and labor-intensive, high-stress scenarios to prepare students for the workplace (Jefferies, 2020). After such training, nurses undergo rigorous, high pressure in-person evaluations, such as the ANSAT (Ossenberg, Mitchell & Henderson, 2020), which they must pass in order to practice. Foundational reading about nursing practices and reviewing practice manuals is a step towards passing such evaluations, but these more theoretical learning practices don’t constructively align with the situational, authentic skills that are demanded in practice. With few learning experiences that can scaffold towards critical in-person evaluation, students often report high levels of anxiety and that they feel inadequately prepared for in-person evaluation, sometimes failing and leaving their studies and aspirations entirely (Cornine, 2020). Mindful also of an industry wide shortage of critical care nurses, there is a clear need to find bridging solutions that can affordably and effectively prepare trainee nurses for demanding in-person workplace evaluations. This Pecha Kucha charts the development of AIBS that was designed to bridge a learning gap between more theoretical training methods and high stress in-person training evaluations. The increasing popularity of conversational agents powered by large language models on web-based platforms like Character.ai (Sarkar, 2024), suggests that students might find a chatbot an approachable, engaging and an increasingly familiar experience. Initial tests directly prompting ChatGPT and Claude.ai both showed promise, but also raised some issues around reliability which mandated more direct and qualified oversight of teaching staff. A technical solution was required as an intermediary between the students and the LLMs that enabled ‘human-in-the-middle’ (Mollick, 2024) oversight. After an extensive review, the educator created tool ‘Cogniti’ was selected due to it’s ability to provide a seamless, pretrained scenario chat experience, while also enabling student account integration, data governance, supervisor oversight and privacy controls. The prompts used to instruct the Cogniti AI agent were developed using the RTRI prompting framework (Lui 2023, Hardman, 2023). By separating parts of the scenario into sequential chunks, each with a series of ‘expected responses’ it became possible to create and align an improvisational prompting script that resembled a sequence from a typical hospital procedures manual and that aligned to the prescribed ANSAT placement evaluation framework (Ossenberg, Mitchell & Henderson, 2020). Allocating specific roles to the AI agent and to the trainee nurse within a framework of expected responses enabled the narrative to resemble an authentic interaction, but within a safe environment. Prompting the AI agent to progress the narrative under specific conditions and to provide structured feedback to students, enabled a cohesive educational experience that was able to address specific gaps in student knowledge of neonatal practice and procedure. Staff and student feedback demonstrated positive results in terms of engagement, satisfaction, academic performance and student well-being.

Between innovative ambitions and erratic everyday practices: urban planners’ ambivalences towards digital transformation

Great expectations are being projected onto digital transformation as a solution to planning under uncertainty and complexity, while demanding new skills from and posing challenges to professionals. We address the ambivalent inclusion of information and communication technologies (ICTs) in everyday planning practices. How do ambivalences towards digitalisation as either a transformative process or as an intrusion upon everyday routines play out in urban planning as a situated knowledge practice? We focus on the erratic embedding of digital technologies and data into planning practices. We gather insights from interviews with planners in small and medium-sized cities in Germany, Austria and Switzerland. The analytical focus on knowing in practice and situated knowledge allows for insights on how digital transformations shape planning from professionals’ perspectives. Our research shows that digital transformation requires infrastructure and routines to bring forward innovative ambitions, which in many contexts are disrupted by limited resources and hierarchical decision-making procedures.

Barriers and Facilitators to Cervical Cancer vaccination Among Young Females in Chennai: A Cross-Sectional KAP Study

