Professional Practice Research Articles

Inspiring tomorrow’s geriatricians: a qualitative exploration of the facilitators and barriers to medical students choosing geriatric medicine

ABSTRACT Education in the care of older people, beginning at undergraduate-level, will help to meet the needs of our aging population. Thus, we need to understand why and in what ways medical students have difficulty engaging with older people and geriatric medicine. Twenty-two medical students studying at the University of Bristol (UK) participated in focus groups, exploring their attitudes toward older people and toward geriatric medicine. Five themes were derived using reflexive thematic analysis. Relationships with older relatives contribute toward students’ perceptions of older patients and can enhance their empathy. However, some compartmentalize personal experiences from professional practice to mitigate moral distress. Students are aware of ageism, and in turn encounter challenging views among the older population, which both present significant challenges. It was clear that career decision-making is multi-faceted; inspiring role models, welcoming learning environments, and undergraduate experience were all important. Critically, undergraduate exposure to the full breadth of geriatric medicine and the spectrum of aging was key to changing students’ negative pre-conceptions about caring for older people and geriatric medicine. Undergraduate medical education offers a crucial point during medical training where we can intervene to improve the attitudes of and inspire career interest in tomorrow’s doctors.

Zakat is not Just Charity Why Professional Fund Management Shapes the Future of the Ummah

Zakat, often perceived merely as a religious obligation or charitable act, holds untapped potential as a strategic instrument for socio-economic transformation in Muslim communities. This study argues that zakat must be viewed not just as an act of giving, but as a fund requiring professional management to realize its full impact on community development and the future of the Ummah. Using a qualitative research design, the study explores professional fund management practices in selected Zakat Management Units (UPZs) across Indonesia. Data were collected through in-depth interviews with UPZ leaders and financial managers, as well as document analysis of financial reports, program structures, and governance models. The findings indicate that UPZs which adopt professional financial governance—characterized by transparency, accountability, data-driven planning, and skilled human resources—are significantly more effective in achieving measurable outcomes such as improved mustahik welfare, sustainable livelihoods, and increased trust from muzakki. Professionalism transforms zakat from reactive charity into proactive socio-economic empowerment. This study underscores the urgency of redefining zakat management frameworks to embrace modern financial and organizational practices while remaining rooted in Sharia principles. As zakat institutions become more professional, they not only fulfill their spiritual mandate but also emerge as pivotal players in driving the long-term resilience and welfare of the Ummah. The future of Islamic social finance lies in bridging tradition with innovation through professional stewardship.

Task shifting from general practitioners to nurses in out-of-hours primary care: an explorative case study of team-based practices

Background Out-of-hours primary care (OOH-PC) is essential for treating urgent health problems. However, the high demand for these services has increased the workload. Objective To investigate the interprofessional collaboration in OOH-PC and task shifting from general practitioners (GPs) to nurses, specifically the professional practices and the perceived experiences of GPs and nurses. Methods This explorative case study was based on observations and interviews, using normalisation process theory as the theoretical framework. Observations were conducted in two OOH-PC clinics in the Central Denmark Region, followed by individual semi-structured interviews with five GPs and six nurses working in these clinics. Data were collected from March to October 2022. Results GPs and nurses worked together in a team-based workflow based on different roles and skills but joint tasks. The nurses handled patients with injuries and performed diagnostic tests. A team-based workflow with task shifting was supported by familiarity within the team, with nurses performing informal coordination tasks and having formal support like protocols, training, and GP supervision. GPs and nurses appreciated the team-based workflow, as it facilitated efficient resource use and high job satisfaction. However, both groups expressed concerns about the sustainability of OOH-PC clinics. Conclusion Task shifting from GPs to nurses in OOH-PC is feasible in a team-based workflow, resulting in efficient use of available resources and high job satisfaction. However, task shifting should not aim to replace GPs with nurses. Instead, their roles and skills should be seen as complementary, which calls for task sharing.

