Search

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

Background: Comprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education. Methods: Qualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data. Results: Four themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery. Conclusion: The experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE. [ABSTRACT FROM AUTHOR]

In the domain of adaptable educational environments, our study is dedicated to achieving three key objectives: forecasting the adaptability of student learning, predicting and evaluating student performance, and employing aspect-based sentiment analysis for nuanced insights into student feedback. Using a systematic approach, we commence with an extensive data preparation phase to ensure data quality, followed by applying efficient data balancing techniques to mitigate biases. By emphasizing higher education or educational data mining, feature extraction methods are used to uncover significant patterns in the data. The basis of our classification method is the robust WideResNeXT architecture, which has been further improved for maximum efficiency by hyperparameter tweaking using the simple Modified Jaya Optimization Method. The recommended WResNeXt-MJ model has emerged as a formidable contender, demonstrating exceptional performance measurements. The model has an average accuracy of 98%, a low log loss of 0.05%, and an extraordinary precision score of 98.4% across all datasets, demonstrating its efficacy in enhancing predictive capacity and accuracy in flexible learning environments. This work presents a comprehensive helpful approach and a contemporary model suitable for flexible learning environments. WResNeXt-MJ's exceptional performance values underscore its capacity to enhance pupil achievement in global higher education significantly. [ABSTRACT FROM AUTHOR]

Background: Despite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students' active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information. Objective: The aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies. Design: A qualitative descriptive study. Participants: 9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops. Methods: This qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis. Results: After analyzing the data, a theme titled "Breaking Taboos in the Nursing Process" was identified. This theme consists of four categories: "Strengthening the Cognitive Infrastructure for Accepting the Nursing Process," "Enhancing the Applicability of the Nursing Process," "Assisting in Positive Professional Identity," and "Facilitating a Self-Directed Learning Platform." Additionally, thirteen subcategories were obtained. Conclusion: The data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process. [ABSTRACT FROM AUTHOR]

Despite improvements in the awareness and acceptance of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals, the LGBTQ+ community continues to experience discrimination, which can result in adverse health outcomes. In particular, LGBTQ+ youth have an increased risk of experiencing depression, substance abuse, and suicide. Societal stigma and rejection, bullying, and familial disapproval all contribute to these health disparities. In recognition of these inequities, an interprofessional team of biomedical faculty members, staff, and trainees from the Louisiana State University Health Science Center (LSUHSC) in New Orleans developed the needs-assessment evaluation, the Gender and Sexual Minority Youth Outreach Survey (GSMYO) for high school students. Health science centers have access to resources and experienced personnel who can provide support and education to high school students, teachers, and administrative staff. However, it is important to first determine the high schools' specific needs, attitudes towards LGBTQ+ acceptance, and their current resources. Faculty, staff, and trainees from the LSUHSC Science Youth Initiative (SYI) and the LSUHSC LGBTQ+ Organization, Tiger Pride, administered the short, anonymous survey to adolescents attending Southeast Louisiana high schools. English Language Learner (ELL) students received the survey in Spanish. Results from the GSMYO needs-assessment survey are presented. Other health science centers may adapt the presented survey to develop needs-based LGBTQ+ high school programs to address the educational and health inequities in their own communities, regardless of location or demographic region. [ABSTRACT FROM AUTHOR]

