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Reducing the carbon footprint of higher education institutions has become a global trend in recent years, as they are the axis of society's scientific and technological transformation that must be carried out with a sustainable approach. Among the many approaches that can contribute to this problem are the digital transformation of academic and administrative processes and its impact on reducing paper use. This study details the statistical analysis of the digital transformation process based on the modules and computer services implemented by the ICT department in a higher education institution and its incidence in reducing the use of paper by its teaching and administrative staff. For this purpose, an initial instrument was proposed, consisting of 18 ordinal, three categorical and two numerical variables. After applying statistical data processing and validation techniques, it was reduced to 13 ordinal variables, three categorical and two influential numerical variables. In addition, this study has proposed an appropriate statistical protocol for the design and extraction of information applicable in the context of higher education institutions, consisting of the techniques: Mahalanobis distances, confirmatory factor analysis, Kruskal-Wallis, Mann-Whitney's U and Wilcoxon tests. The results showed the power of confirmatory factor analysis as a technique for obtaining models to measure indirectly observed latent variables, such as perceptions of digital transformation and paper reduction. In addition, it was found that the modules, systems, and computer tools implemented in the institution significantly reduced the execution times for performing administrative and teaching tasks in the institution, and significant differences were identified in the perception of digital transformation and reduction of paper use among staff.

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.

Abstract Background Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

Scientific papers at this time are something that must be mastered by a student. Scientific articles produced by someone contribute new knowledge to the world of Education. This study aims to analyze the obstacles experienced by students when writing scientific articles. The research was conducted on biology education students at the Open University who are in their final semester and take scientific work courses as one of the graduation requirements. There were at least 13 students who were the research samples taken purposively. To obtain data, the researcher provided a questionnaire and conducted interviews with a sample of students. The data were then analyzed descriptively and resulted in the discovery that the main barriers of biology education students in writing scientific papers are lack of student experience in writing scientific papers especially in the components of scientific papers. They found it difficult when creating an introduction (54%), method (46%), and presenting results and discussions (54%). The recommendation from this study is the need to develop learning strategies in scientific work courses that can train students to get used to developing ideas and process these ideas into original articles and free from plagiarism.

Large amounts of waste paper are generated annually worldwide. Although some of it is recycled, up to 50% is landfilled or incinerated. The remanufacturing of waste paper to produce pencils is proposed as a novel, sustainable business solution. A sustainability analysis of this process was performed to quantify indexes of technical, environmental, economic, and social sustainability. Small-to-medium business models were evaluated, in which 15 000 pencils/shift/day can be produced from 135 kg of waste paper, with a maximum productivity of 64 800 pencils/day. Productivity, operating costs, power consumption, land footprint, machine delivery cost, and number of workers were used to analyze the technical feasibility. The cost-to-profit ratio, cost and profit per pencil, and daily profit were used to evaluate economic sustainability. The amounts of municipal solid waste and recovered paper waste, saved embodied energy, and prevented CO2 emissions were used to analyze environmental sustainability. The number of workers and labor costs were used to evaluate human development and social sustainability. The machines required for the remanufacturing line are considered sufficiently mature, remanufactured pencils are less expensive to produce than wooden pencils, and the proposed process minimizes the amount of waste paper sent to landfills and avoids the use of new wood for producing pencils, thereby satisfying technical, economic, and environmental sustainability, respectively. The final sustainability index of 0.9 is considered very high and sufficient for operating a profitable, sustainable business with a profit of 252–583 USD/day.

The use of synthetic chemicals in acid‒base testing has raised concerns about their environmental impact. The use of natural materials to produce natural indicator paper is an attempt to reduce the negative impact on the environment. Binahong (Anredera cordifolia) seeds can replace conventional chemical synthetic materials. This study aims to develop Binahong seed indicator paper as an alternative environmentally friendly material for acid‒base testing. The method used in this research is experimental and involves the extraction of Binahong seeds, making indicator paper with a certain formulation, and testing the performance of the indicator paper using standard acid and base solutions. Data collection was performed via the observation and measurement of certain parameters. The test results of the Binahong natural indicator paper revealed a significant color change when 95% ethanol was used, which produces a red or purple color at pH 1‒7, a blue color at pH 8‒10 and a yellow color at pH 11‒14. Binahong seeds have potential as an environmentally friendly alternative in acid‒base testing because they respond well to variations in the acidity and basicity of the solution.

