ABSTRACT The purpose of this study was to analyze the current trends of the information and political agenda in the Republic of Kazakhstan. The study provides a comparative analysis of events in Kazakhstan in the Kazakh state-funded media, as well as in the English and American media. The network of coincidences and tone analysis of selected 200 newspaper articles, 400 items from 3 social media platforms, and 150 video materials of Kazakh media published in 2022–2024 were used. Using qualitative content analysis, the study managed to identify the themes in the Kazakh media that emerge as the principal problems in the country: the land issue, the language issue, the interethnic issue, and the socio-economic issue. The study determined the tone of voice of articles in Kazakh media and foreign media. Therewith, the speech of the President of Kazakhstan and events in the country were covered in Kazakh print media critically, while on social media channels, the nature of the tone was neutral. As a result of the analysis, a significant amount of fake news was observed. These results show how propaganda campaigns can play a vital role in both limiting and promoting concrete news in Kazakh society.

Purpose Co-creation is proposed as a method to bridge gaps between policy and practice, such as implementing education for sustainable development (ESD) across educational areas. While generally applied in higher education, its systematic use to implement ESD in higher education, and particularly in physical education teacher education (PETE), remains underexplored. This case study aims to examines co-created PETE courses as well as enablers and challenges to co-creative integration of ESD in PETE at a German university. Design/methodology/approach Project documents outlined the types, learning objectives and contents of co-created measures for PETE. Semi-structured interviews with members of the collaboration team (three students, six teacher educators, head of institute) and three teacher educators not involved in co-creation provided insights into enabling and challenging factors of co-creation. Qualitative content analysis identified key factors during co-ideation, co-design and co-implementation. Findings Five measures with a focus on ESD-specific content knowledge, pedagogical content knowledge and key sustainability competences were co-designed, with three co-implemented. Enablers included individual motivation linked to ESD’s societal relevance, alignment of ESD and PETE, a diverse collaboration team, equal participation, high ownership of specific measures, supportive leadership and clear yet flexible processes. Challenges included perceived low ESD relevance in PETE, limited ownership of overall project, low student and staff involvement and acceptance, curriculum and time constraints. Practical implications Drawing on the results, this study suggests the following recommendations for implementing co-creation in the higher education context, with particular attention to PETE: frame ESD topics in ways that connect directly to PETE students’ professional identities; integrate ESD instead of treating it as “add-on”; balance openness with goal clarity; foster inclusive, supported collaboration teams; provide structural and leadership support for sustainability. Originality/value This case study focuses on co-creation as an approach to integrate ESD in PETE. It contributes to the literature by systematically addressing enablers and challenges across various stages of co-creation. It provides valuable procedural insights for researchers and practitioners working in higher education.

This study aimed to explore the earthquake-related experiences of older adults relocated from nursing homes in earthquake-affected regions, the difficulties they faced in adapting to their new environments, and the post-earthquake support they received. This phenomenological research was conducted through face-to-face semi-structured interviews with 26 participants who had to relocate to a nursing home in southern Turkiye after the earthquake. Qualitative content analysis was based on a deductive and inductive approach. After the 2023 earthquake in Turkiye, participants experienced a range of emotions and attitudes, including trust, satisfaction, and happiness, as well as fear and anxiety. They experienced social isolation and difficulty adapting to the new nursing home's dietary habits, climate, and living environment. Although participants received psychosocial and health support services after the earthquake, they recommended organizing more sociocultural activities and providing training on earthquake preparedness. The findings revealed that emotional distress, adaptation difficulties, and social isolation were prominent challenges during the post-earthquake relocation process. Comprehensive post-earthquake care models are required, which should address older catastrophe survivors' emotional and social well-being in addition to their physical health.

Long-term care (LTC) nurses are well positioned to support deprescribing given their integral role in resident care. However, there are numerous challenges to nurse involvement in deprescribing and limited research on supports to improve participation. The objective of this study is to explore nurses' perspectives on deprescribing in LTC and identify supports that may improve their involvement. In this qualitative descriptive study, progressive group discussions were conducted with 32 nurses at two LTC care facilities in Edmonton, Canada. Participants included registered nurses in clinical and leadership roles, licensed practical nurses and nurse practitioners. Discussions were audio-recorded, transcribed, deidentified and analysed using qualitative content analysis. Four themes emerged, primarily reflecting the challenges to nurses effectively participating in deprescribing: (1) variation in deprescribing knowledge, attitudes and experience; (2) discomfort with the go-between role in family communication; (3) workload and time constraints; and (4) lack of practical supports. Suggested supports included point-of-care scripts, accessible on-unit deprescribing resources and incorporation of deprescribing into routine staff education. Although LTC nurses face challenges in deprescribing participation, they also identified practical supports to improve their involvement within the existing organizational structure. Future research should evaluate the impact of these supports on nurse participation and deprescribing outcomes.

Digital health in managing type 2 diabetes among indigenous populations: a scoping review.

Women's experiences of massage during childbearing: A Swedish qualitative interview study.

Implementing printing technology in hospital pharmacy preparation - An interview study on opportunities and challenges from medicines authorities' perspective.

Adolescents' experiences of hypoglycemic episodes in type 1 diabetes.

Nurse-led models of care and their potential to improve primary healthcare for refugees in Germany: A qualitative multiple-case study.

On that day: Warnings of acute risk in narratives (WARN) of suicide attempts in adults.

Exploring nursing students' experiences with simulation-based learning using educational electronic nursing records.