Simple Summary: Early detection of melanoma and differentiation from benign nevi can be challenging even for the most experienced dermatologists. To improve melanoma detection, artificial intelligence algorithms incorporating dermoscopy have been developed, but lack transparency and therefore have limited training value for healthcare providers. To address this, an automated approach utilizing imaging biomarker cues (IBCs), logical features extracted from images that mimic expert dermatologists' dermoscopic pattern recognition skills, was developed. This study excluded deep learning approaches to which IBCs are complementary or alternative. Ten participants assessed 78 dermoscopic images (39 melanomas and 39 nevi) first without IBCs and then with IBCs. Using IBCs significantly improved diagnostic accuracy: sensitivity increased significantly from 73.69% to 81.57% (p = 0.0051) and specificity increased from 60.50% to 67.25% (p = 0.059). These results indicate that incorporating IBCs can significantly enhance melanoma diagnosis, with potential implications for improved screening practices. Further research is needed to confirm these findings across a variety of healthcare providers. Incorporation of dermoscopy and artificial intelligence (AI) is improving healthcare professionals' ability to diagnose melanoma earlier, but these algorithms often suffer from a "black box" issue, where decision-making processes are not transparent, limiting their utility for training healthcare providers. To address this, an automated approach for generating melanoma imaging biomarker cues (IBCs), which mimics the screening cues used by expert dermoscopists, was developed. This study created a one-minute learning environment where dermatologists adopted a sensory cue integration algorithm to combine a single IBC with a risk score built on many IBCs, then immediately tested their performance in differentiating melanoma from benign nevi. Ten participants evaluated 78 dermoscopic images, comprised of 39 melanomas and 39 nevi, first without IBCs and then with IBCs. Participants classified each image as melanoma or nevus in both experimental conditions, enabling direct comparative analysis through paired data. With IBCs, average sensitivity improved significantly from 73.69% to 81.57% (p = 0.0051), and the average specificity improved from 60.50% to 67.25% (p = 0.059) for the diagnosis of melanoma. The index of discriminability (d′) increased significantly by 0.47 (p = 0.002). Therefore, the incorporation of IBCs can significantly improve physicians' sensitivity in melanoma diagnosis. While more research is needed to validate this approach across other healthcare providers, its use may positively impact melanoma screening practices. [ABSTRACT FROM AUTHOR]

This study tested the effectiveness of participatory methods to engage primary school communities in London with air pollution issues to help them identify, understand, and reduce their air pollution exposure. Three primary schools with high pollution levels participated in environmental educational activities, including air quality workshops and field campaigns involving different methods, time schedules, and project scopes. Participants completed surveys before and after these activities to measure their understanding, perceptions, and behavior. After the workshops, students admitted feeling more skillful in monitoring air quality and confident in incorporating this education into daily life and teaching others. They shared their results with peers, school leadership, and the community and led campaigns to help design experiments, choose measurement locations, and reduce air pollution exposure in schools. The results showed increased concern about air pollution, a better understanding of its causes and impacts, and more reported reduction behaviors. An Air Pollution Exposure Index (APEI) was combined with participatory monitoring data to raise awareness and understanding among students on typical school-day exposure. Feedback indicates that the tool was useful in defining air pollution exposure status and identifying exposure risks. Overall, this study contributes to the evidence of the feasibility and impact of student-led environmental education interventions These interventions involve collecting personalized exposure data, co-planning mitigations with school community groups, and employing methods to raise awareness of air pollution and empower pupils to identify potential solutions and change behaviors. [ABSTRACT FROM AUTHOR]

This study investigates the role of Digital-Game Based Language Learning (DGBLL) in helping students learn and retain English vocabulary items in a foreign language context. Using a quantitative approach, data was collected from 80 students enrolled in four different levels of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were exposed to practice learning the meaning of ten vocabulary items per level using Kahoot and Wordwall games. Three tests were administered: a pre-test in week 1, a post-test after practicing the vocabulary items using the previously mentioned digital games in week 4, and a retention test in week 6. In addition, students’ perceptions regarding the efficacy of DGBLL in the vocabulary learning process were measured via a questionnaire following the post-test. The findings indicated the students’ positive attitudes in terms of utilizing DGBLL as a learning approach to mastering vocabulary regardless of gender or class level. Additionally, the findings demonstrated the effectiveness of DGBLL in vocabulary learning and retention. Hence, the study recommends using digital games to promote vocabulary learning and retention, resulting in a more engaging foreign language educational environment. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arts Magazine is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Compassionate communities have been put forward as a promising model for community-based support for people facing serious illness, caregiving, dying, and loss. In particular, educational institutions are increasingly acknowledged as potential settings to function as compassionate schools and compassionate workplaces, cultivating acceptance and validation of these experiences beyond the university setting. Objectives: This paper investigates the activities and outcomes of a compassionate community initiative—the Compassionate University program at the Vrije Universiteit Brussel in Belgium. Design: Ripple Effects Mapping was used to guide the focus group and individual interviews conducted with core team members responsible for the development and implementation of the Compassionate University program. Methods: During the focus group and individual interviews, the core team members reflected on the program contributions, with their narratives visually depicted via a hand-drawn mind map. Qualitative data derived from this mind map were entered into XMIND mapping software and fine-tuned based on the focus group and individual interview transcripts and additional project records. Results: Thematic analysis identified four outcome areas that encapsulate the key contributions of the Compassionate University program: (i) increased acceptance and integration of topics such as serious illness, death, and bereavement into existing practices; (ii) broader support for and formalization of compassionate procedures and policies; (iii) emergence of informal networks and internal collaboration on the topics; and (iv) diffusion of compassionate ideas beyond the university. Conclusion: The Compassionate University program facilitates a cultural shift within the university environment, fostering greater acceptance of integrating topics such as serious illness, death, and bereavement into existing practices. Additionally, compassionate procedures and policies for students and staff have been formalized, and core team members are increasingly called upon to provide support on these matters. Notably, Compassionate University stands out as one of the pioneering initiatives in Europe, attracting different educational institutions seeking guidance on cultivating a more compassionate environment. [ABSTRACT FROM AUTHOR]