Abstract Micro-credentials are an element of the European Skills Agenda 2020. This five-year plan aims to develop improved applied and broader work skills in response to system demands from employers, industry and communities. Within the labour market, employees increasingly want to obtain new skills-based qualifications in a relatively short period of time. Micro-credentials, as a form of lifelong learning, in the health care sector provide significant opportunities for upskilling the workforce in response to rapid changes in health care and service delivery. Moreover, micro-credentials have also been introduced in the context of undergraduate and postgraduate education within the process of accelerated digitalisation during the pandemic. However, despite its relevance, there is limited discussion about the implications and challenges of micro-credentials in the healthcare sciences. According to the findings that emerged from a review of policy documents and scientific papers, a reflective exercise has been conducted to debate the possibilities and challenges of emerging education based on micro-credentials within health care education and employment. Health care delivery is multidisciplinary and statutorily regulated to protect citizens. In such a complex sector, developing a micro-credential friendly ecosystem will require cooperation between various stakeholders if its potential is to be effectively realised.

IntroductionPaper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game.MethodsThe Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III).ResultsThis manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found.

The Indian education system has produced top-class global corporate leaders in recent decades. The combination of a solid educational foundation, work ethic, adaptability, technical and analytical skills, leadership abilities, networking, entrepreneurial spirit, and cultural values collectively contribute to the success of Indian students and professionals in the corporate world. On the contrary, India’s overall performance in Olympic sports has been modest compared to its population and potential. The education system of any country has a significant role in sporting success. To fully harness the potential of sports in schools, addressing these challenges and creating a supportive environment that values and promotes sporting abilities alongside academic excellence is essential. This will require concerted efforts from various stakeholders, including the schooling system, educational institutions, government, sports organizations, corporate sponsors, and the community. This white paper aims to systematically organize the available knowledge and debates around India’s sporting performance in the background of mainstream education culture. This paper also addresses the systemic devaluation, exclusion, disfranchisement, and stereotyping of sports and sportspersons in India. One key argument put forward in this paper is to extend absolute equivalence to Olympic sports disciplines (e.g., football) at par with general academic disciplines (e.g., mathematics) in terms of examinations and award of qualifications within the mainstream education system of India. And India must host the Olympics before 2047.

The aim of this research is to design, test the feasibility and effectiveness of QR-Code based Smart Paper as a learning medium in improving the critical thinking skills of elementary school students through social studies learning content. The research method used is Research and Development (RD) with the Borg Gall development model. Data collection techniques used include observation, interviews, questionnaires, tests and documentation. The initial data analysis technique used the normality test and homogeneity test. Next, the final data analysis technique used the average difference test and the N-Gain test. The research results show that QR-Code based Smart Paper has been successfully developed. This is proven by the validation results of material experts 91.67% and media experts 96.67% with very appropriate criteria. Furthermore, the calculated results of the N-Gain test on the learning outcomes aspect obtained a score of 0.57 with medium criteria and the results of the average difference test obtained a sig (2-tailed) value 0.05, so Ha was accepted. So it can be concluded that QR-Code based Smart Paper is a suitable and effective learning medium for improving students' critical thinking skills.

