Purpose The employability of postgraduate students remains a critical concern in higher education, as postgraduate programs, particularly at the doctoral level, traditionally focus on disciplinary and research competencies. This leads to a lack of adequate preparation for employment, especially for non-academic roles. This study examines the long-term impacts of an authentic service-learning program on trainees' professional lives, with a particular emphasis on academia. This addresses the need for insight into the long-term impacts of initiatives that enhance postgraduate programs with opportunities for students to acquire transferable competencies prior to entering employment. Design/methodology/approach We adopted a narrative inquiry approach to investigate the impacts of a sustained, authentic-learning-based outreach program (GK-12). To explore trainees' experiences, we used a qualitative questionnaire followed by in-depth narrative interviews. A six-step inductive thematic analysis generated over twenty initial themes across different narratives, subsequently refined into nine primary themes. Findings Authentic service-learning experiences in the GK-12 program produced profound and lasting impacts on postgraduate trainees' professional development and career trajectories. These included developing a lasting commitment to outreach and social responsibility, clarifying professional goals, enhancing cultural agility, and building portfolios and communication skills that gave them a competitive advantage in securing employment in academia and industry. Originality/value This study provides a novel, empirically grounded understanding of the long-term impact of authentic service learning on postgraduate professional development. It addresses a critical gap in the literature on postgraduate employability from the participants' perspectives and highlights that authentic learning environments are active ingredients in fostering relevant and transferable skills beyond traditional disciplinary knowledge.

To address care delivery gaps, the health care system must embrace innovative digital solutions. Additionally, the rising integration of digitalization as a topic into medical education is providing students with broader opportunities to engage with digitalization overall. As digital health becomes an increasingly integral component of medical education and health care practice, digitally affine early career medical professionals constitute a vital resource for advancing digitalization within the health care sector. This study examines how early career medical professionals from Witten/Herdecke University in Germany, with various courses focusing on digitalization, acquire digital knowledge, apply it across diverse practical contexts-ranging from start-ups and corporate environments to traditional clinical settings-and how they contribute to the advancement of digitalization within the entire health care sector. Using a qualitative approach, 19 interviews were conducted with early career medical professionals who graduated in the last 15 years at Witten/Herdecke University. Subsequently, the interviews were transcribed and analyzed using a deductive-inductive approach. The findings reveal that medical graduates often acquire digital skills through intensive self-study and learning on the job, integrating them in various ways into their professional lives. Moreover, while graduates recognize their high potential to make their own contribution to the advancement of digitalization, they also face significant barriers such as knowledge gaps, limited resources, and complex regulations, which hinder their ability to contribute to digitalization in a variety of professional settings. Medical graduates report that they face a pressing need for enhanced knowledge access, improved institutional frameworks, and supportive policy measures to maximize their potential in advancing digitalization initiatives. Recent medical graduates represent an underused resource for health care digitalization. Unlocking this potential requires coordinated action across medical education, health care institutions, and policymaking to create appropriate conditions for graduates to actively drive digitalization.

Fear of flying, or aviophobia, is one of the most prevalent phobias, affecting approximately 3 to 5% of the population. Although air travel has become significantly safer, fear of flying continues to impact individuals' social, professional, and personal lives, often leading to avoidance behaviors and significant distress. This qualitative study explores the causes, triggers, and coping strategies associated with fear of flying, focusing on participants from Türkiye. Through semi-structured interviews with 20 individuals with self-reported fear of flying, conducted between June 2024 and February 2025, the study identifies key factors associated with the fear of flying, including psychological factors (e.g., anxiety disorders, claustrophobia), negative flight-related experiences (e.g., turbulence, media coverage of crashes), cognitive factors (e.g., catastrophic thinking), environmental and social influences (e.g., learned behaviors, media exposure), physiological responses (e.g., sweating, palpitations), and cultural contexts. Data were analyzed using thematic analysis, and data collection continued until thematic saturation was achieved. The findings reveal that turbulence, fear of enclosed spaces, and media portrayals of aviation accidents are significant triggers. Coping strategies such as Cognitive-Behavioral Therapy (CBT), relaxation techniques, and spiritual methods (e.g., praying) are commonly employed to manage flight anxiety. The study also highlights the role of social media in relation to fear of flying, as exposure to negative aviation content is associated with increased anxiety and avoidance behaviors. Despite the availability of professional support and airline-sponsored programs, many participants reported a notable underutilization of these resources. The study concludes that a multifaceted approach, combining psychological interventions, education, and culturally sensitive treatments, may be important for addressing fear of flying. These findings contribute to the growing body of literature on fear of flying and provide insights for developing targeted interventions to help individuals overcome their fear of flying.

