"If he did it, I can do it, too. I can change my life around": The social model of recovery within the context of recovery homes accepting residents prescribed medications for opioid use disorder.

Introduction: Academic stress is a recurring phenomenon among university students, especially in demanding programs such as Nursing. It can trigger a range of physical, psychological, and behavioral symptoms that affect students' academic performance and mental health. Objective: To determine the relationship between academic stress factors and associated symptoms in nursing students at the National University of San Martín during the 2022-I academic semester. Methods: A basic, quantitative, descriptive-correlational study with a non-experimental cross-sectional design was conducted. The population consisted of 355 students, from which a sample of 183 was selected using simple random sampling. Two previously validated questionnaires were administered: the Academic Stressors Scale (ECEA) and the Questionnaire on Reactions to Stressful Stimuli. Results: The main stress factors identified were methodological deficiencies of the teaching staff, exams, and student overload. At the symptom level, average levels predominated for physical symptoms (43.2%) and psychological symptoms (53.5%), while low levels predominated for behavioral symptoms (55.2%). A significant correlation was found between academic stress factors and physical (r = 0.513), psychological (r = 0.584), and behavioral (r = 0.514) symptoms. Conclusions: There is a direct and significant relationship between academic stress factors and associated symptoms, highlighting the need to implement institutional strategies to prevent stress and promote student well-being.

This study aims to determine the level of landslide disaster preparedness of all school community members at SMA Negeri 1 Sukaraja. The population of this research is all school community in SMA Negeri 1 Sukaraja. This study used proportional sampling technique, resulting in a total sample of 200 people consisting of school, teachers, education staff, and students. The research method used is quantitative method with descriptive approach. The analysis technique in this study used the school disaster preparedness formula by LIPI-UNESCO/ISDR in 2006. The results showed that the preparedness of school community in facing landslide disaster at SMA Negeri 1 Sukaraja obtained an index value of 79 which is included in the ready category.

The growing competition among private high schools has made student satisfaction and loyalty crucial for educational sustainability. This study aims to analyze the influence of educational staff services and teacher competence on student satisfaction and loyalty in private high schools in Padang Timur District, with competitor intensity as a moderating variable. A quantitative survey was conducted with 280 respondents using proportional stratified random sampling, and data were analyzed through path analysis, Sobel test, and Moderated Regression Analysis (MRA). The findings indicate that both educational staff services and teacher competence significantly affect student satisfaction and loyalty, with satisfaction acting as a partial mediator, while competitor intensity weakens the satisfaction–loyalty relationship. These results highlight the need for continuous improvement in administrative services, teacher competence, and clear differentiation strategies to sustain competitiveness in education.

Stroke remains a leading cause of death and disability, with high readmission rates following discharge. Improving post-discharge stroke care can enhance risk factor control, community reintegration, and self-management. This project aimed to improve telephone follow-up (TFU) for acute ischemic stroke and transient ischemic attack survivors at a comprehensive stroke center in Mississippi, USA. Guided by the JBI Evidence Implementation Framework, the project used clinical audits to assess barriers and enablers of compliance with evidence-based practices (EBPs). Two such practices were used as audit criteria. A baseline audit was conducted, barriers to EBPs were identified, and strategies to address the barriers were planned and implemented. Follow-up audits were conducted, using the same two audit criteria and methods, with the results compared to baseline. The baseline audit (n = 30) revealed low compliance with both EBPs (0% and 40%). An unclear and outdated TFU protocol for stroke patients was identified as the primary barrier to achieving EBPs. The improvement strategy focused on three key initiatives: (i) creating a standardized, multidisciplinary discharge TFU process; (ii) creating and implementing a post-discharge TFU template in the electronic health record; and (iii) providing staff education on the new process and documentation. The post-intervention audit (n = 30) showed statistically significant improvements (100% for both criteria; p < 0.001). Implementing a structured TFU protocol significantly improved post-discharge follow-up for stroke survivors. Future efforts should focus on sustaining these improvements and evaluating their long-term impact. http://links.lww.com/IJEBH/A449.