This comprehensive analysis delves into the multifaceted evolution of research concerning information and communication technology (ICT) within the dynamic landscape of education. Embracing the meta-analysis methodology, this study embarks on a detailed journey through the corpus of scientific literature devoted to exploring the intricate interplay between ICT and education. Covering a substantial temporal span from 2002 to 2022, this investigation meticulously scrutinises and synthesises a wealth of scholarly contributions, illuminating diverse dimensions of the integration of ICT and its impact in educational settings. The overarching objective is to discern not only the methodological nuances, but also the transformative potential and broader trends that underscore the nexus of ICT and education. With a keen focus on Lithuanian scholarly output, this analysis seeks to unravel the intricate tapestry of research endeavours, shedding light on the methodological paradigms, thematic trajectories, and empirical insights that have shaped the discourse surrounding the role of ICT in education over the past decade. At its core, this study aims to address a constellation of probing questions that lie at the heart of contemporary educational discourse. How has the research methodology pertaining to the application of ICT in education evolved over time? In what specific domains and subdomains of education are the contours of the influence of ICT most discernible, and what emergent themes and focal points have garnered scholarly attention? Furthermore, what demographic cohorts and educational stakeholders emerge as primary subjects of inquiry, and how do researchers navigate the complexities of data collection and analysis in elucidating the nuanced dynamics of ICT integration in educational contexts? Through a judicious blend of quantitative and qualitative analyses, this study embarks on an ambitious journey to unravel the intricate threads of inquiry that animate the discourse surrounding ICT in education. By adopting a mixed-method meta-analytical framework, this investigation offers a panoramic vista that spans thematic, temporal, methodological, and demographic dimensions, thereby affording a nuanced understanding of the multifaceted landscape of the integration of ICT in education. In traversing this expansive terrain of inquiry, this study aspires not only to illuminate the contours of past research endeavours, but also to chart a course for future inquiry and innovation in harnessing the transformative potential of ICT to enrich and enhance educational practices and outcomes. After analysing Lithuanian scientific works related to the application of ICT in the field of education, it is evident that quantitative methodologies are most commonly chosen for empirical research on this topic, while qualitative methodologies are less prevalent. In articles employing quantitative methodologies, prevalent themes relating to ICT include: competency, application, possibilities and experiences, virtual learning environments, users of these environments, development in education, usage habits, attitudes towards ICT tool usage, augmented reality technologies, ICT as a component of learning environments, computer usage at home, and incentive-based encouragement using ICT tools. In articles employing qualitative methodologies, prevalent themes relating to ICT include: values education, opportunities, the internet, incentive-based encouragement, virtual learning environments, cloud computing, and experiences of using ICT in the teaching and learning process. Mixed-methodology articles commonly focus on the pedagogical foundations of educational environments, virtual experiments, the engagement of education participants, skills development, adult education, the personalisation of teaching and learning, e-learning, the educational environment, and increasing motivation. The most frequently studied subjects in these articles are teachers, followed by students, with other participant groups such as education experts and support specialists being less common. Systematising the data collection instruments used in the scientific articles analysed revealed that questionnaires predominated, with interviews being chosen less frequently, and other types of instruments being rare. An analysis of the essential conclusions of the examined scientific articles reveals that positive experiences of using ICT in the field of education are significantly more prevalent than negative experiences.

Introduction and purpose A pilonidal cyst also known as a pilondial sinus, is an inflammatory condition that occurs in the intergluteal region, which can lead to serious infections. It most commonly affects young men, with risk factors including the presence of hair in this area, excessive sweating, obesity, and poor hygiene. Symptoms include a lump, pain, and purulent discharge from openings in the skin. Diagnosis involves taking a medical history, a physical examination, and often an ultrasound. The aim of this paper is to present and compare the available methods for treating pilonidal cysts. Materials and methods Literature available in PubMed databases were reviewed using the following keywords: ‘’Pilonidal cyst’’, ‘’Hair cyst’’, ‘’Abscess’’, ‘’Treatment of pilonidal cyst’’,’’ Bascom II method’’,’’ Limberg flap’’,’’ Suchorski technique’’, ‘’V-Y or Z skin flap reconstruction’’,’’ the Karadakis’’ Results The available treatment methods can be divided into conservative and invasive approaches. Conservative methods include hair removal and improved hygiene. Among the surgical methods, there are traditional excision techniques and modern methods such as excision using the Bascom II method, Limberg flap, Suchorski technique, or V-Y or Z skin flap reconstruction. The Karadakis method, which involves shifting a skin flap, is particularly effective for obese patients. Conclusion Treatment of pilonidal cysts depends on the stage and symptoms. Abscesses require urgent surgical intervention, while asymptomatic cysts can be treated conservatively or surgically.

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

In 2016, two years into my career at a large suburban New Jersey public high school, I was prepared--or so I thought--to teach American Literature for the first time. I'd [...]

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]

The advent of Generative Artificial Intelligence (genAI) has significantly reshaped the educational landscape, heralding new prospects and concurrently introducing complex challenges. Mirroring the essence of René Magritte's iconic artwork "Ceci n'est pas une pipe", where the depiction of a pipe is not actually a pipe, this publication is not a publication, at least not from the beginning. This article acts as a case study, showcasing the ability to generate coherent and pertinent AI-created content, while also drawing attention to its limitations in depth and diversity. Moreover, it underscores the facility with which such content can be produced. The paper culminates by examining the role of AI-generated content within the academic sphere, particularly highlighting the complexities involved in distinguishing AI-produced material from human-authored text. [ABSTRACT FROM AUTHOR]

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students’ multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown’s Society Papers in Julia Quinn’s novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students’ multimodal communicative competence.

Amid the many claims surrounding the operationalisation of Artificial Intelligence (AI) in education, is the claim that AI can democratise education - referring to, inter alia, increasing access to equitable, high-quality lifelong learning opportunities for all. There is, however, also the claim that education should play an integral role in democratising AI. While the role of AI in democratising education is well-documented, the role of education in democratising AI is less clear. In this opinion paper, we briefly map the issues at stake in democratising education through AI, before focusing on claims on the role to democratise AI in, through and for education. We conclude this position paper with a number of pointers to inform policy, curricula and teaching practice.