The genitourinary syndrome of menopause is associated with significant impact on work ability among Chinese-speaking sex workers: a cross-sectional survey.

This study explores systematic gender discrimination in the Hollywood entertainment industry through a post-feminist analysis of The Seven Husbands of Evelyn Hugo (2017) by Taylor Jenkins Reid. Despite increasing female participation in the industry, women continue to face structural inequalities, including objectification, limited career opportunities, and unequal power relations. Drawing on Angela McRobbie’s post-feminist theory, this research examines how female identity, empowerment, and gender bias are represented through the character of Evelyn Hugo. Using a qualitative descriptive method, the study analyzes Evelyn’s experiences as she navigates a male-dominated entertainment industry. The findings reveal that Evelyn’s success is achieved not by overcoming systemic barriers entirely but by strategically negotiating the constraints imposed by patriarchal structures. Her experiences demonstrate that empowerment within a post-feminist context often requires conformity to industry expectations and personal sacrifices related to identity, relationships, and self-expression. Furthermore, the analysis highlights how male-dominated power structures continue to shape women’s professional and personal lives. The study concludes that gender discrimination remains deeply embedded in Hollywood, despite narratives of progress and female empowerment.

This study was conducted to examine how nurses experience discriminatory behaviors in the workplace and how these experiences are reflected in their career development. Although discrimination constitutes a significant challenge in nurses' professional lives, qualitative research examining how these experiences influence their career development processes remains limited. This phenomenological study was conducted with nurses working in a public hospital in Turkey. Semi-structured individual interviews were conducted with 21 nurses during the study. Participants were selected from various clinical settings through purposive sampling. Data were analyzed using Colaizzi's seven-step content analysis method. Ethics committee approval was obtained for this study. The Consolidated Criteria for Reporting Qualitative Research checklist guided the study reporting. Five main themes with seven subthemes emerged: (1) Discrimination Experiences (types of discrimination, sources of discrimination, emotions/feelings), (2) Reporting Behavior (decision and consequences of reporting, reasons for not reporting), (3) Impact of Discrimination on Career Development (supportive effect, hindering effect), (4) Coping Strategies, and (5) Suggestions for Preventing Discrimination. These themes highlight that discrimination is a multidimensional phenomenon and that holistic approaches must be developed at emotional, structural, professional, and institutional levels to cope with it. For some nurses, discrimination acts as a transformative process that supports career development, while for others, it represents a significant barrier to professional advancement. The findings highlight the need to strengthen reporting mechanisms, establish a supportive work culture, and implement inclusive institutional policies that promote career development.

Extension of lessons from business ethics education to business situations: Evidence of role of authority from experimental studies.

Associations of work- and personal-life-related techno-stressors with emotional exhaustion, sickness absenteeism, and turnover intentions in public administration.

As software pervades more and more areas of our professional and personal lives, there is an ever-increasing need to maintain software and for programmers to efficiently write and understand program code. In the first study of its kind, we analyze fixation-related potentials (FRPs) to explore the online processing of program code patterns that are confusing to programmers, but not to the computer (so-called atoms of confusion), and their underlying neurocognitive mechanisms in an ecologically valid setting. Relative to clean counterparts in program code without an atom of confusion, confusing code elicits a late frontal positivity of about 400 to 700 ms after first looking at the atom of confusion. This frontal positivity resembles an event-related potential (ERP) component found during natural language processing that is elicited by unexpected but plausible words in sentence context. Thus, we suggest that the brain engages similar neurocognitive mechanisms in response to unexpected and informative inputs in program code and in natural language. In both domains, these inputs update a comprehender’s situation model, which is essential for information extraction from a quickly unfolding input. Our results have far-reaching implications for programming and pave the way for interdisciplinary collaborations between software engineering and psycholinguistics.