Cervical cancer develops in the cervix, primarily caused by persistent infection with high-risk types of human papilloma virus (HPV). It is one of the most common cancers in women, especially in low- and middle-income countries. While most HPV infections resolve naturally, some persist and can lead to cervical cancer over time. Aim: This study aims to evaluate the knowledge, attitudes, and practices (KAP) of young women in Chennai regarding cervical cancer, screening, and prevention, and to identify barriers and facilitators influencing participation in screening programs. Methodology: A cross-sectional study was conducted from January to May 2024 among 222 young females, aged 13 and above.. A semi-structured questionnaire assessed their KAP towards cervical cancer. Responses were analyzed using descriptive statistics, and Bloom’s taxonomy was applied to categorize knowledge and attitude. Chi-square tests were used to determine statistical significance, with a p-value < 0.05. Results: Although 78.2% of participants were aware of cervical cancer, knowledge of preventive measures was low—only 25.2% knew about the HPV vaccine, and 44% understood the correct Pap test frequency. Attitudes toward screening were mostly positive, with 73.2% agreeing that free screening reduces cervical cancer risk. However, actual preventive practices were limited—only 9% had undergone a Pap smear, and 10% had received the HPV vaccine. Statistical analysis showed no significant differences in KAP between groups (p > 0.05), except for medical students, who demonstrated significantly higher knowledge levels. Conclusion: Despite positive attitudes toward cervical cancer screening, there were notable gaps in knowledge and preventive practices among young women in Chennai. The findings underscore the need for targeted educational interventions, particularly on HPV vaccination and routine screening, to bridge these gaps.

Female genital cosmetic procedures from the perspective of health practitioners: a systematic review of knowledge, attitude and practice studies.

Currently, the popularity of female genital cosmetic procedures is on the rise worldwide. Despite the multiple roles of healthcare practitioners at different stages of women's decision-making for these procedures, limited studies have been conducted in this area. This systematic review aimed to summarize the available qualitative and quantitative data from observational studies that investigated healthcare practitioners' knowledge, attitudes and practices regarding female genital cosmetic procedures. The present systematic review was performed based on PRISMA guidelines. All published studies that examined the knowledge, attitudes and practices of healthcare practitioners regarding female genital cosmetic procedures were included. PubMed/Medline, Scopus, Web-of-science, ScienceDirect and Google Scholar were searched using related keywords until 30 November 2023. Quality assessment was performed using the Appraisal Tool for Cross-Sectional Studies and Checklist for Qualitative Research from the Joanna Briggs Institute. Eight studies comprising 2063 healthcare practitioners met the inclusion criteria and were analysed. Based on the results, some healthcare practitioners in the included studies acknowledged the naturalness of the variety of female genitalia, but others considered very small labia as attractive. There was little agreement on the positive effects of female genital cosmetic procedures on improving women's quality of life and sexual function in the included studies. Nearly all healthcare practitioners have seen women who had concerns about being natural of their genitalia. Meanwhile, approximately two-thirds of them had encountered women requesting female genital cosmetic procedures. Only three-quarters of healthcare practitioners felt confident in assessing the normality of genital appearance. The willingness to perform female genital cosmetic procedures was higher among male healthcare practitioners and plastic surgeons than among females and gynecologists. The results indicated that although a large number of healthcare practitioners had encountered women who were concerned about genitalia or requested genital cosmetic procedures, they did not have sufficient knowledge or favorable attitudes and practices in most related fields. Therefore, it is recommended to design educational interventions, formulate guidelines and make policies.

Navigating the places we now inhabit

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design process requires the ability to create culturally inclusive learning opportunities that are respectful of Maori culture, but also beneficial to all learners - a process that calls for deeper reflection and understanding of tikanga Maori (Maori customs and practices). This paper highlights the experiences of migrant learning designers and teachers in Aotearoa New Zealand, who work at the intersection of Maori knowledge and Western educational practices. As non-indigenous immigrants, learning designers, teachers, and educational researchers, the authors drew on autoethnography as the methodology, to analyse and reflect on their role as allies of Maori, the indigenous people of Aotearoa New Zealand. This research aims to find and share ways of reconciling principles of learning design with different ways of knowing, whilst honouring the Maori culture. The paper contributes to wider debates in education that discuss how indigenous knowledge systems can enrich modern educational practices.