How Informal Approaches and Terminology Can Influence the Formal Training of Professionals

Youth workers across the United Kingdom utilise varied terminology when referring to the professional practice of youth work, in both formal and informal spaces. A lack of formal approaches to terminology across the youth work sector is having a detrimental impact on the way in which youth work is both taught and perceived by stakeholders outside of the sector. Consequently, this article strives to build upon previous research exploring professional maturity in youth work, focusing on the role that informal language and terminology, standardised or not, might play in the formal training and development of youth work practitioners. This is achieved within the context of professionalism in youth work, wherein consideration is given to youth work in bottom-up (social change movements) and top-down (university accreditation and government recognition) approaches.

Computational Precedent-Based Instruction (CPBI): Integrating Precedents and BIM-Based Parametric Modeling in Architectural Design Studio

Architectural design education aims to balance creativity and analytical thinking. However, design studios have traditionally emphasized intuitive approaches over systematic processes. This study developed and evaluated a pedagogical model termed Computational Precedent-Based Instruction (CPBI), which integrates precedent-based instruction with BIM-based parametric modeling in the architectural design studio. The research explored CPBI’s impact on students’ design skills, identified perceived benefits and challenges, and assessed its effectiveness in promoting systematic design thinking. The study employed a mixed-methods approach, combining model-based inquiry and quasi-experimental research. It involved 19 third-year undergraduate architecture students in a 14-week design studio course. Data collection utilized pre–post surveys, external experts review of student work, and observational data. The pedagogical intervention focused on developing architectural forms, defining aesthetics, and refining building programs using the works of the New York Five architects as precedents. The results showed statistically significant improvements in students’ self-reported design competencies, particularly in precedent analysis, principle application, and design articulation. A shift towards more structured design reasoning was evident. The CPBI model provides a systematic framework for extracting and applying design knowledge from precedents, bridging the gap between conceptual design thinking and digital tools. It contributes to repositioning BIM as an integral design environment in the early design stages, offering implications for both architectural education and professional practice.

Knowledge and Practices of Brazilian Speech-Language-Hearing Pathologists in Voice and Communication Services for Transgender and Gender-Diverse Individuals.

Knowledge and Practices of Brazilian Speech-Language-Hearing Pathologists in Voice and Communication Services for Transgender and Gender-Diverse Individuals.

Collaborative learning in translation crowdsourcing to enhance conditional knowledge: from individual to collective wisdom

ABSTRACT This research examines how collaborative learning in translation crowdsourcing environments enhances students’ conditional knowledge and associated metacognitive regulation. The study incorporated the Global Voices Lingua project into an undergraduate translation course, employing a structured intervention where senior students worked in mixed-ability triads. Through a four-step collaborative process, participants first completed individual Chinese translations of English news articles, documenting their problem-solving and decision-making processes. They then participated in recorded group discussions to address shared and individual translation challenges. Quantitative and qualitative analyses revealed significant improvements in situational awareness through collaborative efforts, with 31% of contextualised problems and 53% of decontextualised problems demonstrating increased awareness post-collaboration. The analysis of group interactions highlighted that successful collaborations were predominantly marked by shared (50%) and co-constructed (37.3%) interactions. Groups with balanced participation and flexible leadership roles, particularly when addressing complex textual elements, exhibited superior problem-solving abilities and deeper metacognitive awareness. Moreover, the findings revealed a notable shift from monitoring-based to evaluation-centric approaches in metacognitive strategy use, illustrating how authentic translation tasks can foster sophisticated decision-making. These insights provide valuable implications for designing collaborative activities in translation education and enhancing understanding of group dynamics in professional translation practice.

Training intercultural competence in nursing studies through flipped classroom and podcasts / Formación en competencias interculturales en los estudios de enfermería a través del método del aula invertida y el uso de pódcast

Human mobility worldwide is transforming our societies, making them more culturally diverse. In the area of health, intercultural competence (IC) is necessary for the professional and satisfactory care of the culturally diverse population. A qualitative study involving 28 nursing students was conducted to delve into the teaching experience to train intercultural competence through flipped classroom and podcasts addressing the barriers found by migrants when accessing the health system. The goal was to identify how the combination of these pedagogical tools impacts the learning process of the IC in nursing students. Following the Kirkpatrick model to analyse the data, it points out that the reaction to training is surprising and motivating due to the fact of combining individual and collective learning, and expanding the teaching environment through the podcast. Regarding the learning of the participants, it is highlighted that the teaching experience promoted emotional and real learning improving empathy, self-evaluation and intercultural communication, which leads them to reflect on their future professional practice.