TikTok as a tool for high education.

This study examines how Black male clinical social workers navigate social media in their professional lives, drawing on focus group data from 21 licensed practitioners across the United States. Using the Black Perspective and mass communication theory as guiding frameworks, the research explores how digital platforms function as spaces of professional connection, advocacy, and community building while also exposing clinicians to racialized scrutiny, emotional burden, and heightened surveillance. Findings reveal that participants strategically use social media to counter professional isolation and access culturally aligned resources, yet they simultaneously manage fears of reputational harm, workplace consequences, and the amplification of racial stereotypes. The study argues that social work education must integrate culturally responsive digital literacy into curricula, preparing practitioners to critically engage online spaces where clients increasingly seek mental health information and support. Specific recommendations address course content, field education, accreditation standards, and continuing education, positioning practitioners as experts whose digital navigation strategies should inform curriculum development.

ABSTRACT In this autoethnographic essay, I draw from Black feminist thought and a hooksian conceptualization of homeplace to develop home training both as a public performance of respectable blackness and as a defiant reclamation of blackness – in body and thought – in white-oriented public institutions, such as the academy. With both deployments, I address Black beingness “in the home” and “at home” (i.e. comfort). This essay contributes to Black performance studies by further illustrating how the performances and communication/cultural practices Black scholars are taught in our private and personal lives influence how we show up in our public and professional lives.

ABSTRACT Autoethnography is a qualitative methodology that uses the researcher’s personal data to critique the culture and cultural practices, or norms, of the social group to which they belong. Autoethnographic journalling is a practice that uses reflexive writing to capture the researcher’s personal experiences throughout the autoethnographic process. This study examines the personal and professional impacts on educators using autoethnography for the first time. Using a multiple case study approach, data was collected and compared for each participant’s experience, and across the collective experiences of all participants. Thematic analysis uncovered not only the impact of autoethnography on their personal and professional lives but also additional insights into the transformative experiences (epiphanies) that changed their mindsets about the workplace. Participants felt better equipped to deal with workplace conflicts that were causing distress and provoking thoughts of changing employment or changing careers entirely. They developed new perspectives and agency which allowed them to re-evaluate their situations and empowered them to make changes. By utilising autoethnographic study, two teachers were able to reassess their decisions about leaving the classroom and remain. As such, more research is required to investigate autoethnographic research’s potential as a way to improve teacher agency and potentially reduce teacher attrition.

There is limited understanding of the impact of parenthood on doctors in medical training in Ireland. We aimed to identify key challenges faced by trainees focusing on childcare, breast-feeding, the return to work, and the impact of parenthood on medical careers and training. This study was a multi-centre, cross-sectional survey of parents in medical training in a national medical training body. All 1,849 trainees were invited to participate through email. A survey was created and distributed using the online survey platform Qualtrics. Descriptive statistical analysis was performed using the survey platform. Two hundred five trainees met the inclusion criteria of being a parent whilst in medical training. 131/205 (63%) were required to live away from their families during their training. 178/191 (93%) reported that childcare limitations impact their training and 186/187 (99%) felt that parenthood influences their training, research, and career opportunities. 104/187 (56%) had considered leaving their specialty and 97(52%) considered leaving their career in medicine due to family commitments. Being a parent during medical training presents unique challenges that impact both personal and family life. There is a need to explore how we can best support our trainees who are parents and enable them to lead both fulfilling personal and professional lives.