Themed Restaurant Examination to Improve Student’s Knowledge and Skills in Food and Beverage Management Class

The paper emphasizes the importance of practical knowledge and hands-on experiences in hospitality education, particularly in food and beverage management. Themed events provide a platform for students to apply their theoretical knowledge, develop practical skills, and face real-world challenges. The event, centered around the culinary heritage of Tuscany, showcased student creativity and attention to detail. The event was successful overall, with positive guest feedback and student committee evaluations. However, areas for improvement were identified, including coordination issues, delays, and food quality inconsistencies. These findings highlight the need for better planning, coordination, and attention to detail in future events. In conclusion, the event provided valuable experiential learning for hospitality management students, allowing them to apply knowledge, develop skills, and navigate challenges. While the event showcased student capabilities, areas for improvement were identified, emphasizing the importance of continuous enhancement in execution and attention to detail. This research contributes to understanding the effectiveness of themed events and experiential learning in hospitality education, informing future improvements in preparing students for internships and careers in the industry.

Building a community of practice around a community of inquiry: an examination of EFL students' perceptions of a virtual internship

In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the study was to investigate student perceptions of dynamic social structures and communities of practice in technologically mediated environments, particularly in relation to virtual internships. The authors recognised a gap in research regarding how EFL students create meaningful learning experiences and how they build their practical knowledge in mediated communication environments. Quantitative and qualitative research methods were used. 50 students comprised the study subjects. The data were collected from multiple sources: interviews, students’ reflections, and community of inquiry and practice survey instruments. The findings revealed that an unprepared virtual environment led to social anxiety and challenges related to real-world work experience. The study suggests that evidence-based interventions in technologically mediated, virtual learning environments can help to resolve study findings with this goal: fostering a sense of belongingness and community that can promote effective remote interactions between learners and their teachers to ensure that internships serve students best.

The association between the knowledge, perception, and practice of dietary supplement among Chinese adults

IntroductionRapid growth has been found in the market of dietary supplements (DSs) in China. However, studies about the knowledge level, intentions, and behavior related to DS remained limited in the Chinese population. This study aimed to explore the knowledge level, perception, and practice toward DS among Chinese adults.MethodsThis is a cross-sectional design among 1,714 participants aged between 18 and 65 years. A total of 54.1% of participants reported purchasing supplements in the past 6 months. Knowledge levels were assessed with a score from 1 to 10 based on correct answers to 10 binary questions about supplements.ResultsOnly 29.1% of participants answered seven or more questions correctly, while 7.9% answered three or fewer questions correctly. Participants with high and middle knowledge levels were more likely to seek medical advice when experiencing discomfort symptoms and were less likely to choose DS, with corresponding odd ratios (ORs) of 1.58 (95% CI: 1.16, 2.13) and 0.69 (95% CI: 0.52, 0.91) in high knowledge group and ORs of 1.36 (95% CI: 1.03, 1.80) and 0.96 (95% CI: 0.72, 1.30) in middle knowledge group (Pfor trend = 0.003 and 0.028, respectively). No significant differences were found in the motivation of DS use between knowledge levels. Although higher knowledge levels were associated with less spending on DS (OR high = 0.69; 95% CI: 0.49, 0.99; OR middle = 0.88; 95% CI: 0.64, 1.20; Pfor trend = 0.038), it did not guarantee better and more accurate awareness toward DS use.DiscussionIn conclusion, there is a growing demand for supplements among Chinese adults, but a significant gap between knowledge and behavior exists, affecting decision-making behaviors regarding DS.

Knowledge, attitude, and practice of stroke and thrombectomy among medical students in Henan, China.

To assess knowledge, attitude, and practice (KAP) of stroke and thrombectomy among medical students in Henan, China. A cross-sectional study was conducted on medical students from 5 universities in Henan, China between June and September, 2022, using a self-administered questionnaire. A total of 1105 medical students [697 (62.1%) females] participated. Their mean KAP scores were 11.1 ± 2.90, 35.37 ± 4.94, and 21.48 ± 5.51 out of 14, 44, and 24, respectively. Structural equation modeling revealed that, age (estimate = 0.351, P = .005) and education (estimate = 0.370, P = .024) positively affected knowledge, while major (estimate = -0.128, P = .017), internship experience in neurosurgery or neurology (estimate = -1.321, P < .001), and family history of stroke (estimate = -0.557, P < .001) negatively influenced knowledge. Knowledge (estimate = 0.649, P < .001) and having seniors over the age of 60 at home (estimate = 1.228, P = .001) had positive effects on attitudes, while internship experience in neurosurgery or neurology (estimate = -0.471, P = .090) and family history of stroke (estimate = -0.596, P = .020) had negative impact on attitudes. Moreover, knowledge (estimate = 0.230, P < .001) and attitudes (estimate = 0.628, P < .001) positively influenced practices, whereas sex (estimate = -1.141, P < .001), internship experience in neurosurgery or neurology (estimate = -0.578, P = .025), and family history of stroke (estimate = -0.523, P = .027) negatively influenced practices. Medical students in Henan, China showed adequate knowledge, positive attitude, and proactive practice toward stroke and thrombectomy. Age, sex, education, major, internship experience in neurosurgery or neurology, family history of stroke, having seniors over the age of 60 at home might have impact on their KAP.

