Introduction: The healthcare landscape is evolving rapidly, driven by technological advancements, an aging population, and the increasing complexity of patient care. The National University of Singapore (NUS)’s Common Curriculum for Healthcare Professional Education (CCHPE) is a comprehensive framework designed to foster collaboration, communication, and shared decision-making among future healthcare leaders. This article explores how NUS Medicine’s curriculum prepares students for the challenges of modern healthcare through a multi-disciplinary approach, with a focus on Singapore’s unique healthcare context. Methods: NUS Medicine employs several strategies including: (1) Curriculum design with the CCHPE structured around five pillars that integrate multi-disciplinary perspectives; (2) Educational Strategies through the implementation of Interprofessional Education (IPE) initiatives, Longitudinal Patient Experience (LPE) programs, use of technology and digital tools, as well as the assessment and feedback mechanisms to foster collaboration among students of different healthcare disciplines; and (3) Stakeholder Management though relationship building and ensuring leadership support. Results: The CCHPE enhances teamwork, communication, and patient outcomes, preparing graduates to thrive in team-based healthcare environments. NUS Medicine graduates are known for their ability to effectively work in multi-disciplinary teams, contributing to high standards of care in Singapore. Conclusion: NUS Medicine’s CCHPE emphasises the importance of collaboration in modern healthcare, preparing students to meet complex healthcare challenges, and is essential for ensuring that our graduates are able to meet the demand for high-quality, team-based care in Singapore.

Modern medical education operates under conditions of intensive transformation driven by the globalization of healthcare standards, the rapid development of digital technologies, and the need to respond to wartime, epidemiological, and social challenges. This highlights the necessity of reorienting the educational process toward a competency-based approach, which defines professional competence as an integrative learning outcome that combines knowledge, practical skills, clinical reasoning, communication culture, ethical attitudes, and the autonomy of the future physician. The aim of the study is to analyze the organizational and pedagogical factors that ensure the effective development of professional competencies among medical students in the context of current transformations in the educational process. The study considers the key tools of competency-based learning, including interactive teaching methods, simulation technologies, immersion in the clinical environment, digital learning platforms, reflective practices, and mentoring. It has been demonstrated that simulation-based training, VR/AR technologies, standardized patients, and the OSCE system provide safe conditions for developing clinical skills, decision-making abilities, and critical thinking in an environment closely resembling real clinical practice. The scientific novelty of the study lies in the development of a comprehensive approach to the formation of professional competencies that integrates cognitive, communicative, ethical, and technological components of professional activity. For the first time, a pedagogical model has been substantiated that combines simulation technologies, clinical practice, digital literacy, and entrustable professional activities (EPAs) as a mechanism for the gradual transition from education to autonomous clinical practice. This approach establishes a foundation for evaluating professional readiness based on real actions and the level of responsibility demonstrated by the future physician. In conclusion, the combination of theoretical preparation, simulation-based training, clinical practice, digital tools, and mentoring ensures the systematic formation of professional readiness in accordance with international standards of medical education. It has been proven that the competency-based approach enhances the quality of professional training, the ability to make evidence-based clinical decisions, and the capacity to act effectively under conditions of uncertainty. Future research should focus on improving competency assessment models, expanding simulation infrastructure, integrating artificial intelligence into the educational process, and developing personalized learning pathways for medical students.

The article examines the pressing issue of developing spiritual culture and professional identity among future specialists in pedagogical and artistic fields within the context of contemporary sociocultural transformations. It is emphasized that ongoing societal changes highlight the need to shape a well-rounded individual capable of responsible professional self-determination. The study substantiates that arts education possesses significant potential for influencing the spiritual and moral development of the personality, as art itself shapes worldview orientations, aesthetic taste, and the ability for empathy. The article demonstrates that spiritual culture functions as an integrative factor in the professional formation of the future artist, combining various dimensions of his or her professional activity. The transformation of national and cultural identities among young people is analyzed, along with key sociocultural challenges of the present — globalization, informatization, the growing role of visual culture, and the shifting value orientations of youth — all of which directly impact the process of professional identity formation among students of pedagogical and artistic specializations. Particular attention is given to the necessity of cultivating the inner culture of the future teacher–art critic as a prerequisite for successful self-realization within educational and cultural environments. The article stresses that the professional identity of the artist is shaped through the assimilation of national cultural traditions, the comprehension of the aesthetic and spiritual values of one’s people, and the integration of humanistic ideas into the educational process. It is noted that the effective combination of artistic, pedagogical, and educational methodologies contributes to the formation of a harmonious, spiritually mature, and morally responsible individual capable of creative self-realization and active participation in the cultural life of society. The conclusion highlights that spiritual culture constitutes the fundamental basis of the professional identity of the future teacher and artist, enhances resilience to social challenges, fosters the capacity for cultural dialogue, and ensures a humanistic orientation of professional development within the sociocultural dynamics of the 21st century.

