Background/Aims Robust research is needed to improve tailored support for perinatal mental health. However, recruitment can be challenging. This study explored why a feasibility randomised controlled trial failed to recruit participants (pregnant women aged 16–19 years with depressive symptoms). Methods Semi-structured interviews (n=18) were carried out with a purposive sample of peer support workers and professionals involved in development and delivery. The data were analysed thematically. Results The themes explored the potential of the intervention and the role of peer support workers, including in further research with pregnant teenagers, and the importance of ongoing engagement and collaboration to design tailored interventions, including practical considerations for working with clinicians. Conclusions Peer support interventions are highly valued in perinatal care by midwives, researchers and peer support workers. There are challenges to overcome in recruiting to and delivering randomised controlled trials on peer support interventions specific to teenagers in an NHS setting, which must be considered carefully. Implications for practice Researchers should co-design health-related interventions and training with midwives and stakeholders, ensuring the role of peer support workers is suitably defined. Openness and honesty in research collaborations is vital to understand and address challenges in recruiting vulnerable groups and how to mitigate against these.

Experience matters, but support is essential: Managing claustrophobic patients in MRI practice.

Understanding cigarette smoking and cessation among adults with intellectual disability in residential services: A multiperspective study.

Symptoms of mental health difficulties in police cell detainees in Iceland: Is it an appropriate place of safety for patients? A mixed methods study.

Digital literacy, self-efficacy, and desired support among healthcare professionals, patients, and informal caregivers: A cross-sectional study.

Differences Among Generations of Women Neurosurgeons in a Department Surpassing the Gender Tipping Point.

The impact of music therapy on agitation in elderly patients with dementia: A systematic review and meta-analysis.

Donor identity in Aotearoa New Zealand: a survey of parents regarding disclosure of donor conception to their donor-conceived children.

Effectiveness of digital interventions in middle-aged and older adults with mild cognitive impairment: A systematic review and meta-analysis of randomized controlled trials.

Experience of breastfeeding during hospitalization after birth: a qualitative study.

Traditionally, forensic anthropologists worked on secured scenes or in academic labs. Today, practitioners are more involved in casework, working alongside forensic pathologists during autopsies, mass disasters, and interviewing relatives. This expanded role brings practitioners into closer and repeated contact with the emotional aspects of death and associated vicarious trauma (VT). While many forensic disciplines address the impact of VT, the effects on forensic anthropologists remain underexplored. The authors surveyed practitioners (N = 114) who worked with human remains in a medicolegal context part-time, full-time, or as a part of coursework. Questions focused on how practitioners acknowledge or support their mental health and which aspects of casework they find triggering or stressful. Respondents had the option to provide open text testimonials. Participants were triggered most by children/child abuse cases and testifying at trial. Stress was highest surrounding personal finances, work/life balance, engagement with supervisors, and speaking with decedents' family/friends. While many felt supported by coworkers and supervisors, approximately half felt comfortable directly discussing their concerns. The majority noted availability to wellness programs and over half have sought professional support. Participants highlighted compartmentalization, peer/coworker support, and exercise/sports to cope with work-related stress. These results underscore challenges and resilience in forensic anthropology. Despite gaps in support, communication, and normalization of mental health discussions, practitioners demonstrated a commitment to their profession, supported by coping strategies and institutional resources. Continued efforts to address vicarious trauma in forensic anthropology practice are essential to fostering and normalizing a healthier, sustainable workforce.

The objective of this study is to systematically explore the partnership between non-governmental organizations (NGOs) and teacher education institutions (TEIs) in preparing teachers with multicultural competence. Through a qualitative synthesis of 12 selected articles, the study identifies multiple forms of partnership, including pre-service teachers’ placements in NGOs, co-organized projects, co-planned curriculum, NGO mentorship programs, and policy advocacy collaborations. Key benefits inherent in these partnerships include enhanced knowledge and skill development, cultural relevance, professional support, and community engagement. However, significant challenges such as resistance from pre-service teachers, communication barriers, resource constraints, and socio-political factors persist. These findings underscore the importance of integrating NGO-TEI collaborations into teacher training programs to equip pre-service teachers with the necessary competencies to effectively navigate and respond to the complexities of diverse classrooms. Despite the challenges, NGO-TEI partnerships present a promising avenue for preparing pre-service teachers to effectively engage with the diverse classrooms of the 21st century.