READING GROUPS AS SPACES OF LEARNING AND RESISTANCE: CARE EMOTIONS AND FEMINISM IN EAP

Care, emotions and feminism are critical concepts in the English for Academic Purposes (EAP) landscape. However, to date they have existed largely on the periphery, seldom given equal standing alongside more traditional EAP areas of focus. Recognizing the need for change, this article is the result of a dialogic inquiry of four female academics from different UK Higher education institutions who met via a conference reading group foregrounding these topics at the 2023 BALEAP conference. Our investigation explored the role of reading groups in our professional practice and development. In particular, their potential as ‘counter-sites’ (Foucault, 1986) or spaces of radical possibility for self-directed learning, community building and resistance to increasing encroachment on academic autonomy and the commercialisation of academic labour. Underpinning our reflections and dialogues were three pivotal texts selected for this conference reading session. These explored care as a central academic value (Tuck, 2018), emotions as activism (Benesch, 2020), and the ‘disruptive potential’ of feminism (Cerdá, 2020: 216). As discussion lies at the heart of any reading group, we adopted a methodology which centres dialogue and polyvocality, allowing for the researchers’ individual voices to be heard and seen: duoethnography (Sawyer & Norris, 2013). Accordingly, we present our inquiry as duoethnographers often do (e.g., Lowe and Lawrence, 2020), via scripted dialogues. The analysis is organised into four thematic sections, positioned as ‘stepping stones’: socialisation into EAP, developing as an EAP practitioner, gendered experiences: tensions and power struggles, and community, belonging and finding a home. Each section begins with a brief introduction and concludes with a reflective summary to guide the reader. The dialogues, however, are the core elements of the write-up, designed to engage the reader in an ongoing conversation, prompting reflection on personal experiences and understandings. We invite you, the reader, to join this conversation. Reflecting on and sharing your own insights will bring discussions around care, emotions and feminism to the fore. We believe this meaningful development and expansion of core EAP discourses will enrich our professional and academic community for all.

Oropharyngeal adverse drug reactions: knowledge, attitudes, and practice (KAP) among Italian healthcare professionals and students

IntroductionPharmacovigilance plays a vital role in ensuring drug safety and protecting public health. Oropharyngeal adverse drug reactions (O-ADRs) are found to be under-reported, especially by oral health professionals, limiting the identification and management of these events.AimsThis study aimed to evaluate the knowledge, attitudes, and practices (KAP) of healthcare professionals and students regarding O-ADRs and to assess their specific expertise by a self-e-learning test.Materials and methodsA cross-sectional survey was conducted using a KAP questionnaire between April 2023 and April 2024, involving 943 participants, including physicians, dentists, dental hygienists, and students. Additionally, three sets of self-e-learning tests on O-ADRs were administered. The study employed descriptive statistics, Kruskal-Wallis tests, and logistic regression to analyze factors affecting KAP and reporting behaviors.ResultsSignificant gaps in KAP were identified. Only 26.5% of participants demonstrated frequent best practices for reporting O-ADRs, with dentists and dental hygienists showing lower reporting rates (13.8% and 9.3%, respectively) compared to physicians (18.8%). The results of logistic regression analyses showed that practical knowledge was significantly associated with work experience (OR = 2.15, p = 0.026). Students exhibited the lowest levels of practical knowledge and reporting proficiency, with only 17.6% demonstrating competence. The self-e-learning test highlighted knowledge deficits: only 22.9% of participants correctly identified O-ADR associated with antiseptic mouth rinses, additional 30.2% recognized those linked to antimicrobial drugs.ConclusionsThis study highlights the need for targeted educational interventions to address gaps in O-ADR knowledge and practice. Tailored training, user-friendly digital tools, and a strong pharmacovigilance culture are crucial for improving reporting rates and ensuring patient safety.