Male victim/survivors' experiences of disclosing institutional child sexual abuse.

Experts' observations on the requirements for and outcomes of workplace mindfulness programs: A qualitative study.

Selling masculinity - A qualitative analysis of gender representations in social media content about "low T".

Impostor phenomenon is a pervasive experience amongst doctoral students with negative consequences on mental health and persistence in graduate school. While the psychological consequences of impostor phenomenon are well known, there are open questions about how structures in graduate education (e.g., policies and practices) inform doctoral students' experience with impostor phenomenon. In this study, we interviewed 20 biology doctoral students at two R1 institutions about their experiences with impostor phenomenon during graduate school. We used an abductive qualitative content analysis approach to identify the structures that contributed to their impostor feelings and understand how these structures may lead to impostorism. In our analysis of the interviews, we applied the framework of institutionalism to identify structures and associated themes that informed the participants' experiences with impostor phenomenon. The themes associated with the structures of graduate education that contributed to participants to feel like impostors included: 1) structures that act as high-stakes gatekeeping mechanisms; 2) structures that rely on knowledge of the hidden curriculum; and 3) structures that facilitate comparative social situations. The results of our study suggest that structures and the underlying characteristics are important when considering graduate students' experiences with impostor phenomenon.

Clinical ethics are becoming increasingly important in the twenty-first century. Value-laden cases and moral dilemmas in healthcare have led to the creation of clinical ethics support structures. The last decades have shown their implementation in hospitals around the globe. Recent literature investigates their value, function, and integration. Many conclude that they do valuable work yet remain inadequately integrated, lack institutionalization, and struggle with resource shortages. To gain an understanding of this development and pave the way for future implementation and research, a scoping review was chosen to determine which macro-level factors currently influence the heterogeneous approaches. This review used the scientific research databases Medline and CINAHL in April 2025. It included studies, opinion papers, and book chapters in English and German offering explanations, analysis, discussion, and examples of macro-level clinical ethics support structures' adoption and implementation influences. An inductive qualitative content analysis was conducted to extract the desired information. The resulting categories were formatted into an overview frame. The literature search yielded 400 publications, full-text analysis and snowball search resulted in 47 eligible for analysis. Eight main factors with respective subcategories were identified. These vary in their degree of binding authority, ranging from clearly defined regulations, such as national laws, to more ambiguous influences, such as public opinion and advocacy. Further insights reveal that the effectiveness of these factors cannot yet be determined, and their influence may vary based on the values and political context of the country where a support structure is implemented.

“It calms me and scares me all at once”: A qualitative content analysis study of the links between surfing and mental health in New South Wales, Australia

Objectives: This study qualitatively explored the learning experiences of dental hygiene students who participated in an international clinical training program based on guided biofilm therapy (GBT), focusing on their perceptions of clinical communication, self-efficacy, professional identity, global competence, and a prevention-centered approach to dental care. Methods: Ten undergraduate dental hygiene students from a university in Korea participated in an international clinical training program conducted from August 16 to 30, 2025. Data were collected through post-program in-depth interviews and daily reflective learning journals. Qualitative content analysis and thematic analysis were performed, and trustworthiness was ensured through member checking, peer debriefing, and data triangulation. Results: Five overarching themes emerged: confidence in clinical communication, enhanced self-efficacy, expanded professional identity awareness, the development of global communication competence, and a shift toward a prevention-centered clinical perspective. Structured GBT stages and practicebased learning supported the understanding of the clinical communication flow and reduced the psychological burden during patient interactions. Multicultural clinical experiences also promoted cultural openness and awareness of global competence. Conclusions: These findings provide foundational evidence for the incorporation of prevention-centered, practice-based, and internationalized educational approaches into dental hygiene curricula.

Indigenous folktales are culturally grounded resources for value and character education, yet schools often lack systematic procedures for translating narrative meaning into curriculum-aligned competencies and teachable tasks. This text-based study addresses this gap through a qualitative, document-based analysis of eleven Siulak–Kerinci folktales from Kerinci, Jambi Province, Indonesia. Using directed qualitative content analysis guided by the Pancasila Student Profile (Phase D), values were inferred from narrative episodes, character actions, and consequence sequences, then mapped to the Profile dimensions and translated into design implications for the Pancasila Student Profile Strengthening Project (P5) in Indonesian junior secondary education. The analysis identified seven recurrent cultural values: religiosity, honesty, responsibility, tolerance, social care and mutual cooperation, work ethic, and local identity. These values align coherently with the six Profile dimensions at Phase D and provide a defensible rationale for curriculum mapping from indigenous narratives to competency-oriented learning aims. This study does not evaluate classroom implementation; proposed P5 tasks are presented as design implications rather than tested instructional guidance. Future research should examine feasibility and learning outcomes in P5 settings and strengthen reliability through inter-coder agreement procedures.

To enable systematic and precise description and assessment of policy goals, an often-neglected aspect of policy design – we introduce the Structured Policy Goals Indicator (SPYDER). This original tool was developed through qualitative content analysis of more than 5000 goals from real-world strategic documents. SPYDER captures both the thematic orientation and the technical structure of policy goals, allowing for systematic analysis of how countries, regional associations, and international organizations articulate and operationalize their policy aims. Developed in a single-country case and subsequently tested and verified using a sample of international documents, the approach provides a replicable and flexible methodological framework for grasping the elusive and complex nature of policy goals for both practical and scientific purposes.