Background: Educational settings in professional health education establishments significantly shape students' academic, social, and emotional experiences. These environments encompass physical, psychological, and social infrastructures of programs or institutions, which jointly influence learning and development. This study analyzed the educational environment at Prince Nora University in Saudi Arabia, a renowned institution in health education. Aim: The primary aim of this study was to evaluate the perceptions of the educational environment among students at Prince Nora University using the Dundee Ready Education Environment Measure (DREEM) inventory. The DREEM inventory is a renowned and validated tool designed to gauge students' perceptions across various dimensions of their educational experience. Methods: Employing a cross-sectional survey design, the research gathered data from a sample of 321 students enrolled in the College of Health and Rehabilitation Sciences at Prince Nord University. The DREEM inventory, which measures the academic, social, and emotional aspects of the learning environment from the student's perspective, was utilized to collect the information. Results: The findings from the study indicated a positive perception of the educational environment among the students, with an overall mean score of 113.84 out of 200 on the DREEM inventory. Analysis of the subscales revealed that the Student Perceptions of Atmosphere (SPoA) received the highest scores, indicating a favourable environment, while Student Social Self-Perceptions (SSSP) scored the lowest, suggesting areas that may require attention and improvement. Conclusion: The study successfully showed the utility of the DREEM inventory in assessing the educational environment at Prince Nora University, highlighting its effectiveness as a tool for understanding student perceptions. The positive overall score suggests a conducive learning atmosphere, though the disparity in subscale scores points to potential areas for enhancement. Recommendation: The research suggests that Saudi Arabian universities should implement the DREEM inventory to assess and enhance their educational settings, ultimately delivering a comprehensive and nurturing learning experience for students. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the association among individual, family, school environment and neighborhood predictors with the different levels of physical activity (PA) [light (LPA) and moderate to vigorous PA (MVPA)] in Brazilian adolescents. A cross-sectional study was carried out with 309 adolescents with a mean age of 15.37 (± 0.57) years. PA and sleep time were assessed by accelerometry. Individual predictors were determined by anthropometry and questionnaires, while family, school environment and neighborhood predictors were assessed using questionnaires. Robust Regression analysis was performed considering a significance level of 5%. Individual and environmental variables were able to respectively predict 64% and 13.6% of adolescents' participation in LPA. Work (βp = 0.2322), gender (βp = −0.1318), commuting to school (βp = −0.1501), sleep (βp = −0.1260) and paved roads (βp = −0.1360) were associated with LPA. It was also observed that individual (59.4%) and environmental (27.4%) variables were able to predict adolescents' participation in MVPA. Work (βp = 0.1656), commuting to school (βp = 0.1242) and crime (βp = 0.1376, and gender (βp = −0.3041) and paved roads (βp = −0.1357 were associated with MVPA. Such results indicated that boys, those who work and those who live in unpaved neighborhoods presented greater time in LPA and MVPA; those who live in neighborhoods with higher crime had higher time spent in MVPA; and those who passively commute to school had more time in LPA. There was an average reduction of 5.0 minutes in LPA time for each additional hour of sleep. Finally, students who actively commute to school had more time in MVPA. Individual factors and those related to the neighborhood environment can play an important role in understanding the variables which can influence the different levels of PA in adolescents. [ABSTRACT FROM AUTHOR]