This study examined the influence of community support on the job performance of teaching staff in remote schools within Muleba District Council, Tanzania, grounded in both Social Capital Theory and Pragmatism philosophy. Social Capital Theory suggests that community networks, relationships, and local support systems contribute significantly to organizational success and individual performance, particularly in settings where resources are limited. In this context, community involvement comprising contributions from parents, local leaders, and organizations is seen as a critical factor in enhancing educational success and supporting teachers’ motivation and effectiveness. Pragmatism as a guiding research philosophy emphasizes mixed data for practical solutions and actionable insights, aligning with the study’s goal of generating real-world applications and recommendations for fostering community engagement in educational settings. This research addresses the often inconsistent or absent community engagement in remote and resource-limited areas. A mixed methods approach was employed, gathering data from 81 participants through structured surveys completed by 73 teachers and in-depth interviews conducted with 8 participants, including 6 school heads and 2 ward education officers were involved. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were thematically analyzed to capture the perspectives and experiences of educators and administrators. The findings reveal that teachers working in schools with active community involvement report higher levels of job satisfaction, motivation, and improved performance in areas such as classroom management and student engagement. Conversely, limited community support is associated with increased stress, decreased morale, and higher absenteeism and turnover among teachers. These results highlight the practical value of fostering strong community school partnerships as a pragmatic solution to enhance educational outcomes in remote regions. This study recommends that policymakers, community leaders, and educational stakeholders strengthen community involvement through targeted engagement strategies and supportive policies.

Against the backdrop of the continuous deepening of comprehensive education reform, the STEAM education concept is increasingly becoming an important way to cultivate students' core literacy and comprehensive abilities. As an important component of art education, the music discipline not only undertakes the function of aesthetic education in the STEAM system, but also serves as an effective carrier to stimulate students' innovative thinking and interdisciplinary abilities. This paper takes the Affiliated Primary School of Anhui Normal University as the research sample to conduct a systematic analysis of the integration of music and STEAM education, and explore an integrated education model suitable for the background of basic education in China. Research has found that the deep integration of music and STEAM can enhance students' aesthetic literacy, scientific literacy and problem-solving abilities. However, its implementation still faces problems such as scattered courses and a single teaching staff structure. To this end, this paper proposes to optimize the integration path from multiple aspects such as curriculum reconstruction, teacher training, technological empowerment, and institutional support, with the aim of providing references for future basic education reform.

This research is motivated by the implementation of structured and highly disciplined teaching staff management at SMP A. Wahid Hasyim Tebuireng, which focuses on improving the quality of learning through teaching staff personnel management. The objectives of this study are: (1) to determine the performance management of teachers, (2) to determine the quality of student learning, and (3) to analyze the implementation of teaching staff performance in improving the quality of student learning at SMP A. Wahid Hasyim Tebuireng. This study uses a descriptive qualitative method with data collection techniques through interviews, observations, and documentation. Data analysis is carried out through data processing, categorization, and interpretation. The results of the study indicate that management has an important role in the education system because it is able to optimize human resources in a directed manner to achieve institutional goals. Based on GR Terry's theory, management functions include planning, organizing, implementing, and supervising. The implementation of these four functions at SMP A. Wahid Hasyim is running well and has a positive impact on improving the quality of learning. However, it was found that the madrasah still needs to optimize training and guidance related to the use of learning technology, especially in the preparation of lesson plans, syllabi, teaching methods, and teaching materials to support the effectiveness of the learning process.

Improving student achievement is a complex challenge that requires an adaptive leadership approach, especially in educational institutions with different environmental and curricular characteristics. This phenomenon demands a profound understanding of how instructional leadership strategies are effectively implemented in the field. Therefore, this study aims to analyze and compare the principals' strategies in improving student achievement in two educational institutions with different characteristics: Madrasah Ibtidaiyah (MI) IMAMI Kepanjen and Elementary School 4 Panggungrejo. This study used a qualitative approach with a multi-site study design. Data was collected through in-depth interviews, participant observation, and documentation studies to obtain a comprehensive picture of the policies and program implementation in both locations. The findings indicate that at MI IMAMI, the strategy focused on six integrated approaches: developing collaborative programs based on the Independent Curriculum, improving teacher quality through academic supervision, systematic learning evaluation, providing adequate facilities, developing interests and talents, and intensive communication with parents. Meanwhile, at Elementary School 4 Panggungrejo, the strategy emphasized integrated program planning, improving teaching staff competencies, supplementary and remedial programs, strategic partnerships, and a comprehensive reward system. The results of this study indicate that a contextual approach and strong instructional leadership are key to successfully improving student achievement across multiple dimensions. This study provides theoretical and practical contributions regarding the importance of adapting leadership strategies that are responsive to institutional characteristics and the specific needs of students at the elementary school level.