The aim of this work is to analyse the transformation of the term intellectual, which is established as a kind of paradigm in modern and postmodern times. The focus of the research is first of all on the reduction of the role of the intellectual in modern times, which was echoed in the thoughts of numerous philosophers of modern and postmodern epoch. Then the postmodern dystopian novel Plato's Papers by the English writer Peter Aykroyd, is analysed. It is a dystopian work in which the aforementioned tendencies were given an artistic articulation. The hero of the novel Plato, as the research shows, represents a travestied image of the ancient philosopher Plato and acts in a modern telematized polis of the distant future. The works and fate of the postmodern Plato are articulated in the novel in a way that hints that escapism is the only possible answer to the challenges of the destructive relativizations of the postmodern era.

During the recycling of a cardboard box in the shape of a right prism with a square base to build a tetrahedron, there was the curious coincidence that the height of the first was equal to the inclined height of the second. After some bending and cutting on the prism, its dynamic conversion to the tetrahedron and vice versa was achieved. This fact motivated us to carry out a study on the meaningful learning of a small group of participants (N = 10) with minimum primary school education, regarding the volume of these two common geometric bodies. It was found that 70 % of the study population thought that the volumes were equal and that 100 % had forgotten the formula to calculate the volume of the tetrahedron. A template to build the model and a video to illustrate the mentioned transformation process are also presented.

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in the United States, we explore their experiences when engaging with student grief disclosures and revealed three main themes: regulations and boundaries, transactional exchanges in institutions, and the classroom being a human space. We also discuss how GTAs use CGP to manage these interactions. We further suggest that GTA training should include CGP to help prepare future instructors for student grief and welcome grief into the classroom.

The article explores the intersection of drama and academic learning, showcasing a playful narrative where a detective tackles the disappearance of a research paper on drama in literacy education. It mentions that this engaging storyline delves into the potential benefits of incorporating drama activities into education, highlighting the positive impact on literacy outcomes.

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel’s content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning.

In this paper, we discuss the significance of re-humanizing education and educational research within an AI-dominated era. We also suggest that tactile learning, often overlooked in educational research and digital pedagogies, cultivates unique ways of multi-sensory knowing and encourages holistic understanding, complementing intellectual learning and enriching research processes. Using the metaphors and practices of weaving, knitting, and crocheting, we argue that tactile experiences, especially those involving fiber crafts, create a fabric of interconnections, fostering growth and intellectual expansion. Exploring the applicability of tactile learning in the educational landscape, we examine a number of scholarly works that demonstrate the benefits of integrating fiber craft activities in educational settings across various learning levels. We also delve into the role of researchers as makers and weavers, arguing that the tangible act of textile creation, namely tapestry-making and knitting, encourages reflexivity and allows for revisiting assumptions, refining and deepening meaning-making. We further emphasize the potential of tactile learning as a tool for fostering inclusivity in education and accessibility in the dissemination of research findings. Recognizing the need for academic work to be comprehensible beyond the confines of academia, we suggest the use of tactile representations, such as a woven tapestry, as non-traditional, creative ways to share research outcomes with a wider and more diversified audience. In essence, this paper underscores the potential of a combination of tactile learning and reflexivity in inspiring new insights and threading humanity back into education and educational research.

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

Micro-credentials are an element of the European Skills Agenda 2020. This five-year plan aims to develop improved applied and broader work skills in response to system demands from employers, industry and communities. Within the labour market, employees increasingly want to obtain new skills-based qualifications in a relatively short period of time. Micro-credentials, as a form of lifelong learning, in the health care sector provide significant opportunities for upskilling the workforce in response to rapid changes in health care and service delivery. Moreover, micro-credentials have also been introduced in the context of undergraduate and postgraduate education within the process of accelerated digitalisation during the pandemic. However, despite its relevance, there is limited discussion about the implications and challenges of micro-credentials in the healthcare sciences. According to the findings that emerged from a review of policy documents and scientific papers, a reflective exercise has been conducted to debate the possibilities and challenges of emerging education based on micro-credentials within health care education and employment. Health care delivery is multidisciplinary and statutorily regulated to protect citizens. In such a complex sector, developing a micro-credential friendly ecosystem will require cooperation between various stakeholders if its potential is to be effectively realised. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]