The professional nurse advocate role offers a promising solution to the challenges faced by district nurses, as it becomes integrated and implemented within community NHS trusts. They can offer support by advocating for nurses' professional development and psychological wellbeing, and facilitating quality improvement methods to tackle pressures faced by district nurses. The professional nurse advocate role is the first of its kind worldwide, designed to offer a safe space for staff members to disclose emotional needs, provide non-judgemental support to colleagues who need it, and assist in identifying staff's educational and developmental needs. The professional nurse advocate also plays a role in recognising trends that cause quality issues in practice to promote quality improvement and share good practices. The leadership style of the professional nurse advocate can have a positive impact on individuals' behaviour and, consequently, improve the provision, delivery and quality of care for patients in the community. However, the 'lone working' nature of the job, which has the potential to impact nurses' psychological wellbeing, should be explored further so that the professional nurse advocate can address these issues with sufficient knowledge of existing evidence.

Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study.

Professional stance development in nursing students: An analysis of patient-student interactions through self-confrontation.

Sexuality is recognized as an essential dimension of human life, with a direct impact on quality of life. However, it remained a taboo topic in society and healthcare, especially in the context of disabled persons. The aim of this article was to analyze the challenges of integrating sexual health into Rehabilitation Nursing care for disabled persons. A theoretical-reflective review was conducted, identifying cultural, social, and educational barriers that hindered clinical integration. It was found that, despite the competencies attributed to the Specialist Nurse in Rehabilitation Nursing, the lack of specific training and clear guidelines limited their intervention. Several Sexual Counseling Models (e.g., PLISSIT, BETTER, Check In, Affirm, Clarify, and Answer Tool) are identified as crucial tools to facilitate communication and clinical action, though their application requires adaptation. Training and health education proved to be key strategies for promoting sexual health literacy and ensuring the sexual rights of disabled person. It was concluded that integrating sexual health into clinical practice depends on professional training and the deconstruction of entrenched myths. Future research was suggested to evaluate the impact of Rehabilitation Nursing interventions on the experience of sexuality, as well as the effectiveness and applicability of Sexual Counseling Models in different clinical and sociocultural contexts.

Understanding the work life of clinical nurse educators in Canadian hospitals through the Job Demands-Resources Model: A descriptive qualitative study.

Testing the effectiveness of a professional development program to support practitioners' ability to provide caregiver coaching for children younger than age 3 with sensory-based challenges is a professional responsibility. To evaluate the impact of the Sensory Approaches to Infant/Toddler Learning (SAIL) program on practitioners' knowledge of and confidence in caregiver coaching and its acceptability, appropriateness, and feasibility. Prospective cohort pilot study with data collected at three time points. Large midwestern pediatric hospital with established evidence-based practice, research, and professional development infrastructure. Occupational therapy practitioners with one or more children younger than age 3 on their caseload were eligible and invited via email. SAIL included five asynchronous webinars (sensory integration [SI] theory and intervention), 12 biweekly mentorship sessions over 6 mo, and 3 mo access to the Sensory Processing Measure-2 Sensory Professional Reasoning Kit to Promote Infant/Toddler Participation (SPM-2 SPARK). Practitioner knowledge of and confidence in SI and SI-based caregiver coaching were measured with an investigator-developed survey. Ratings of acceptability, appropriateness, and feasibility of SAIL components were completed using validated measures. Participants significantly improved in all knowledge and confidence domains from pretest to posttest and from pretest to follow-up; no significant change occurred from posttest to follow-up. Participants rated the webinar series and SPM-2 SPARK as highly acceptable, appropriate, and feasible. SAIL is a feasible and well-received approach to enhance capacity for SI-based caregiver coaching. Further research is needed with larger, diverse samples to confirm the results and assess long-term use. Plain-Language Summary: Sensory integration and processing challenges can disrupt infants' and toddlers' participation, yet the literature documents that occupational therapy practitioners feel underprepared to coach caregivers. Despite consensus on the need for postprofessional education and mentorship, evidence of effective approaches is limited. Some young children process and respond to sensory information differently. This includes what they see, feel, hear, taste, and smell, as well as their sense of movement and balance, their sense of body position, and how they use these senses together. Differences in processing and combining these senses can make daily activities such as eating, sleeping, or playing harder. Early intervention, which provides services for children from birth to age 3, often includes occupational therapy practitioners who work with caregivers to help children join in everyday routines. Yet there are reports that many practitioners do not feel confident coaching caregivers about sensory needs. This project tested the Sensory Approaches to Infant/Toddler Learning (SAIL) program, which included online training, mentoring, and practical resources. After the program, practitioners reported more knowledge and confidence in working with families. These results are a first step toward showing that SAIL is effective, but more research is needed.