Be EPIC‐VR is a virtual reality program that trains frontline dementia care providers improve their person‐centered communication skills. This study used the Consolidated Framework for Implementation Research to examine how factors in the outer setting, inner setting, and innovation domains supported the successful implementation of Be EPIC‐VR into home care and long‐term care settings.Eight managers from four care settings in Ontario were selected for their decision‐making roles in facilitating frontline staff engagement with Be EPIC‐VR. Semi‐structured interviews were conducted at three intervals (pre‐intervention, two weeks post‐intervention, and five months post‐intervention) to identify factors impacting Be EPIC‐VR's implementation. The resulting data were analyzed using framework analysis.Three main themes emerged across all data collection intervals: 1) the need for dementia‐specific training, 2) intervention alignment with organizational culture, and 3) openness to VR as a training tool. Theme 1, the need for dementia‐specific training, stemmed from external pressures (i.e., outer setting) to maintain a highly skilled workforce and tension for change within organizations (i.e., inner setting) driven by gaps in training on person‐centered communication and addressing responsive behaviors. Post‐implementation, managers highlighted Be EPIC‐VR's relative advantage (i.e., innovation domain) in meeting gaps identified pre‐implementation. Theme 2, intervention alignment with organizational culture, reflected inner setting norms that prioritize staff education, resident‐focused care, and staff competence in serving diverse populations. These factors remained relevant through all time points. Finally, for theme 3 on openness to VR as a training tool, managers initially pointed to inner setting factors, including resource requirements, workflow compatibility of the innovation, and accommodation for less tech‐savvy staff. Post‐implementation, managers highlighted Be EPIC‐VR's adaptability to organizational processes by using small‐group sessions and flexible scheduling, its compatibility through remote delivery that fit current workflows, and its relative advantage of providing facilitator support.Successful implementation depended on aligning Be EPIC‐VR with organizational goals, staff workflows, and staff competencies. Building adaptability into the implementation process and offering direct support were critical in fostering openness to VR‐based training. By addressing organizational readiness and tailoring resources, Be EPIC‐VR holds promise for improving dementia care through enhanced communication skills.

This study examines the implementation of quality management in human resource development as a strategic approach to enhancing the global competitiveness of Islamic educational institutions. In the context of increasingly complex educational challenges driven by globalization, technological advancement, and shifting labor market demands, Islamic educational institutions are required to strengthen the competence, professionalism, and spiritual integrity of their human resources. This research aims to analyze how quality management principles-encompassing planning, implementation, evaluation, and continuous improvement-are conceptualized and practiced in the development of educators and educational staff to achieve institutional excellence. The study employs a qualitative descriptive library research approach, drawing on systematic analysis of scholarly journal articles, academic books, policy documents, and authoritative literature related to Total Quality Management (TQM), human resource development, and Islamic education management. Data were examined using thematic content analysis to identify key patterns, strategies, and conceptual linkages across sources. The findings indicate that the integration of TQM principles with Islamic ethical values effectively fosters a culture of professionalism, accountability, continuous learning, and ethical leadership. Human resource development initiatives emphasizing competency-based training, spiritual character cultivation, formative evaluation, and participatory management contribute significantly to improved educational quality and institutional adaptability. Furthermore, alignment between modern quality management practices and Islamic moral principles strengthens organizational commitment and supports the formation of globally competitive graduates who embody both intellectual capability ('ilm) and moral integrity (akhlaq). The study concludes that quality management of human resource development constitutes a fundamental pillar for transforming Islamic educational institutions into globally competitive entities while preserving their distinctive spiritual and ethical identity.

Non-pharmacological therapies have demonstrated efficacy in alleviating dementia-related symptoms in residential aged care settings; however, their uptake remains limited. This systematic review aimed to identify the barriers and facilitators influencing the implementation of non-pharmacological therapies for people with dementia in residential aged care, with the goal of informing future research, practice and policy development. A systematic search was conducted across seven databases (PubMed, MEDLINE, PsycINFO, EMBASE, CINAHL, Cochrane Central Register of Controlled Trials, ProQuest) from January 2000 to March 2025. Studies were eligible for inclusion if they were published in English, involved participants aged 65years and older with dementia residing in aged care facilities, and reported on implementation challenges or enablers related to non-pharmacological interventions. Three independent reviewers conducted screening, data extraction, and quality appraisal, with discrepancies resolved through consensus. The Mixed Methods Appraisal Tool was used to assess study quality. Data were synthesised using the Theoretical Domains Framework. Fifty-eight studies met inclusion criteria, representing 11 types of non-pharmacological therapies. The majority were qualitative in design (36/58; 62.1%). Music therapy (20/58; 34.5%) and recreation therapy (16/58; 27.6%) were the most studied. Key barriers and facilitators included staff availability (48/58; 82.8%), education and training (49/58; 84.5%), resource availability and cost (34/58; 58.6%), program usability (38/58; 65.5%), and organisational policy structures (34/58; 58.6%). There was no clear pattern in the type of barriers or facilitators reported by therapy type. Improving staff capacity, increasing access to training, ensuring resource availability, and designing flexible and user-friendly programs are critical to enhancing the successful adoption of non-pharmacological therapies in aged care. Addressing these factors may contribute to more sustainable and effective dementia care practices.