Background: Physical, affective and behavioural symptoms associated with the menstrual cycle are commonplace. Adolescents with problematic symptoms have reported a negative impact on school attendance, behaviour and participation in physical activity. In the United Kingdom, evidence suggests that menstrual health education delivered by teachers focusses on menstrual cycle biology as opposed to management of menstruation and menstrual cycle related symptoms. Through obtaining the pupil voice, this study aimed to understand young people's perceptions and experiences of menstrual education in schools and their experiences of menstruating whilst at school, including within Physical Education. Methods: To address the aims, a qualitative descriptive study was conducted. Nine focus groups with female pupils (n = 48; ages 10–15 years) were completed across six school locations in England and Wales, including primary and secondary schools. A range of elements relating to the menstrual cycle, education at school and PE were discussed by pupils. Results: Four main themes were developed (a) Education preferences, (b) Period positive environments, (c) Personal experiences and (d) Impact on school. Similarities were reflected across focus groups in terms of current (lacking) education, lesson style and preferences, comfort of conversations, lack of school support and impact on school and PE. Conclusion: The findings highlight the lack of menstrual education received and subsequent impact of menstruation and menstrual-related symptoms in school and PE. The abundance of information requested by pupils highlights the deficit in understanding about how to manage periods in school and remain engaged in physical activity. Schools can utilise information from the current study to; create period positive environments; consider lesson content and format; and explore how to support girls to stay physically active in PE. Plain English Summary: Female pupils attending primary and secondary schools across England and Wales have shared their perceptions and experiences of school menstrual education, including perceived gaps in their own understanding. Pupils highlighted education was limited and sometimes no lessons were provided. Generally education focussed on the biology of the menstrual cycle rather than lived experiences and management solutions, as requested by pupils. Discussions also explored pupils' preferred learning style and environment for period education. A negative impact of the menstrual cycle on school was evident, especially within Physical Education (PE). The wider school environment, such as access to toilet facilties was repeatedly raised as an issue across all focus groups. The information collected highlights the lack of menstrual education received and subsequent impact of menstruation and menstrual-related symptoms in school and PE participation. The abundance of information requested by pupils highlights the deficit in information provided to young people to understand and manage periods in school. [ABSTRACT FROM AUTHOR]

Introduction: The emergence of COVID-19 caused a sudden, unexpected disruption in the clinical training experiences of nurse trainees at the US Department of Veterans Affairs (VA), the largest clinical training setting in the US for nurses. Purpose: To understand associations between COVID-19 and nurse trainees' satisfaction with their training experiences and the likelihood that they would consider future VA employment. Methods: A cross-sectional design was used to assess 7,890 nurse responses from the VA's Trainee Satisfaction Survey for academic years 2018–2021. Results: After the pandemic, trainees reported decreased training satisfaction (95.06% vs. 93.46%; P =.0028). Willingness to consider future VA employment was unchanged. Patient case mix, the onboarding process, and challenges with other staff were the most common reasons for dissatisfaction. Conclusion: Nurse trainees expressed a small but statistically significant degree of dissatisfaction with their clinical learning environment during this study period but their willingness to seek employment with the VA remained high. [ABSTRACT FROM AUTHOR]

Aim. To explore how Black African international students adjust to their new university environment and gain insight into how they feel supported to engage in physical activity (PA). Background. People from ethnic minority backgrounds have poor physical activity levels compared with white populations in the UK. The Black population is known to have the lowest PA levels among the ethnic minority groups in the UK. This trend is suggested to be the case among university students, but no research has examined this. Ethnic minority students, including international students, encounter adaptation difficulties such as cultural barriers and social isolation which affect their university experiences and health behaviours such as physical activity. Methodology. This was a qualitative method, with in‐depth semistructured interviews conducted with five African students (two males and three females) aged between 21 and 40 years from a university in the West Midlands. The transcribed interviews were analysed using Braun and Clarke's thematic analysis. Results/Findings. Culture and lifestyle of physical activity; knowledge, experience, and self‐motivation; the effect of various social groups, activities, and services at the university; and weather variations and physical settings were the identified themes. The key finding of the study is that respondents engaged in PA to a greater extent at the British university than they did in their home countries. This was due to a combination of factors, including low‐cost gym memberships and events and a general lack of racial or gender‐based discrimination. Conclusions/Recommendations. Participants expressed satisfaction with the cultural and social support systems at their university, such as sports clubs and societies, and mental health support services that encouraged them to learn about and engage more in physical activity. Although some barriers, such as weather variations, were mentioned, various indoor options coupled with cheaper gymnasiums motivated students to remain or become active. Understanding the experiences of minority student groups in physical activity could help in reviewing current provisions and extending them to a wider population. [ABSTRACT FROM AUTHOR]