The provision of aid services in the context of disasters can also give rise to a range of physical and psychological issues among healthcare professionals. Such circumstances have the potential to negatively impact both their well-being and professional performance. However, their difficulty in expressing all of their experiences makes it difficult to understand this situation in depth. This study aims to explore in depth the experiences and mental challenges faced by Turkish health professionals during the Libyan flood disaster. This was a qualitative study involving 10 health workers who had been involved in disaster response following the floods. The flood occurred on 10 September 2023. Data were collected between March and August 2024 through semi-structured interviews conducted either online or face-to-face in the participants' homes. This timeframe enabled participants to articulate both their immediate reactions to the disaster and its longer-term effects on their personal and professional lives. An interpretive phenomenological approach was employed using Colaizzi's phenomenological analysis technique. The analysis revealed four principal themes. First, healthcare professionals emphasised the essential knowledge and skills required to provide effective care and treatment in the context of the flood. Second, they reported substantial physical challenges in the disaster zone, such as limited resources and disrupted infrastructure. Third, they described the profound mental challenges they faced, including stress, fear and emotional exhaustion. Finally, participants highlighted various coping strategies they employed to manage these difficulties and sustain their professional performance. The study revealed that Turkish healthcare professionals who volunteered after the floods in Libya experienced not only physical challenges such as lack of resources, infrastructure problems and security concerns, but also psychological challenges such as secondary trauma and burnout. Furthermore, it was observed that not only professional knowledge and skills but also the capacity to cope with traumatic experiences are decisive in the effectiveness of disaster response processes. The study underscores the necessity for the implementation of psychosocial support and training programmes for professionals, with the objective of accelerating both individual and societal recovery processes following disasters.

Background: The nursing profession is recognized as a high-risk occupation, with the emotional toll on healthcare workers reaching a critical point. A complex interplay of anger and cynicism, often stemming from systemic pressures and chronic moral injury, seems to increasingly affect nurses’ professional and personal lives. This psychological strain does not end when the shift ends; rather, it often manifests as insomnia and nightmare distress, creating a vicious cycle of exhaustion and emotional instability. This article explores how anger, cynical distrust, nightmare distress and insomnia are interrelated and jeopardize the well-being of nursing staff and what these “invisible” symptoms reveal about the current state of healthcare by confirming their prevalence rates. Methods: This cross-sectional study was conducted online in October 2025 and included 441 hospital nurses who completed the Dimensions of Anger Reactions-5 (DAR-5), the 8-item Cynical Distrust scale (CDS-8), the Nightmare Distress Questionnaire (NDQ) and the Athens Insomnia Scale (AIS). Results: The prevalence rates of anger, nightmare distress and insomnia were 41.5%, 6.6%, and 62.1%, respectively. Based on the CDS-8 scores, a notable proportion (20.9%) of nurses fell within the highest quartile of CDS-8 scores (CDS-8 > 29), indicating relatively elevated cynical distrust within this sample; this threshold is sample-derived and does not correspond to a validated clinical cut-off. Hierarchical multiple regression analysis indicated that the DAR-5 explained 22.1% of the variance in AIS, while an additional 10.2% was explained by NDQ and another 1.5% by the CDS-8. Both cynical distrust and nightmare distress displayed a chain mediation pattern in the association between anger and insomnia; however, given the cross-sectional design, the temporal order of these variables cannot be confirmed. Conclusions: Anger exhibited significant direct and indirect associations with insomnia, with cynical distrust and nightmare distress acting as serial mediators in this cross-sectional model. Findings from this cross-sectional study tentatively suggest that future intervention efforts targeting insomnia in nurses might benefit from addressing anger alongside nightmare distress and cynical attitudes; however, experimental studies are needed to confirm whether such interventions would be effective.