The research outlines the creation and use of an internal ticketing system via osTicket that aims at the enhancement of response time and operational efficiency among the teaching and non-teaching staff at First City Providential College (FCPC). The system is in accordance with the college's commitment to electronic transformation and service quality, and it is meant to facilitate the reporting and resolution of administrative and technical matters that are usually dealt with through manual procedures. The developmental research method was used and the study recorded the planning, the rollout, and the assessment of the ticketing platform on the local network. The indicators that were used to measure the performance were response time, communication clarity, and workload management. The findings show that there was a significant improvement in the time taken to resolve issues, manual task handling was reduced, and there was better organization of support requests through features that allowed categorization and prioritization. The user-friendly interface of the system and the built-in dashboard tools also assisted in basic reporting and tracking of issues, which in turn led to better resource distribution and internal collaboration. This project aligns with the goal of providing institutional service that is excellent through the use of digital solutions that are sustainable and in line with operational goals.

PurposeThis review evaluates the epidemiology, risk factors, and effectiveness of nursing interventions for preventing ocular surface disorders in intensive care unit (ICU) patients from 2020 to 2025.MethodsA systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, with study quality and bias assessed using standardized tools. Comprehensive searches of 6 databases from January 2020 to May 2025 identified 40 eligible studies on ocular surface disorders in ICU patients, including randomized trials, cohort studies, and meta-analyses. Due to heterogeneity, a narrative synthesis was used. Risk of bias was assessed with ROBINS-I and Cochrane tools, with subgroup analyses based on ventilation status and ICU type.ResultsThe incidence of ocular surface disorders in intensive care unit patients ranged from 20% to 60%, with dry eye disease (DED) occurring in 40%, exposure keratopathy in 23%, and conjunctivitis in 25% of cases. Major risk factors included mechanical ventilation, incomplete eyelid closure, prolonged sedation, and low environmental humidity. Multimodal nursing interventions that combined eyelid closure, ocular lubrication, moisture chamber application, and staff education effectively reduced the incidence of corneal injury from 69.7% to 13.8% in high-risk patients. Passive blinking exercises demonstrated significant effectiveness and feasibility in low-resource settings.ConclusionsOcular surface disorders are common in ICU patients but can be effectively prevented through standardized care, eye protection, lubrication, and staff training. Incorporating eye care into daily routines improves safety and visual outcomes, whereas simple measures like passive blinking remain practical and valuable.

This study aims to describe the implementation of Total Quality Management (TQM) at MAN 2 Karanganyar and its relation to the National Education Standards (NES), as well as the obstacles encountered in maintaining the quality of education. The research employed a descriptive qualitative method. Data were collected through interviews with an educational staff member at MAN 2 Karanganyar. The findings reveal that the implementation of TQM has been carried out comprehensively by involving all school elements to support the achievement of the eight National Education Standards. This is realized through systematically designed and revised curricula, teacher training and certification, regular supervision by school leaders, the development of facilities and infrastructure, transparent financial management, and the provision of student skills in religious fields as well as work-related competencies such as culinary arts, fashion design, and graphic design. The study also identifies challenges in the form of resistance to change and an organizational culture that has not fully supported continuous improvement. To address these challenges, consistent leadership, intensive socialization, ongoing training, and the development of a participatory quality culture are required.

This paper aims to point out the importance of inclusive education for building social cohesion in a united Europe. Inclusive education is understood here as a model, the full implementation of which requires continuous efforts to adapt the educational system to the special needs of all children, especially those at risk of marginalization and social exclusion, including children with disabilities. Inclusive education is discussed through the prism of the Convention on the Rights of Persons with Disabilities, which became the basis for the analyses. In the example of Poland, the key tasks for implementing inclusive education are indicated, starting with training teaching staff and ending with structural changes. An important conclusion is to show the fields of cooperation common to all EU member states, which can be effectively implemented and can contribute to strengthening the principle of equality and non-discrimination, not only in an educational dimension.