Simulation-Based Training in Clinical Event Debriefing Improves Leadership Performance.

Clinical event debriefing (CED) improves healthcare team performance and patient outcomes. Most pediatric emergency medicine (PEM) physicians do not receive formal training in leading CED. Our objectives were to develop a CED curriculum and evaluate its effect on performance, knowledge, comfort, and clinical practice. This was a single group pre-post-retention study. We developed a hybrid curriculum with simulation, an interactive module, and individual feedback. We invited faculty and fellows from the PEM division of our hospital to participate. During an in-person training day, participants led standardized clinical simulation scenarios followed by simulated CED with immediate feedback on their leadership performance. They watched an interactive module between scenarios. Participants returned for a retention assessment 2-6 months later with a third simulation and debrief. Participants completed surveys measuring attitudes, experiences, and knowledge. Participants also evaluated the curriculum.The primary outcome was CED leadership performance using a novel 21-item tool that we developed, the Debrief Leadership Tool for Assessment (DELTA). A blinded, trained rater measured performance with DELTA. Secondary outcomes included changes in knowledge and comfort and changes in clinical practice. Twenty-seven participants enrolled and completed all parts of the curriculum and assessments. Debrief leadership performance improved by a mean of 3.7 points on DELTA pre-training to post-training (95% confidence interval = 2.7, 4.6, P < 0.01) and by 1.4 points from pre-training to retention (95% confidence interval = 0.1, 2.8, P = 0.03). Knowledge and comfort also significantly improved from pre-training to post-training and were sustained at retention. Most (67%) participants changed their clinical practice of CED after completing the curriculum. All participants would recommend the training to other PEM physicians. A hybrid simulation-based curriculum in leading CED for PEM physicians was associated with improvement in CED leadership performance, knowledge, and comfort. PEM physicians incorporated training into their clinical practice.

The Puzzle of Practical Knowledge

The Puzzle of Practical Knowledge

Examining the implementation of UN sustainable development goals in Brazilian universities

Purpose This study aims to examine how Brazilian universities have implemented the sustainable development goals (SDGs) in institutional practices, curriculum and teaching, management and community outreach programs. Design/methodology/approach This study is based on content analysis of the data sets of Brazilian higher education courses and their link to SDGs. A literature review has also been developed to integrate the knowledge of sustainability practices in Brazilian universities. Dashboards will be used to present the related findings. Findings Brazilian universities’ practices have concentrated their efforts on SDGs, which include responsible consumption and production, sustainable cities and communities and quality education. The literature emphasizes energy efficiency, reflecting its prominence as a subject of study among universities. Originality/value This research highlights the innovative use of data analysis techniques to present the findings. It also provides examples of environmental, social and governance (ESG) practices, frameworks and tools that can help sustainability management in this sector.

Teachers' perceptions of principals’ digital leadership practices in a school district in a developing country

The fourth industrial revolution's (4IR's) disruptive digital technologies and innovations are radically altering the educational environment. The aim and structure of schooling have become progressively digital and different from the norm. Understanding principals' digital leadership practices is particularly important in the transition to digital learning as it involves navigating the digital change process in schools. This study investigated teachers' perceptions of principals' digital leadership practices in their attempts to keep up with the digital shift. Drawing on the four core principles of transformational leadership theory, the study sought to identify leadership practices that could mobilise digital learning. A generic qualitative approach was used. The study looked at three public primary schools in the Gauteng West district in South Africa. Data were generated by means of three focus group interviews with teachers and individual interviews with three principals. The findings revealed that leadership in these schools was mainly confined to conventional leadership practices which did not promote the practice of digital leadership. The findings exposed the need for principals to improve their knowledge of digital leadership in their leadership practices. The findings further highlighted the need for system-wide change in the South African education sector to support principals in transforming schools into digital learning environments. These findings contribute to the theoretical knowledge of principals' digital leadership practices.

