The aim of this study is to examine pre-service teachers’ satisfaction with their faculty of education. The study employed a qualitative case study design, and the participants consisted of 88 pre-service teachers selected through typical case sampling. Data were collected using a semi-structured interview form and analyzed through content analysis. The findings revealed that pre-service teachers were generally dissatisfied with the content, scope, and variety of compulsory and elective courses. Although faculty members were perceived as strong in subject-matter and general cultural knowledge, they were considered to need improvement in professional competencies, assessment practices, and educational management. Communication skills and interactions with faculty members were evaluated positively overall; however, variations were reported regarding their quality and consistency. Finally, pre-service teachers expressed low satisfaction with the academic, social, technological, cultural, and supportive opportunities provided by their faculty.

The growing pace of disruptions in the world such as pandemics, climate changes, technological changes and socio-political uncertainties has highlighted the importance of pedagogical resilience in educational systems. The present paper discusses the notion of pedagogical resilience as the ability of educators to modify, be creative, and maintain valuable learning experiences in times of crisis and swift development. Going beyond emergency responses, the study frames resilience as a multidimensional construct and includes: professional competence, emotional regulation, digital preparedness, collaborative networks, and reflective practice. Based on the modern studies on teacher training, educator crisis management, and educational technologies, the paper discusses how the pre-service and in-service training programs can integrate the resilience based frameworks into curriculum design and teacher development programs. Specific focus is paid to adaptive instructional interventions, trauma-informed education, the integration of blended learning, and the leadership support processes that enhance the capacity of teachers to effectively make responses to uncertainty. The discussion shows that the institutional culture, flexibility of policies, and involvement of the community can contribute to sustainable resilience, in contrast to temporary coping strategies. Results indicate that resilient teachers are characterized by increased instructional continuity, student engagement and professional well-being in case of disruption. The paper suggests a systematic model of resilience-building that combines an approach to scenario-based training, building digital competency, peer mentoring, and continuous reflective assessment. This study can be used in the continued debate on teacher preparedness in unstable education settings by repositioning resilience as a competency instead of a reactionary skill. The study highlights that the development of pedagogical resilience is critical to the survival of crisis as well as long-term change and innovation in the teaching practice.

Professional development models and instructional practices of career stage I teachers

Clinical decision-making regarding histopathologic submission of tooth-associated lesional tissue.

Birth interventions and outcomes among first time mothers: A population-based register study in four Nordic countries.

Surgical practice is rewarding but also challenging, and adverse patient events can deeply affect surgeons. In this study, we explored how such events influence surgeons' personal well-being, emotional state, and professional performance. This qualitative descriptive study was conducted using semi-structured interviews with 13 urology faculty members and residents at Tabriz University of Medical Sciences, Tabriz, Iran. Data were analyzed using thematic analysis. Thirteen participants, including four faculty members and nine residents, were interviewed to understand their experiences and coping strategies with surgical errors. Types of surgical errors in the field of urology included technical, cognitive, clinical decision-making, unintentional, fatigue-related, diagnostic, and equipment- or environment-related errors. Six themes were emerged regarding participants' experiences including psychological and emotional impact, impact on professional practice, social support and relationships, external contributing factors, access to psychological support, and legal consequences. Our study showed that adverse events in surgery affect surgeons both personally and professionally. Supporting surgeons through these experiences, by institutional programs such as establishing formal counseling centers, can reduce stress and enhance learning. Recognizing that mistakes are part of surgical practice and using them as opportunities for growth can benefit both surgeons and their patients.

Unveiling the anxiety about teaching math in Spain: A psychometric study of MAST15 and MTAS19 instruments.

As individuals grow and age, their engagement with various cultures and communities becomes integral to their well-being and identity. Beyond familial and ethnic heritage, cultures and communities provide spaces for learning, happiness, and character development, such as those formed around professional practices or personal interests. This article explores the concepts of culture and community, emphasizing “communities of practice,” where shared interests and collaborative learning foster growth. Within healthcare, the pandemic has reshaped the profession’s culture and societal expectations, presenting opportunities for physician leadership to navigate these shifts. By embracing change, healthcare professionals can influence evolving cultures, address workforce challenges, and redefine patient care standards to adapt to the future.

HTLV-1, a neglected disease among breastfeeding women from endemic areas: a national survey of knowledge and screening practices in France.