Purpose: This study examined the reading achievement of Grade Three pupils in the Pacific Area of the Division of Northern Samar and analyzed the relationship between selected school profile variables and pupils’ performance to provide an empirical basis for a strengthened Developmental Reading Program in English. Methods: A descriptive correlational research design was employed involving 65 public elementary schools. Data were obtained from school heads and Grade Three teachers using a validated survey questionnaire and school-based records. Pupils’ reading achievement was measured using three standardized literacy assessments: the Comprehensive Rapid Literacy Assessment, the Early Grade Reading Assessment, and the Early Language, Literacy, and Numeracy Assessment. Frequencies, percentages, means, and multiple regression analyses were used to analyze the data at a 0.05 level of significance. Results: Most schools were small, non-central institutions with limited teaching staff and scarce higher-level reading facilities. Reading achievement results showed that many pupils demonstrated basic decoding skills, but a substantial proportion remained at refresher, emergent, or transitional levels, particularly in comprehension. School population showed a statistically significant but very weak negative relationship with reading achievement, while reading facilities exhibited a weak but significant positive relationship. The number of teachers and type of school showed no significant relationship with reading performance. Conclusion: The findings indicate that structural school characteristics have limited influence on reading achievement. Meaningful improvement in Grade Three literacy requires enhanced reading facilities, effective instructional use of resources, and strengthened teacher capacity through a structured developmental reading program.

Aim: Historically, medicine has ‘owned’ bibliotherapy and this research aims to be a catalyst to engage the UK education system in the approach. The current study explored the emotional benefits of a cognitive-behavioural approach (CBA) based bibliotherapy intervention by gathering the views of pupils and staff who partook in the intervention. Rationale: There is a challenging landscape regarding wellbeing for staff and children in schools at the current time, alongside increasing financial challenges towards offering effective, timely support. Developing a greater sense of belonging for both staff and children is vital in supporting mental wellbeing in our schools. Method: Six primary aged-pupils and two class teachers engaged in separate focus groups exploring the emotional benefits of a whole class, six-week bibliotherapy intervention in which teaching staff were the interventionists. Qualitative data was analysed using Reflexive Thematic Analysis and Content Analysis. Findings: Both children and staff enjoyed the intervention and found that it supported their understanding of themselves and others. The coping strategies taught were considered useful and applicable to a variety of situations. The time allowed for the intervention supported staff to feel relaxed and develop positive teacher-pupil relationships. Limitations: Methodological limitations regarding the sample size, interventionists and fidelity of implementation are discussed. Conclusion: This study found whole-class bibliotherapy improved individuals understanding and coping around emotional wellbeing, fostering school belonging through structured, teacher-led exploration of emotions, coping strategies and shared understanding. This study has implications for practitioners when considering beneficial, cost-effective universal interventions in a school setting.

This study presents an innovative Smart Classroom IoT system based on the Android platform for monitoring temperature and humidity to enhance student learning comfort. The system integrates an Arduino microcontroller, DHT22 temperature-humidity sensors, and a dedicated Android mobile application for real-time environmental monitoring and control. The system automatically monitors ambient temperature and humidity conditions in classrooms and provides notifications to educational staff when environmental parameters exceed optimal ranges. Performance evaluation demonstrates significant improvements in environmental monitoring accuracy (±0.5°C precision), user satisfaction (4.6/5.0 rating), and energy efficiency through intelligent climate control recommendations. The Androidbased monitoring interface enables remote access to environmental data, historical trend analysis, and proactive environmental management. The system successfully maintained optimal learning conditions by providing continuous environmental monitoring and timely alerts for manual intervention when needed. This study contributes to creating comfortable learning environments while supporting energy-efficient facility management in educational institutions.

Introduction. It is suggested that, despite having overcome the pandemic recovery phase, this and the transition of the educational system back to its humanistic foundation origins resulted in various needs and concerns that unequally impacted the school community and, especially, the teaching staff, which could be affecting their quality of working life. Objective. To describe and compare the perspective of the teaching staff on their quality of working life from a humanistic praxis.Methodology. A qualitative approach was followed, and the information wascollected through interviews and questionnaires. For the data analysis, the Maxqda (2020) software and the content analysis technique proposed by Bardin (2002) were used. Results. It was found that the workload affected all teaching staff in both school years. Teaching staff with school-aged children showed greater effects on work-family balance, due to their role and family context. Likewise, it was highlighted that changes in labor policy during the health crisis resulted in lower well-being for the teaching staff of San José Tzal. Professional satisfaction materialized in acts of solidarity and extended performance beyond the school,driven by a deep understanding of the students’ family and community contexts. Conclusions. The humanistic praxis catalyzed an active reflection among the teaching staff that, although it confronted them with their precarious working conditions, simultaneously reaffirmed their vocational commitment to mitigate educational lag in the post-health crisis.