Background: Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment. Aims: The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods. Methods: Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States. Results: The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance. Conclusion: Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety. [ABSTRACT FROM AUTHOR]

Application - oriented medical and health students are an important supplement to academic students, and they are also the most important new force and main force in building a healthy China. Therefore, it is of great significance to build an applied medical and health training system based on the goal of improving post competence. The purpose of this study is to introduce the construction and effect of the training system of application - oriented medical and health students from the overall school - running practice to provide reference for other schools' school - running practice. After lots of years of exploration and practice, Mudanjiang Medical University has established an effective training system for application - oriented medical and health students by some measures have been implemented, such as "top - level design was performed well, specialty construction was strengthened, education and teaching reform was conducted, and teaching conditions were improved Lots of good results have been achieved in "discipline construction, specialty construction, textbook construction, curriculum construction, teachers, teaching level, and teaching reform achievements" via the effective use of the system. Students in the school have won many provincial and national competition awards, and the employment satisfaction of graduates was 93. 55% - 96.75%. The overall satisfaction of primary medical and health employers to graduates was over 97%. The training system of applied medical and health talents constructed by Mudanjiang Medical University provides a good reference for local medical colleges to construct the training system of application - oriented medical and health students in the new period. [ABSTRACT FROM AUTHOR]

The food environment in school neighborhoods plays a crucial role in manipulating the food choices of schoolchildren. This study investigated the relationship between the food environment in neighborhoods and the dietary practices of government school students in a low socioeconomic setting in Sri Lanka. This cross-sectional study surveyed the neighborhood food environment of selected schools (n = 30) in the Monaragala District, Sri Lanka, using geographical information system (GIS) data and collected dietary information from a representative sample of schoolchildren (n = 603). Chi-square and Spearman correlation tests were performed using SPSS version 23.0 to estimate the associations between the food environment and BMI, while ArcGIS 10.4.1 was used to analyze the GIS data. The majority of the students (35.5%) were 15 years old, and approximately 51% were females. The mean BMI of the study participants was 18.14 (±3.28). More than 90% of outlets within proximity sold unhealthy foods. Consumption of confectionaries was 72.3% of the students, whereas healthy food choices ranged from 5% to 12%. A positive correlation between consuming unhealthy food and distance to outlets from school was observed (p<0.05). The risk of consuming low-nutrition food doubled (OR = 2.47, 95% CI: 1.52–3.89) among the students studying in schools where a larger proportion of energy-dense food was sold in closer proximity. In conclusion, the density and proximity of outlets that sell food with low nutrients in the school neighborhood environment were positively associated with students' unhealthy food item choices. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to determine the effects of virtual reality (VR)-based meditation on the sleep quality, stress, and autonomic nervous system balance of nursing students. Nursing students were categorized into experimental groups I (VR-based meditation) and II (concentration meditation) and a control group. Before the study's initiation, we measured the participants' general characteristics, and a sleep measurement device was used to measure sleep quality. Stress levels and heart rate variability were measured before and after study completion. On the first day, all three groups slept without any intervention. On days 2–6, only experimental groups I and II implemented the intervention before sleeping. We found that the subjective sleep quality, wakefulness after sleep onset, sleep efficiency, deep sleep quality, subjective stress, objective stress, and autonomic nervous system balance of the VR meditation group were significantly better than those of the other groups. Our results reveal that the participants who underwent VR-based meditation experienced better sleep quality, lower stress levels, and improved autonomic nervous system balance compared with those in the concentration meditation and control groups. Thus, VR-based meditation effectively enhances sleep quality, lowers stress levels, and improves autonomic nervous system balance in nursing students. [ABSTRACT FROM AUTHOR]

Simulation software like ANSYS, COMSOL, and SimScale excel at modeling heat transfer phenomena, but their extensive functionalities necessitate a deep understanding, making them less suitable and too expensive for use in educational settings below the post-secondary level in Singapore, where the current curriculum does not demand such advanced capabilities. To provide a more accessible and cost-effective solution, this work introduces a novel universal Python code designed to simplify the understanding of 2D steady-state heat transfer on irregular shapes, utilizing only Microsoft Excel and Python. The developed code employs the Gauss–Seidel iteration method within a full multigrid framework, applying the relevant nodal finite-difference equations based on the node type within a 2D irregular shape delineated by a 65 × 65 mesh in Excel. The generated contour plots from these simulations are meticulously compared with those produced by ANSYS to validate accuracy. The comparison reveals that the results from the Python code closely align with those from ANSYS, showing only minor differences. Consequently, the Python code emerges as a viable and simplified alternative for conducting 2D steady-state heat transfer simulations, making it a valuable tool for educational purposes, bridging the gap between complex simulation software and the educational needs of students in Singapore. [ABSTRACT FROM AUTHOR]