Needs assessment for interprofessional education module on prevention and early detection of oral cancer among dental interns: a cross- sectional survey

BackgroundThe challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice.MethodsTwo questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05.ResultsA total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%.ConclusionKnowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning.

Self-compassion and psychological distress in chronic illness: A meta-analysis.

Self-compassion is a positive psychological factor linked to improved physical and psychological outcomes across different chronic illness populations. However, the extent to which self-compassion contributes to reduced distress across different conditions or as a function of participant factors is not clear. The current meta-analysis aimed to quantify the association between self-compassion and psychological distress in different chronic illness populations and evaluate the factors that moderate this association. A systematic search of three electronic databases identified research reporting associations between self-compassion and psychological distress in chronic illness. A random effects meta-analysis was conducted to evaluate the association between self-compassion and psychological distress. Moderator analyses were conducted for sample characteristics and distress types. A bespoke tool evaluated study quality. Searches yielded 51 eligible studies with 57 effect sizes. Meta-analysis revealed that self-compassion was negatively associated with psychological distress (r = -.516; 95% CIs [-.55, -.48]; p = .000). Moderator analyses were significant for distress type and chronic illness group, with effects being largest for stress and neurological conditions. Effects did not vary by sex, age or illness duration. Findings from this first comprehensive investigation of the link between self-compassion and distress in chronic illness highlight the protective role of self-compassion for chronic illness populations. These results lay the foundation for further research into understanding the processes that link self-compassion to lower psychological distress, and that examine the effectiveness of self-compassion interventions in chronic illness populations, to further advance knowledge and inform practice in this area.

Beyond 'spray on' professional development: Enhancing supervision in a tertiary teaching hospital.

Short 'programmes' of professional development can have limited impact on clinical supervisors' practices. This paper reports on an innovative programme of professional development, implemented in a tertiary teaching hospital, that was designed to build clinical supervision capacity, improve the educational practice of frontline clinical supervisors and cultivate future educational leaders. The programme was a partnership venture between St. Vincent's Hospital Melbourne and the University of Melbourne. It has a three-tiered tapered design: a foundational self-paced online course; online, interprofessional learning communities; and a Graduate Certificate in Clinical Education. Participants progressed from one tier to the next, with the largest number of employees participating in the primary tier (N = 112). We adopted a utilisation-focused approach to evaluation, collecting multiple data sets across the tiers. Participants reported greater consciousness of their teaching practices, made changes to their practice, and the interprofessional learning communities allowed better integration of practical knowledge with the formal knowledge from the foundational course. Systemic outcomes included the creation of informal educator networks and the diffusion of ideas and practices within the hospital. Managers and clinical education leaders at the hospital concluded that funding this programme of professional development provided significant benefits, with a high return on investment, which may be transferable to other health care settings that place value on clinical education. For the outcomes to be sustainable, an ongoing programme of professional development needs to be built into the institution's fabric so that the resultant supervisory practices become strongly embedded in the organisational culture.

Renegotiating the notion of artistic genius - within the frame of an institutional theatre

This exposition explores how the Betty Nansen Theatre in Copenhagen, with the artistic research project, BETTY DEVELOPS, works with spreading a collaborative practice to the infrastructure of an entire institutional theatre and how this renegotiates the notion of artistic genius and the star. The exposition offers a meta-reflection on the author’s artistic research activities at the theatre. These reflections shed light on what happens when collaborative methods of working and producing are implemented in an institutional theatre and discuss the extent to which artistic research can develop methods for collaborative co-creation as well as resistance to the neoliberal individualised performance culture. Could such methods prevent you from falling back on a modernist understanding of the artist as the original creator of an individual expression and instead support a collaborative art and knowledge practice? As opposed to defining artistic creation as something that springs from and comes from an individual (the artistic genius or star), the author argues that artistic creation is a relational act, and that art is something that comes to be between people. This exposition is a collage of empirical material, text, images, and video gathered and produced over the last five years while facilitating, documenting, researching, and sharing the development of fourteen BETTY DEVELOPS productions.