Impacts of an online asynchronous continuing professional development toolkit supporting primary care nurses to engage in shared decision-making: a single-group pre-post study

BackgroundShared decision-making (SDM) is central to person-centred care and professional nursing practice. Some primary care nurses must become more comfortable and prepared to use SDM in their practice, especially with patients having complex care needs.MethodsWe conducted a single-group pre-post study with primary care nurses to assess the relevance and impacts of the online continuing professional development (CPD) toolkit. Using the New World Kirkpatrick model, we assessed the toolkit’s relevance (level-1, reaction) and nurses’ confidence and commitment (level-2, learning). We collaborated with the virtual community of practice for nurses in family medicine groups in Quebec to reach out to as much nurses as possible. We sent hard copies of the toolkit to 42 primary care establishments. We used descriptive statistics and the student t-test to treat quantitative data and analyzed open-ended questions with qualitative content analysis.ResultsOne hundred sixty-five nurses used the toolkit, and 69 completed the pre- and post-training survey. Most were female (94.2 %), aged between 31–45 years old (55.1 %), and held a first university degree (91.3 %). Ninety-six percent (96 %) agreed or strongly agreed that the toolkit would improve their practice. The toolkit significantly increased nurses’ confidence (p ≤ 0.001) and intention (p ≤ 0.01) to engage in SDM with patients having complex care needs. Nurses appreciated the relevance of video vignettes and accessibility, amongst others.ConclusionsPrimary care nurses felt better able to include SDM in their practice with patients with complex care needs and understand their roles better. A CPD toolkit by and for primary care nurses is relevant and increases learning.

Effects of a participatory action research practice-based programme on the professional practice development of science teachers

ABSTRACT Despite the critical role of science teachers in Saudi Arabia’s educational reform, prior studies have not adequately explored how participatory action research (PAR) can enhance professional practices identified by the Saudi Ministry of Education, particularly in addressing the specific needs of teachers in the context of science education. Therefore, this study explored the professional practice development of 13 female science teachers in a PAR practice-based programme in Saudi Arabia. Using a mixed-method experimental design, we collected quantitative and qualitative data through professional practice observation cards and observation journals. The results indicated statistically significant differences between pre- and post-observations in favour of post-observations and a significant effect of PAR on professional practices, particularly in assessment, planning and implementation and the development of interactive and supportive learning environments. The qualitative results deepened the interpretation of quantitative results, revealing that the teachers demonstrated professional development and PAR production related to their actual needs by participating in discussions, self- and collaborative reflections, and teacher and researcher groups, identifying common interests, and seeking to achieve common goals. Participation in research, discussions, and reflections positively impacts their professional practices, especially because PAR participation aligns with actual teaching practices.

Dis/Ability Journalism in Italy: Subjectivity Between Experience and Reflexivity

ABSTRACT In the long-standing debate about the appropriateness and risks of subjectivity and its prominence in wide-ranging journalistic production, this paper focuses on dis/ability journalism. As an emerging but under-researched topic, dis/ability allows us to understand how social vulnerabilities are (re)constructed by journalists in the public sphere. The study aims to investigate: (a) to what extent the subjectivity of Italian journalists specialised in dis/ability orients the production of news, (b) how it is redefined in journalistic practices. To do this, 25 Italian professionals, with and without dis/ability, belonging to legacy and non-profit media were interviewed between 2021 and 2023. They were selected and reached through the networks of non-profit associations, which are accredited sources on social issues at a national level. Five facets emerged through which subjectivity operates and is constructed by professional practices (journalists’ biographies, recognition of the issue, reframing, institutionalisation, social commitment). Journalistic subjectivity on dis/ability becomes an epistemic resource linked to professional experience (with or without dis/ability) in both legacy and non-profit media. The interviewees are recognisable as “journalists of the margin”, a community of practice that, at least in its intentions, promotes an obstinate transformation of both narratives and culture.