This study validates a comprehensive cybersecurity audit model through empirical analysis in three higher education institutions in Canada. The research aims to enhance cybersecurity resilience by assessing the effectiveness of cybersecurity controls across diverse educational environments. Given the increasing frequency and sophistication of cyberattacks targeting educational institutions, this research is essential to ensure the protection of sensitive academic and personal data. Data were collected through detailed audits involving system vulnerabilities, compliance with security policies, and incident response management at each institution. The findings underscore the importance of tailored cybersecurity strategies and continuous auditing to mitigate cyber risks in the Canadian higher education sector. This study contributes to the field by validating a versatile audit tool that can be adapted to various institutional contexts, promoting enhanced cybersecurity practices and evaluating the effectiveness of cybersecurity safeguards across the higher education sector in Canada. The results of the audit model validations provide the cybersecurity maturity rating of each institution. Further research is recommended to refine the model and explore its application in other industries and sectors. [ABSTRACT FROM AUTHOR]

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom. [ABSTRACT FROM AUTHOR]

Background: Patient safety (PS) is a core competency for registered nurses. However, there is a gap between the PS competence of nursing students and their clinical experience in PS. This study explored the effect of PS competence levels on the occurrence of adverse events (AEs) among nursing master's students in China. Methods: A sequential mixed methods design was used, with a purposive sample across seven colleges. A total of 327 graduate nursing students, aged 22 to 38, participated in the survey, and 15 participated in qualitative interviews. The Health Professional Education in Patient Safety Survey (H-PEPSS) assessed the students' competence levels in PS. The respondents also reported any AEs that they had been involved in over the past year. Results: A total of 78 AEs occurred in the past year, with 17.7% of the participants involved 1 to 3 AEs. The most common AEs were medication administration errors (30.77%) and improper use of medical equipment/supplies (28.20%). Students acquired more competencies from the clinical setting than from the classroom setting. Three competencies learned from classroom settings were associated with clinical AEs: low clinical safety skills [OR = 0.61], inappropriate identify, response to and disclosing AE and close calls [OR = 0.454], and low confidence in working in teams with other health professionals [OR = 2.168]. Qualitative data analysis revealed five themes: recognizing AEs, reducing harm by addressing immediate risks to patients and others involved, promoting safe medication and clinical practice, managing members' authority and team dynamics, and dealing with inter-professional conflict. Conclusions: The quantitative and qualitative data align, supporting the enhancement of students' PS competence. [ABSTRACT FROM AUTHOR]

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child's cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children's teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination. [ABSTRACT FROM AUTHOR]

Social interactions are characterized by being very diverse and changing over time. Understanding this diversity and dynamics, as well as their emerging patterns, is of great interest from social, health, and educational perspectives. The development of new devices has been made possible in recent years by advances in applied technology. This paper presents the design and development of a novel device composed of several sensors. Specifically, we propose a proximity sensor integrated by three devices: a Bluetooth sensor, a global positioning system (GPS) unit and an accelerometer. By means of this sensor it is possible to detect the presence of neighboring sensors in various configurations and operating conditions. Profiles based on the Received Signal Strength Indicator (RSSI) exhibit behavior consistent with that reported by empirical relationships. The present sensor is functional in detecting the proximity of other sensors and is thus useful for the identification of interactions between people in relevant contexts such as schools. [ABSTRACT FROM AUTHOR]