Barriers to ensuring child participation in the daily practice of Lithuanian child welfare professionals

The increase in chronic kidney disease prevalence and its risk factors have pressured universal health systems to expand the supply of kidney replacement therapy (KRT - hemodialysis, peritoneal dialysis and kidney transplantation). Particularly in low- and middle-income countries and those undergoing a fast epidemiological and demographic transition, the access to nephrology consultations and multidisciplinary care is limited, and the majority of patients start KRT in an unplanned manner or during emergency hospitalization. Even patients with adequate pre-dialysis care and elective requests for KRT are at risk of clinical decompensation and requiring hospitalization to start emergency dialysis; this risk increases the longer the delay in starting KRT. In both cases, the patient's access to an outpatient dialysis unit must be timely and the transition of care safe. There are Brazilian and international guidelines for patients who are prevalent on dialysis. However, there are no clear recommendations for regulating access to the start of outpatient KRT, which often leads to divergent opinions among healthcare professionals and contributes to the inefficiency of the regulatory process. This document aims to: (1) list the main challenges in the daily practice of the regulatory professionals in the Brazilian Unified Health System; (2) present recommendations from the Brazilian Society of Nephrology based on scientific evidence and available legislation.

ABSTRACT Social work is an emotionally taxing field. Many students find themselves entering the profession of social work already burnt out. In order to address these concerns, self-care knowledge, values, and skills need to be integrated into the social work classroom early and routinely. This study utilized a fixed, convergent mixed methods design to determine how a semester-long reflective journaling assignment focused on burnout prevention, self-care, and self-reflection impacted BSW and MSW students’ self- and professional awareness. Open-ended prompts and an emphasis on weekly reflection and writing allowed for deeper student engagement. Students were able to connect self-care to professional identity and ethical practice, identify mindful practices to support self-compassion and balance, and grapple with the disconnect between what they read and learn in the classroom against the specific practices they engage in their daily lives. Students in this study were receptive of self-care education, and several spoke expressly about utilizing skills and shifting their mindset, thus showing the success of self-care education and journaling for self-reflection. Professional wellness is enduring in nature and must be integrated in intentional, routine, and meaningful ways in the classroom.

Narrative assessment procedures have a rich tradition in psychology and have been widely employed for clinical and research purposes. The Thematic Apperception Test (TAT; Murray, 1943) and the Social Cognition and Object Relations Scale-Global Rating Method (SCORS-G) have been widely used for eliciting and coding narratives for psychological assessment. Recently, a critical review by Sinclair et al. (2023) asserted that there is insufficient evidence for the use of the SCORS-G in clinical settings, calling for a moratorium on its use. However, their critical review was limited in scope, did not include evidence counter to their position, nor did it acknowledge counterarguments previously presented by TAT experts. We address their concerns around standardization practices, reliability, validity, and clinical utility. In this comment, several meta-analyses assessing the reliability of the Social Cognition and Object Relations Scale/TAT were conducted. There were no significant differences in reliability between single versus average intraclass correlation coefficients, between Pearson's r and intraclass correlation coefficients, or between earlier versions of this scale. Good to excellent ranges were consistently found using three different benchmarks. Administration practices and the validity of this rating system were substantiated. Finally, we highlighted how the Social Cognition and Object Relations Scale/TAT interpretative process mirrors Evidence-Based Practices in Psychology (American Psychological Association, 2021), Professional Practice Guidelines in Psychological Assessment (Krishnamurthy et al., 2022), and free response measures (Meyer et al., 2015). When examining all available data, there is sufficient evidence to support that the SCORS-G is best used clinically when integrated with other data. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Enhancing lifelong learning skills in pharmacy education: A scoping review of the literature.

ABSTRACT Skill acquisition is a rapidly evolving field in sport, but its definitions, roles and professional practices remain inconsistently articulated. Despite growing recognition of its importance, there is a lack of consensus regarding the core competencies and responsibilities of skill acquisition specialists. The aim of this study was to consult with experts to establish a consensus definition of the field of skill acquisition, clarify the roles of its specialists, and understand the needs and requirements of effective applied practice. A panel of 22 international experts in skill acquisition took part in a Delphi study using online surveys. The panel reached consensus that skill acquisition specialists represent a unique role within multidisciplinary support teams and defined the field as an applied science addressing the performance, learning, and refinement of perceptual, cognitive, and motor skills across the spectrum from novice to expert performers. Key responsibilities of a skill acquisition specialist included practice design, individualised skill development, and education at the organisational level. Furthermore, the panel reached consensus on the essential knowledge and professional skills required to fulfil this role effectively. Findings present an important step towards establishing a framework for professional development, accreditation, and high-quality, evidence-based skill acquisition practice.