Artificial intelligence literacy in assessment: Empowering pre‐service teachers to design effective exam questions for language learning

AbstractThe role of artificial intelligence (AI) in education plays a crucial role in teacher training digitalisation. Although AI has enormous potential, not much is known about how pre‐service teachers perceive and utilise AI tools in professional practice. Hence, this study, guided by the Unified Theory of Acceptance and Use of Technology framework, investigates pre‐service English as a foreign language teachers’ experiences using MagicSchool, an AI‐based educational tool, to design exam questions, aiming to explore how AI tools can enhance assessment practices in teacher education. Participants were 27 fourth‐year pre‐service teachers. Data for this case study were collected through semi‐structured interviews and reflective reports and subsequently subjected to thematic analysis. The findings reveal that MagicSchool improved time efficiency and reinforced the creation of various question types. Participants also mentioned its practicality in generating rubrics and materials for varied proficiency levels. However, challenges such as crafting effective prompts, verifying content and addressing cultural or contextual mismatches were recognised. Moreover, ethical concerns, such as plagiarism and minimised creativity, were highlighted, with participants warning against over‐reliance on AI. The study underscores the potential of AI in exam preparation while emphasising challenges, advocating for a balanced approach that integrates AI responsibly. Implications for teacher education include fostering AI literacy, promoting critical engagement with AI‐generated content and ensuring ethical and pedagogically sound implementation in assessment design.

The occupational therapy clinic in psychosocial care centers: an integrative literature review

Introduction: the suppression of the asylum care model in mental health in Brazil under the influences and in light of the psychiatric reform, ends a new epistemological paradigm with a focus on the individual as a subject in the care processes, breaking with the asylum logic surrounding the disease and promoting their participation and protagonism in biopsychosocial spheres. The general objective of the study is to: Describe the practices and performance of Occupational Therapy professionals in Psychosocial Care Centers (CAPS). This is an integrative literature review of a descriptive nature. The search for articles was carried out in the databases Latin American Literature in Health Sciences ( Lilacs ), Scientific Library Online (SciELO), Portal de Periódicos Cadernos Brasileiros de Terapia Ocupacional / Brazilian Journal of occupational Therapy (UFSCar), Revista de Terapia Ocupacional da Universidade de São Paulo and Revista Interinstitucional Brasileira de Terapia Ocupacional (REVISBRATO) using the descriptors: ‘’Mental health’’, ‘’Occupational Therapy’’, ‘’Psychosocial Care’’ and ‘ ‘Deinstitutionalization’’. With the Boolean operator AND for the specifics of the survey. Articles that were available in full, consistent with the objectives of the study, were included. 472 articles were found, of which 10 were selected. From this, it was found that the practices of Occupational Therapy professionals are based on interventions that consider the precepts of intersectorality, interdisciplinarity, singularity and integrality as effective care practices with regard to psychosocial care. The occupational therapist’s work considers daily life, exchanges and experiences in the territory as the preponderant locus of intervention, understanding that individuals are a product of social reality and at the same time are subjects in the process of building and transforming the world and themselves historically. . The care process presents great challenges and must move away from pre-established and/or standardized models, since users are a reflection of the social environment in a complex, subjective dynamic, endowed with contradictions and singularities.

Health education in the prevention of perinatal mortality: validation of educational technology to provide care to primary care professionals

Objective: Validate the educational material of an electronic booklet for preventing perinatal mortality. Method: This is a methodological study that will be carried out using data from the project “Socio-Spatial Inequalities and Perinatal Mortality: Analysis of Preventable Deaths for (Re)Orientation of Professional Practices in the Metropolitan Region of Greater Vitória, Espírito Santo, Brazil”, which was financed through the FAPES/CNPq/Decit-SCTIE-MS/SESA No 03/2018 – PPSUS, resulting in a digital booklet. Results: 12 judges (predominantly female), experts in the field, participated in the validation, who evaluated the booklet in relation to the content and appearance of the program. The general evaluation, through the Content Validity Index, approved the booklet with considerations, highlighted by the judges in the first and second instrument. In carrying out the descriptive analysis of the data, the Excel program was used. Conclusion: The booklet of the present study was validated by the judges and experts chosen for the validation process, who consider the technology to be an important tool for professionals, whether for diagnosis or identification of risk factors for perinatal mortality.