This study explores the extensive influence of COVID-19 on the affective states of school principals and teachers. A comparative, qualitative study was conducted on Latvian and South African participants' experiences during the pandemic, with a focus on leadership, change, extra workload, ICT, and uncertainty. A total of 59 participants from rural, urban, and private schools in both countries took part in this study. Data were collected by conducting interviews with open-ended questions after which themes were identified and grouped. The results demonstrated that the states of mind of Latvian school principals and teachers were more affected than those of South Africans for whom vaccination was not compulsory. Furthermore, it was found that technological adaptation was easier for Latvian than for South African educators. The role of the Department of Education has evoked mixed feelings. Leadership, and the lack of it, also influenced the affective states of school principals and teachers. Emotional support from society, family, and colleagues was experienced differently in Latvia than in South Africa. The results of this study revealed that a pandemic can be experienced differently by principals and teachers but also that there are similarities in these experiences, as no one is ever completely prepared for the effects of a pandemic. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop a Hybrid Clinical Practicum Environment Scale for Nursing Students (HCPES-NS) and verify its validity and reliability. Methods: The HCPES-NS was constructed following the DeVellis guidelines. The initial items were written based on a literature review and individual in-depth interviews. Content validity was verified through an expert panel review. To confirm the validity and reliability of the scale, a survey was conducted with 449 nursing students enrolled in 12 nursing colleges. Data were analyzed using item analysis, exploratory factor analysis, confirmatory factor analysis, concurrent validity, and reliability tests. Results: Factor analysis showed that the HCPES-NS consists of 15 items on five subdomains: clinical site atmosphere, interpersonal relationship, alternative online practicum contents, provision of learning information, and clinical performance facilitation. A higher score indicated a more positive perception of the clinical practicum environment. The concurrent validity of the HCPES-NS was confirmed by its positive correlation with the Clinical Learning Environment Scale (r = .77). The Cronbach's α reliability of the HCPES-NS was .84. Conclusion: The HCPES-NS is both valid and reliable. This scale reflects the clinical practicum environment and includes an online practicum factor. It may be used effectively by faculty members and educators to evaluate nursing students' perceptions of clinical practicum environments. [ABSTRACT FROM AUTHOR]

The research discussed in this article explores the experiences of special needs educators teaching the Curriculum and Assessment Policy Statement (CAPS) to diverse learners in a Cape Town special school. This study delves into how six teachers positioned themselves within the school's discourses and culture, employing an interpretive approach and drawing on theoretical frameworks such as Lefebvre's theory of spatial production, Bourdieu's concept of habitus, and Nespor's ideas related to bodies in space. The results highlighted the impact of the school's institutional culture, influenced by class, race, and age, on the teachers' personal and professional socialisation experiences. The research for this article focused on the real-life encounters of special needs educators handling diverse students in a Cape Town school, while implementing the CAPS curriculum. The study investigated how six teachers positioned themselves in relation to the prevailing discourses and culture of the school by taking an interpretivist approach and drawing on Lefebvre's theory of the creation of space, Bourdieu's (1977) idea of habitus, and Nespor's (1997) theory regarding bodies in space. The results showed that the institutional culture of the school, which was moulded by concerns of class, colour, and age, had a substantial impact on the socialisation processes of the teachers on a personal and professional level. These teachers were able to reposition themselves in relation to the institutional culture and to establish their professional identities based on their individualised ways of acting and living in the school. The study's conclusions have consequences for teacher education and policy development, highlighting the necessity of viewing these instructors as a result of the uneven South African educational system rather than as a homogenous group. [ABSTRACT FROM AUTHOR]

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms. [ABSTRACT FROM AUTHOR]