This study comprehensively analyzes the relationship between information and communication technologies (ICT) and environmental education (EE) to uncover prevalent themes and research gaps. The preferred reporting items for systematic reviews and meta-analyses protocol guided the selection of relevant documents, employing a hermeneutic framework for analysis. The Scopus database was used for the search, covering the publication period from 2001 to 2024. The following search criteria were used (TITLE-ABS-KEY (ict) AND TITLE-ABS-KEY (“ENVIRONMENTAL EDUCATION”)) filtering by document type and selecting articles published in journals, conference proceedings, and systematic reviews. 59 documents were identified, of which 33 met the eligibility and inclusion criteria. Findings indicate that ICTs increasingly serve as mediators of environmental learning, enhancing experiential learning through active methodologies like gamification and augmented reality. Key factors include teacher training in technological skills, improved student motivation and critical thinking, and the adaptation of digital tools to diverse educational contexts. However, barriers persist, including inadequate infrastructure, insufficient teacher preparation, and the tension between digital engagement and direct interaction with nature. The conclusion highlights that effective ICT integration in education necessitates ongoing teacher training and the formulation of new research avenues that consider contextual factors.

This review synthesizes learner-centered pedagogies for STEM education and evaluates their feasibility under common classroom constraints. Using a structured search of scholarly databases, we analyzed 61 sources on constructivist, inquiry-based, problem-based, and project-based learning; design thinking; brainstorming; cooperative learning; Six Thinking Hats; the flipped classroom; and interactive teaching. Comparative findings indicate no single “best” approach. Effective selection depends on instructional aims, student characteristics, and local conditions, especially advanced preparation time, in-class time demands, and availability of digital and material resources. Evidence highlights persistent barriers—limited time, teacher training needs, and infrastructure gaps—yet also documents gains, particularly for flipped models in mathematics. We conclude with a practical decision frame and recommendations for curriculum design, professional development, in-service support, and classroom assessment guidance.

The influence of workplace experience and professional education on enhancing empathy among doctors, nurses and healthcare students: A comparative cross-sectional study.

Network marketing, as one of the modern business models, has provided a significant capacity for creating entrepreneurial opportunities. However, the emergence of such opportunities depends on a set of causal and contextual conditions that have not yet been systematically analyzed. The purpose of this study is to identify and explain the causal and contextual conditions that influence the process of entrepreneurial opportunity formation within the context of network marketing in Iran. This study was conducted using a qualitative research design based on the grounded theory approach. Data were collected through semi-structured interviews with 12 experts in the fields of entrepreneurship, marketing, and network management, and analyzed through open, axial, and selective coding. The findings indicated that causal conditions such as economic motivation, job dissatisfaction, and the pursuit of occupational independence, along with contextual conditions such as legal structures, social culture, professional education, and information technology infrastructure, play a decisive role in identifying and exploiting entrepreneurial opportunities in this field. Accordingly, the proposed conceptual model of the study illustrates the dynamic interaction among these factors as a prerequisite for the emergence of sustainable opportunities. The results of this study can assist policymakers, network marketing practitioners, and entrepreneurs in designing more effective strategies for the development of network marketing–based businesses by gaining a more accurate understanding of environmental and causal conditions.

Neuroscience education is increasingly important in today's rapidly evolving educational landscape, as understanding the brain's functions and learning processes can significantly enhance teaching practices. Moreover, the rapid evolution of technological equipment in brain studies, combined with the abundance of digitally available data, enables more accurate brain-based analyses in education, offering better insights into optimizing learning outcomes and tailoring teaching methods. However, there remains a lack of clarity regarding which strategies and tools are most effective in supporting teacher Professional Development (PD) in this specialized field. This study is motivated by the need to explore and assess the current strategies, both pedagogical and technological, that shape PD programs for neuroscience educators. Through this review, we aim to map out existing strategies and tools, identify gaps in the literature, and provide insights that can guide the future design and implementation of teacher development programs. The main findings highlight the limited number of specific strategies informing teacher PD programs in neuroscience and the minimal inclusion of technology, particularly neurotechnologies, despite their promised benefits. The increasing accessibility of brain-based data, along with the potential outcomes in personalized education, underscores the necessity for developing more neuroscience-driven strategies in teaching practices.