Purpose While psychotropic medication is commonly used to treat severe mental illnesses, some patients perceive it as a barrier to meaningful aspects of their lives, motivating them to reduce or stop taking it. This qualitative study aims to contribute to the existential understanding of the choice to taper psychotropic medication. Methods An existential phenomenological method was employed, investigating and analyzing the lived experiences of 15 individuals in Norway in relation to their choice to taper their psychotropic medication with professional support. Results A drive towards existential health was identified, expressed through four types of quests: 1) the quest for a meaningful daily life, 2) the quest for a true self, 3) the quest for a deep sense of belonging with others, and 4) the quest to integrate spirituality in life. Conclusions This study indicates that the choice to reduce or stop taking psychotropic medication may encompass complex, existential dimensions beyond symptom management, affecting fundamental life aspects. For mental health professionals, these findings emphasize the importance of understanding these dimensions to better support individuals diagnosed with severe mental illness in their medication decisions and tapering processes.

of virtual laboratories and AI-guided platforms) can be used to improve the results of vocational training among students of secondary school concerning STEM education. The research design was a quasi experimental study which took three hundred forty students as experimental and control bands that were measured in terms of conceptual-understanding, problem asolving, retention, engagement, and teacher perceptions. Findings of quantitative analysis indicated high science and mathematics gain by the students who learned with the use of TEL tools as compared to their counterparts who were taught with the help of using typical methods and the effects size was very Denser with an approximation of 20 percent higher with their counterparts and retention of the students was high as well. The results of learning analytics were positive renders between the use of the platform and performance, and qualitative results were found when the drive to engage in learning, collaborate, and ask questions is more prevalent in the TEL classes. Teachers understood the pedagogical value of the tools, but they emphasized that it would be possible to achieve their adequate use only with the assistance of the professional development and support on a systemic level. The key point that the authors conclude is that virtual laboratory and artificial intelligence platforms can provide a scalable and affordable and pedagogically viable choice to STEM education, yet such issues as diversity, access, and teacher bandwidth need to be managed accordingly.

Abstract Background In May 2022, California became the first state to extend full-scope Medi-Cal coverage to low-income residents aged 50 and older, regardless of immigration status. This study explored the older adult Medi-Cal expansion among newly enrolled undocumented patients in Southern California, focusing on barriers and facilitators to enrollment, continuity of care, healthcare utilization, and changes in health status. Methods We examined patient perspectives on the Medi-Cal transition using both focus groups and interviews collected between April and December 2023. We collected data from 12 undocumented participants from two Southern California Federally Qualified Health Centers (FQHCs) who became eligible for Medi-Cal with the older adult expansion. We conducted a thematic analysis combining deductive and inductive techniques and developed a coding scheme around medical care before Medi-Cal expansion, participants’ experiences with enrollment process, and their health care experiences after the policy change. Results We found that most patients were able to enroll in Medi-Cal successfully, but nearly all relied on social workers or health clinic staff to assist them. Some participants who were enrolled in a local health coverage program that pre-dated Medi-Cal expansion had continuity in their primary health care experiences. Others with more episodic care experienced improvement in health care costs. All patients shared increased feelings of security and were more willing to seek out health care with full-scope Medi-Cal. Conclusions Our exploratory findings highlight the relative success in Medi-Cal enrollment while also calling attention to potential differences in the policy’s impact based on pre-expansion health care availability, as well the vital importance of professional enrollment support.

Background: Midwifery-led mentoring programmes are a key professional support mechanism for midwives in Aotearoa New Zealand. They include the Aunties Initiative, a Pasifika-led mentoring initiative for Pasifika midwifery students and new graduate midwives. There is currently no literature on the mentoring relationship from the perspective of Pasifika mentor midwives. Aim: To explore the midwifery mentoring relationship from the perspective of Pasifika mentor midwives (aunties) in Aotearoa, and to strengthen understanding of Pasifika models of mentoring in midwifery. Method: This was a qualitative study using talanoa-based, conversational focus group data from senior Pasifika midwives involved in the Aunties Initiative. Data were analysed using an inductive approach based on Braun and Clarke’s (2006) six steps of thematic analysis. The study was led by Pasifika members of the research group, with members of the Pasifika midwifery community in Aotearoa providing feedback on the findings and the article’s development. Findings: Four key themes were identified. The participant Pasifika mentors (aunties) view their primary role as Building the village, a culturally safe and affirming learning space in which mentoring occurs collectively. The aunties described Weaving a support system around their mentees (nieces) to build their confidence in navigating clinical settings and relationships, which included each niece’s family as a key support mechanism. The aunties engaged in Role modelling collegiality and passion for the profession to create positive workplaces for their nieces and as a way of giving back to their communities. Finally, mentoring was important for Future-proofing the village of Pasifika midwives, which was both reassuring and satisfying for Pasifika mentors. These themes were interwoven by an underlying concept of Succeeding together. Conclusion: The aunties’ culturally informed, collective approach to mentoring, guided by a commitment to collective success, benefits not only Pasifika mentee midwives, but also the mentors themselves and the communities Pasifika midwives care for.