Implementation and Effectiveness of a Nurse-Led Oral Hygiene Program for Schoolchildren: A Quasi-Experimental Study.

Good oral hygiene is essential for schoolchildren's well-being. However, lack of knowledge, negative attitudes, and poor oral hygiene practices may predispose to oral-related diseases. This study aimed to examine the effectiveness of a nurse-led oral hygiene program on schoolchildren's knowledge, attitudes, and practices. A quasi-experimental design with pre-and-post-test was used. Using the convenience sampling technique, we recruited 400 schoolchildren, aged 11-12 and in grades 5-6, from two primary schools in Egypt. The study was conducted from September 2022 to May 2023. The Oral Hygiene Program served as the primary intervention. This program contains health education topics (e.g., the importance of oral hygiene, techniques for effective tooth brushing, and dietary choices that promote dental health). Three visits were conducted (Visit 1: introduction of the program purpose and objectives and pre-test scores collection, Visit 2: implementation of oral hygiene topics, and Visit 3: post-test scores collection). We used three self-report instruments (Oral Health Knowledge Questionnaire, Hiroshima University's Dental Behavioral Inventory, and Oral Health Practice Questionnaire) for pre- and post-test. Paired T test and Pearson correlation analysis were used for data analysis. After the intervention program, the oral hygiene program effectively enhanced schoolchildren's knowledge, attitudes, and practices. The post-intervention mean scores were 7.83±0.488 (knowledge), 6.63±1.7 (practices), and 9.33±1.1 (attitudes). High statistically significant differences were noted between schoolchildren's oral health knowledge, attitudes, and practices before and after implementing the program (p=0.000). There were enhancements in the level of knowledge, with improved positive attitudes and satisfactory practices among schoolchildren after the implementation of the oral hygiene program. Integrating oral hygiene programs into the general curriculum in primary schools and training school nurses, caregivers, and teachers in implementing oral hygiene programs could improve oral health knowledge, attitudes, and practices for preventing oral problems.

Knowledge, attitudes, and self-reported practices regarding plagiarism among health researchers in Egypt and Lebanon: a multicenter questionnaire study

To enhance efforts against plagiarism, a deeper understanding of its various aspects is essential. This cross-sectional questionnaire study assessed the knowledge, attitudes, subjective norms, and self-reported plagiarism practices among health researchers in Egypt and Lebanon. A validated questionnaire was distributed to postgraduate students and faculty members across 15 universities through personal emails and health researcher-specific social media platforms. Out of 283 respondents, the mean knowledge score was 14.8 ± 3.7 out of a possible 27.0, indicating moderate knowledge of plagiarism. Attitudes toward plagiarism were moderately permissive, with an average score of 62.2 ± 10.9, out of a maximum of 90.0. Subjective norms received a moderate score of 33.6 ± 6.7, where a favorable score should be low (10–23) suggesting that participants perceive society as disapproving of plagiarism and believe its prevalence is low. The mean self-reported Plagiarism Severity Score (PSS) was 4.1 ± 3.6, reflecting a low level of self-reported plagiarism, with a maximum possible score of 18. Multivariable analysis revealed a negative correlation between subjective norms and the PSS (β = −0.194, CI [−0.196: −0.010]). This finding is counterintuitive, as one would typically expect that a lower subjective norms score (indicating stronger disapproval of plagiarism), would correlate with fewer acts of plagiarism. One possible explanation for this result is the presence of negative perceptions of organizational justice—such as feelings of being unfairly treated—which might lead to higher rates of self-reported research misconduct. We recommend that universities in the Arab Middle East region develop research ethics training programs that include responsible conduct in research. However, it is essential for academic leaders to assess and address the research integrity climate within their institutions, as organizational injustice could undermine the effectiveness of these educational efforts.