Introduction: This study addressed self-efficacy as a fundamental factor in the academic training of nursing students. It was understood as the personal perception of the ability to organise and execute actions aimed at achieving specific objectives. Given the demands of the nursing profession, the need to strengthen this belief in order to adequately face academic and clinical challenges was recognised.Development: Self-efficacy was analysed as a dynamic construct influenced by motivation, social context, personal factors and sociodemographic data. Key concepts such as academic performance, motivation, university education and characteristics of nursing students were defined. It was identified that academic performance depended on multiple variables, including individual effort, perseverance, the psychosocial environment, and the student's level of commitment to their training process. In addition, it was highlighted that students with higher self-efficacy showed better academic performance, greater willingness to face challenges, and a more positive attitude towards learning.Conclusion: The study concluded that self-efficacy played a decisive role in the comprehensive training of future nursing professionals. By strengthening this belief, not only was better academic performance promoted, but also safer and more empathetic clinical preparation. Therefore, the need for educational institutions to design pedagogical strategies that foster self-efficacy as the basis for meaningful learning and ethical and competent professional practice was highlighted.

Cardiovascular diseases remain the leading cause of morbidity and mortality worldwide, exerting a substantial burden on healthcare systems. Their management requires multidisciplinary approaches, continuity of care, and advanced monitoring tools. Artificial intelligence (AI) has recently emerged as a transformative resource, owing to its ability to analyze large, heterogeneous datasets and generate accurate predictive models. Techniques such as machine learning, deep learning, and natural language processing, combined with multimodal data (electronic health records, imaging, wearable devices, sensors), can enable earlier diagnosis, dynamic risk stratification, and personalized therapies. Furthermore, the integration of AI with telemedicine and digital therapeutics provides new opportunities for remote monitoring, clinical decision support, and patient empowerment, with significant potential to improve clinical outcomes, optimize healthcare resources, and reduce hospitalizations. However, challenges remain, including algorithmic bias, lack of interpretability, ethical and legal concerns, and the need for adequate training of healthcare professionals. The recent adoption of the European AI Act establishes stricter regulatory standards to ensure safety and transparency, though it may slow down large-scale implementation. In conclusion, AI represents a pivotal innovation in cardiovascular medicine, provided it is embedded into validated clinical pathways, supported by scientific evidence, and embraced by clinicians. The future of digital cardiology will rely on the ability to develop predictive, personalized, and patient-centered healthcare models.

The comprehensive training of education professionals increasingly demands the development of scientific competence from the early years of their studies, through the integrated implementation of substantive processes aimed at transforming educational reality. In this regard, the present work addresses the challenges related to the initiation of research activities among education students, particularly those enrolled in the Bachelor’s Degree in Speech and Language Education. Its objective is to develop guidelines for directing research work. The study provides a set of actions that organize key stages in which teachers’ pedagogical practice contributes to the formation of research competencies among students from the first year onward, through academic tutoring and the integration of research across subjects. These actions respond to the identification of deficiencies found in students’ research projects. The methodological framework included analytical–synthetic and inductive–deductive methods, as well as observation, interviews, and document review.

Characteristics of pediatric injury reports to CPS by healthcare professionals.

Ethical use of the human body for teaching anatomy is not transgressive.

Objective To evaluate the completeness, consistency, and duplicity of self-mutilation reports among adolescents in Santa Catarina, from 2014 to 2023. Methods This study evaluated reports recorded in the Notifiable Diseases Information System (Sistema de Informação de Agravo de Notificação - SINAN). Completeness was assessed for 18 variables and classified as excellent (≥95.0%), good (90.0%–95.0%), fair (70.0%–90.0%), poor (50.0%–70.0%), and very poor (<50.0%). The consistency of seven variables was analyzed and classified into three categories: excellent (≥90.0%), fair (70.0%–89.0%), and low (<70.0%). Duplicity was checked using the variable “NDUPLIC_N” and by manual verification. Temporal trends were analyzed using Prais–Winsten regression, which classified them as stable, increasing, or decreasing. Results A total of 1,403 self-mutilation reports were identified. Completeness was excellent for 12 variables and good for three. Sexual orientation (75.8%) and gender identity (76.2%) were rated fair, while motivation of violence (46.1%) was rated very poor. An increasing trend in completeness was observed for three variables. Consistency was excellent for six variables and fair for one, with an increasing trend in “sex of the person attended versus sex of the perpetrator,” a decreasing trend in “presence of disability or disorder vs. type,” and stability for the others. No duplicate records were found. Conclusion The analyzed data showed good quality in the recording of self-mutilation among adolescents in SINAN of Santa Catarina. Strategies such as continuing education for health professionals and revisions to the reporting form are crucial for enhancing data quality and strengthening the planning of interventions to address this form of violence.