Online professional courses (OPCs) offer educators a flexible way to enhance their expertise and maintain teaching standards. The current study evaluates the significant role of OPCs in the professional lives of educators by analysing 62 participant responses obtained via an online survey. A notable proportion of 58.1% accessed OPCs through MOOC platforms, with 74.2% favouring subject-specific content. The motivators for OPC participation included professional development requirements, technological skill acquisition, teaching improvements, and personal growth. Post-OPC, educators reported substantial enhancements in topic delivery, technology utilization, and student engagement. Furthermore, chi-square tests of independence and Fisher's exact tests revealed notable improvements in soft skills, including a stronger growth mindset, increased confidence, enhanced problem-solving, greater adaptability, improved time management, and better communication. A significant association (p<.05) was observed between educators prioritizing teaching skills and trend awareness, and improved student engagement, adaptability, and problem-solving abilities. Participants who completed more OPCs demonstrated greater enthusiasm for self-directed learning and more effective topic delivery. The findings underscore the crucial role of OPCs in fostering educator development. The findings in this study suggest that the accessibility of self-paced, affordable online modules could encourage broader participation and contribute to improvements in teaching quality.

New graduate nurses experience transition shock during the first year of their professional lives. Limited prior studies have shown how transition shock affects freshly graduated nurses' ability to provide care, but further evidence related to missed care is required. This study is a report that evaluates the relationship between transition shock experienced and missed nursing care among new graduate nurses. This descriptive and correlational study involved 277 new graduate nurses working in four hospitals. Data were collected using two standardised scales: the MISSCARE Survey and the Nursing Transition Shock Scale. The data were collected from December 2023 to February 2024. The data were analysed using Pearson correlation and multiple regression. Transition shock was significantly associated with missed nursing care practices and the causes of missed nursing. Transition shock was significantly associated with human resources, material resources and communication. These results showed that transition shock significantly predicted missed nursing care practices and their causes. The study highlighted that the transition shock of new graduate nurses is associated with missed nursing care. To prevent missed care by new graduate nurses, the determinants should be considered when providing nursing care. According to the study's conclusions, helping recently graduated nurses with continuing education and mentoring may have beneficial effects on preventing missed care. Adhered to the STROBE guidelines. No patient or public contribution.

This study examines how pre-service English teachers in Turkey experience the dimensions of proactive personality, job crafting, flow, and work engagement while making sense of their professional lives. In the phenomenological design research, semi-structured interviews were conducted with 13 teacher candidates selected through purposive sampling. Qualitative data were transcribed and subsequently analyzed using MAXQDA 2022 qualitative data analysis software and high inter-coder reliability was found. The findings were grouped under four themes. Under the heading of proactive personality, solution-focus, patience and communication, seeking support, and continuous development came to the fore. In the flow experience, open feedback from students, activities that made learning enjoyable, changes in the perception of time, and full participation in the natural flow of the lesson stood out. Professional craftsmanship manifested itself through strategies such as establishing trust-based relationships with students, colleagues, and parents, adapting methods, self-care, and time management. Dedication to work was defined through passion for the profession and the vitality provided by working with different student profiles. The results showed that teacher candidates demonstrated resilience-oriented professional strategies by combining individual initiative, social support, and continuous development tendencies. Furthermore, student-centered feedback and community-based relationships are understood to strengthen flow experiences and nurture dedication to work. The study points to the importance of supporting proactive tendencies in teacher training and designing learning environments conducive to flow.

ABSTRACT Postcoloniality and patriarchy intersect to shape the lived experiences of Transnational Women of Colour (TWOC), producing layered marginalities across race, gender, culture, class, and status. In Australian academia, TWOC negotiate conflicting cultural, societal, and institutional expectations that influence their positionality, identities, and agency. As TWOC of Indian heritage, raised in Mauritius and India, our personal and professional lives are marked by colonial legacies and patriarchal structures, producing cultural dissonance and tensions. Drawing on duoethnography and reflexivity, we examine intersections and divergences in our experiences through Sara Ahmed’s concepts of wilfulness and agency, and Chandra Talpade Mohanty’s critiques of postcolonial feminist power dynamics. We analyse moments of resistance and disempowerment within Western-dominated academic paradigms that construct and maintain the ‘Other’. By amplifying silenced voices and decentring dominant norms, our work contributes to critical conversations on imperial hierarchies and the need for greater recognition of TWOC in academia.