Background. Physiotherapists are integral to the development of Saudi Arabia's healthcare system; however, their quality of life (QoL) and work-related well-being have not been comprehensively examined. Identifying determinants such as job satisfaction, burnout, workload, cultural adaptation, and professional recognition is critical to maintaining a resilient, motivated workforce. Method. This narrative literature review synthesised evidence regarding QoL among physiotherapists in Saudi Arabia. Systematic searches of PubMed, Scopus, Web of Science, and Google Scholar (2010–2025) identified English-language empirical studies conducted in Saudi Arabia or involving cross-national comparisons. Study selection adhered to a PRISMA-style process with independent validation. Data were systematically extracted on study design, sample characteristics, QoL measures, and key outcomes, and findings were synthesised thematically within national and global contexts. Results. Fourteen studies met the inclusion criteria. Saudi physiotherapists reported moderate to high occupational stress, primarily due to heavy workloads, ambiguous career progression, and inconsistent organisational support. Expatriate physiotherapists, who represent a significant portion of the workforce, encountered additional challenges related to cultural adjustment, communication, and inconsistent orientation practices. International comparisons revealed similar QoL concerns globally, although healthcare reforms under Vision 2030 present unique contextual influences in Saudi Arabia. Significant gaps persist in national data regarding burnout prevalence, mental well-being, and work-life balance. Conclusion. The QoL of physiotherapists in Saudi Arabia is influenced by the interplay of workload, organisational, and cultural factors. Strengthening professional support, career development opportunities, and workforce policies may enhance well-being and retention. Further large-scale, methodologically robust studies are necessary to inform evidence-based workforce planning and policy.

Background: As awareness of the possibilities for trans people to attain parenthood grows, trans, non-binary and other people with diverse genders are increasingly accessing perinatal care as part of their family-building journeys. International literature confirms that midwives can feel clinically challenged by, and poorly prepared for, working with pregnant trans people, but also that they are motivated to provide high quality care and desire professional support to do so. This two-phase study included interviews with trans people who were or had been pregnant, and/or whose partners were or had been pregnant, which informed the development of a nationwide perinatal care workforce survey. Aim: Phase Two aimed to identify current practice relating to inclusion, and the knowledge, beliefs and education needs of the perinatal care workforce in relation to working with pregnant trans people. Method: An online nationwide survey of perinatal care providers was undertaken in 2022. Data were collected through single- and multi-response questions, Likert scales and open-ended text boxes. Analyses included descriptive statistics and content analysis of open-text responses. Results: Of 476 respondents, this paper reports only the midwives’ responses (67%; n = 317). Fewer than 25% of midwives recalled receiving any specific education about providing culturally safe care for trans people, but most (78%) identified interest in accessing education if it were made available. Midwives are knowledgeable regarding some clinical aspects of gender affirming care, e.g., the effects of hormone therapy on fertility, but we identified some knowledge gaps. Most articulated positive attitudes towards caring for pregnant trans, takatāpui and intersex people but a minority raised concerns about what they perceived as the ‘erasure of women’ within wider efforts to be inclusive. Many noted workforce pressure as a barrier to progressing change. Conclusion: Some midwives are already implementing inclusive practices, primarily led by Lead Maternity Carers (LMCs) who champion affirming and inclusive community-based care. Ensuring that trans people and whānau can anticipate consistently affirming care when they engage in services beyond their LMC, particularly during hospital-based care, needs prioritisation as a workforce development strategy. To date, midwives have not been well prepared to provide inclusive care to this community, but they are willing to engage in education to support affirming and inclusive practice.

The Good Lives Model (GLM) is increasingly applied with justice-involved populations, but little is known about its use with youth in correctional settings. To address this, we used a constructivist grounded theory approach and conducted semi-structured interviews with fifteen practitioners from two units of an open correctional facility recently introduced to the GLM. The study explored the social validity of the model through practitioners' perceptions of its goals, integration in daily practice, and perceived benefits, while also considering factors influencing implementation and understanding. Results highlight that while practitioners valued the supportive attitudes promoted by the GLM, certain theoretical foundations were not fully clear and required further explanation. The findings underline the need to adapt training programs to the specific realities of juvenile correctional contexts. Emphasis should be placed on thorough practitioner preparation and continuous professional support to strengthen GLM practices and foster sustainable application in youth justice settings.

Professional development training within early childhood education and care settings have focused mainly on teacher well-being and classroom quality. However, early childhood classrooms are embedded within multifaceted program contexts which contain complex sets of relationships and systems. Administrators and other professionals who support teachers in the classroom are essential to the organization and climate of the center, the classroom, and the experiences of teachers, children, and families. The current qualitative study investigates the experiences of five Early Head Start administrators who participated in a 15 hour attachment- and relationship-based professional development training. Themes that emerged from analyses underscore the importance of the administrator’s role in supporting teachers to integrate professional development content within their classrooms and highlight the powerful nature of participating in a training that is specifically designed and aimed at the complex role of the administrator. This study informs the field on the importance of providing professional development and support to early childhood education administrators and attending to all the complex and important relationships reflected within the early childhood setting.