Issues in the assessment of creative musical theatre and digital DiY: UK lockdown versus Constructive Alignment

This article considers the assessment of collaborative, creative theatre by students in Higher Education, made as what theatre scholar and educationalist Kathy Dacre refers to as “simulated professional practice”. During UK lockdown (2020-22) for the COVID-19 pandemic, difficulties arose with the assessment of students’ digital and hybrid theatre pieces that could not have been foreseen many years earlier at the point of module and programme design. Drawing on critiques from the field of Performing Arts and of Education, John Biggs’ widely adopted outcome-based approach “Constructive Alignment” is problematised here as a structure for teaching and assessing creative work. Constructive Alignment is outlined and contradictions elucidated between this framework and the freer ethos of “DiY theatre”, a model of creation by which much contemporary performance-making work at HEIs is undertaken. In conclusion, benefits of “DiY theatre” are considered in relation to Constructivism, without the rigidity of Constructive Alignment. Such considerations encompass freer creative and aesthetic output, the facility for real-time artistic development alongside technological advancement, and social inclusion. Recommendations for future practice include incorporating the above more formally into a model of “curriculum co-creation”, and more broadly, opening a space for a practical discourse on how we value and assess creativity in Higher Education.

Academic and clinical integrity: undergraduate nursing students’ perceptions

BackgroundDespite education on academic integrity, there are still instances where nursing students breach academic integrity principles. Nursing students who breach academic integrity principles in the classroom might engage in dishonest behaviors in the clinical setting. Globally, there are limited studies on nursing students’ perceptions of academic and clinical integrity. Furthermore, there are no studies on the perceptions of nursing students in Qatar on academic and clinical integrity.PurposeTo explore the perceptions of undergraduate nursing students in Qatar on academic and clinical integrity.MethodsA descriptive qualitative inquiry using face-face and online interviews.ResultsFour major themes and sub-themes emerged: (1) Definitions of Academic and Clinical Integrity; (2) Facilitators of Academic and Clinical Integrity with sub-themes of institutional support, ethical practice, and professional practice; (3) Barriers to Academic and Clinical Practice with sub-themes of peer influence, time influence, and fear of mistakes; (4) Improvements to academic and clinical integrity at the institutional level.ConclusionParticipants in this study viewed academic and clinical integrity from a positive lens. Identified facilitators and barriers to academic and clinical integrity from a nursing student perspective in Qatar align with global nursing student perspectives.

CPD focus: Enhancing the care of patients attending the emergency department following suicidal behaviour.

Nurses and other clinical staff working in emergency departments (EDs) are frequently required to care for patients who attend following suicidal behaviour, but ED staff often feel unequipped to do so. Many of these patients also report negative experiences of care. This article reviews and discusses patients' lived experiences under four themes: conflicting feelings around death and dying; feelings of shame and stigma; feelings of hopelessness; and the impact of person-centred moments. The authors also provide suggestions that nurses can consider to enhance their professional practice and the care they provide to this patient group.

Preservice Management Teachers’ Professional Knowledge in Teaching Business Management in Second Cycle Institutions in Ghana

The National Teaching Standards advocate the need for professional knowledge, professional attitudes and value, and professional practices as core professional qualities of preservice teachers. However, it remains unclear the professional knowledge possessed by preservice teachers as they go to occupy the teaching profession. This study investigates the level of professional knowledge of preservice management teachers in teaching at Senior High Schools in Ghana, based on Shulman's (1987) model of teaching knowledge. Adopting a positivist paradigm, quantitative approach and descriptive survey design, the study included 101 respondents. Data was collected using an adapted questionnaire which was analyzed quantitatively. The study found that preservice management teachers generally possessed high levels of professional knowledge, excelling in lesson planning (M = 4.44; SD = .80), teaching methodologies (M = 4.27; SD = .69), classroom management (M = 4.20; SD = .79), and professional commitment (M = 4.37; SD = .77). However, they demonstrated low level of knowledge for effective communication skills. It is recommended that teacher educators should focus on improving preservice teachers' communicative skills during on-campus teaching practice to better prepare them for off-campus teaching practice. Also, teacher training institutions, in collaboration with the Centre for Teacher Professional Development (CTPD), can periodically organize workshops and practical experience sessions to enhance preservice teachers’ ability to convey information effectively.