Clinical setting belongingness and development of perceived practice readiness in prelicensure nursing students: A scoping review.

Ensuring Adequacy of the Primary Care Workforce: A Public Health Issue.

The quality of classroom assessment practices is becoming a serious point of determination of effective teaching and learning in students. The paper has investigated the contextual relationship between teaching experience and the moderating role of professional qualifications of teachers and the association between teacher’s professional qualification and assessment practices using the scaffolds techniques. The study followed positivist research paradigm and adaptive quantitative survey design. The sample used was a sample of 550 secondary school teachers who were sampled proportionately and stratified in District Haripur, Pakistan. Professional qualifications, teaching experience and scaffolded assessment practices were measured using a structured questionnaire. The SPSS was used in order to perform the descriptive statistics, multiple regression, and moderation analysis. The results showed that professional qualifications found non-significant predictor of the use of scaffolding-based assessment practices. The moderation analysis however showed that teaching experience had a significant moderating effect on the relationship between professional qualifications and assessment practices reinforcing the role of professional qualifications on the use of scaffolding techniques. These findings imply that in spite of the fact that professional qualification offers some knowledge on the assessment foundation, the teaching experience is essential in facilitating the achievement of teachers to successfully implement the scaffold assessment practices in the classroom environments. This research will provide contributions to the body of literature because it emphasizes the interactive contribution of professional preparation and experience learning to the formation of assessment practices, and significant implications to teacher education, professional growth, and educational policy.

Purpose: This descriptive survey study aimed to investigate the impact of the health literacy and compassion competencies of nurses in integrated nursing care service wards on patient-centered care.Methods: This study included 185 nurses working in integrated nursing care service wards in four tertiary hospitals located in Chungbuk and Gyeonggi provinces. Data analysis involved independent t-tests, one-way ANOVA, Pearson’s correlation coefficient and stepwise multiple regression analysis.Results: Regarding participants’ general characteristics, nurses with less than five years of clinical experience (t=2.30, <i>p</i>=.023) demonstrated a more positive attitude toward utilizing health literacy in their professional practice. The factors influencing patient-centered care included communication (β=.35, p<.001) and sensitivity (β=.21, <i>p</i>=.018) from compassion competence, as well as knowledge (β=.20, <i>p</i>=.004) from health literacy competencies, which together explained 42.0% of the variance (F=45.98, <i>p</i><.001).Conclusion: This study shows that health literacy and compassion are critical factors in enhancing patient-centered care in integrated nursing-care service wards. To improve these competencies of nurses, it is necessary to provide an appropriate working environment and to offer continuous training programs with various training methods. Furthermore, research on health literacy competencies tailored to the domestic context is necessary.

"Internet +" profoundly reshapes the educational ecology of colleges and universities. As the backbone of ideological and political education for college students, counselors face new challenges and new requirements in their professional ethics. This paper focuses on the work characteristics of college counselors, analyzes their role conflicts, ethical dilemmas and ability weaknesses in the network environment by using literature analysis, multidisciplinary cross analysis, etc., and finds that college counselors encounter a series of problems in the "Internet plus" era, such as the difficulty of role positioning and value guidance increases dramatically, job burnout caused by information overload and fuzzy work boundaries, ethical dilemmas of online public opinion response and crisis management, and the weakness of technical literacy and the lag of educational method innovation. Based on this, starting from systematic thinking and taking four dimensions, this paper proposes a systematic path to improve the professional ethics of counselors in the "Internet plus" era: role reconstruction: paradigm upgrading from traditional managers to digital educators, boundary governance: establishing a dual mechanism of information filtering and pressure buffering, ethical forging: building a "three firewalls" and technology empowerment for network crisis response: building a digital infrastructure system for quality improvement, so as to deepen professional identity and self reflection practice, and to provide practical reference for the construction of counselors in the new era.