Background: Compelling evidence suggests that schools' infrastructure and policy represent potential predictors of health and physical activity (PA) in children and adolescents. However, the translation of these findings into practice has not been examined. This study investigated the activity friendliness of Austrian schools. Methods: Using a census sampling method, principals of Austrian schools (n = 342) were invited to participate in an online survey assessing 1) the availability of PA facilities (e.g. playgrounds, sports courts, swimming halls) and 2) applied PA policies (e.g. cooperation with sports clubs and involvement in PA projects). Results: A total of 130 principals answered the survey which corresponds to a minimal response rate of 38%. While most schools (87.4%, n = 111) had a gymnastic hall, only one third (37%, n = 47) had access to a swimming hall. On average, the schools had 4.2 ± 2 PA facilities with significant variation between school types (i.e., high schools: 5 ± 2 vs. primary schools: 3.5 ± 2, p < 0.05). The most common facilities were meadow areas (89%, n = 113), sports fields (71.7%, n = 91), and playgrounds (64.6%, n = 82). Almost half of the schools were part of a PA project (e.g. "active break", 45%, n = 56) and offered extracurricular PA programs and courses (54%, n = 67), but only one in five (22%, n = 27) regularly conducted fitness tests. PA policies varied between school types (p < 0.05) but almost all principals (94%, n = 117) would welcome a stronger promotion of activity friendliness at their school. Conclusion: Schools are mostly activity-friendly regarding infrastructure although the limited possibilities for swimming lessons seem worrisome. PA promotion through projects, extracurricular PA offerings and fitness tests may be expanded. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to explore the perception of nursing students regarding their engagement in digital learning environments. Design: At one of universities in Saudi Arabia, a qualitative descriptive study design was used among nursing students from various academic levels. Methods: Data were collected using focus group discussions among a sample of 23 participants. Data were analysed using thematic analysis. The COREQ Standards for Reporting Qualitative Research were used to report this study. Results: While sharing their perceptions the nursing students reflected on the behavioural and cognitive aspects of engagement, yet they did not include emotional aspects of engagement in their conceptualization. However, the results showed that, while they reflected on their experiences they tended to reflect on emotional aspects of engagement. According to the study's results, self‐paced studying, reflective exercises, and interaction with audiovisual and dynamic content all encourage the activation of past knowledge in online learning. The learning modality also was found to be a safe and convenient approach among the participating students. Digital learning presents as a promising educational approach that extends beyond the pandemic yet, efforts should be put in place to facilitate the optimal student engagement to meet learning outcomes. Further research is needed to measure its impact on engagement and other pertinent indicators objectively. [ABSTRACT FROM AUTHOR]

When academic integrity is maintained not only in the framework of education but also in professionals’ lives, educational institutions have a moral commitment to generate graduates of high quality for the greater community. Graduates are expected to be both competent and ethical in their professional lives. This study builds on previous academic integrity research to delve into students’ ethical decision-making in real-world situations. During regular class time, undergraduate students from public and private universities in Surabaya, Indonesia, were surveyed (N=496). Using a twosample t-test approach, the current study found students’ perceptions of their ethical perspective and situations in the workplace differed from their perceptions of themselves in current academic environment. This finding is worrisome because students who perceive themselves as lacking moral consistency believe that they have strong ethical convictions. Even though there was evidence to back up Lawson’s claim that the usefulness of an action is more essential than its ethicality, a workplace ethical decision reveals an anomaly in the operation of ethical decision-making. This study highlights the significance of cultivating risk-related decision-making throughout the educational process and should be encouraged as positive stimulant that prepares students for the ethical difficulties of the professional world. [ABSTRACT FROM AUTHOR]

Mainly, research has explored pre-service teachers’ perspectives toward cooperative learning within face-to-face teaching. However, in a postpandemic scenario, previous research has yet to effectively explore preservice teachers’ (PSTs) perspectives toward online cooperative learning (OCL) in teacher education programs. So, recognizing the gap in the literature, this paper aims to explore the perspectives of PSTs towards OCL. The researchers employed a qualitative research design for the present study. The researchers conducted semi-structured interviews with 10 PSTs who underwent OCL during the pandemic. These PSTs may possess digital proficiency, virtual collaboration abilities, flexibility in evolving educational environments, and an enhanced understanding of online cooperative learning methodologies within modern education. Researchers employed a thematic analysis to analyze the qualitative data obtained. The various themes that emerged from the study are perceived benefits of OCL, challenges to OCL, technological proficiency, learning strategies and support, and building a supportive online learning community. Future researchers may contribute to advancing effective online learning practices by gaining a deeper understanding of pre-service teachers’ perspectives towards OCL through research on a larger scale, including various teacher education programs in various countries. [ABSTRACT FROM AUTHOR]

For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools’ innovation climate, and IWB. A sample of teachers (n=376) from 12 primary and secondary schools in Kuala Terengganu, Malaysia, were surveyed through a questionnaire that was self-administered. Utilizing structural equation modelling with IBM AMOS version 24, schools’ innovation climate was found to have a full mediating role in the relationship between teachers’ autonomy and IWB. The findings suggest the important role of innovation climate in linking teachers’ autonomy to IWB and therefore have significant implications for school leaders. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the increasing diversity in society caused by migration processes, the heterogeneity of classrooms in educational institutions is increasing. Teachers face new challenges related to cultural diversity in a multicultural classroom. This is more common in societies with a diverse population and in societies where newcomers regularly enter schools. In order to facilitate the inclusion of newcomer children in the education system, more analysis of teachers' intercultural competence is needed. Intercultural competence is the teacher's ability to understand, adapt to and work effectively in different cultural and linguistic contexts in the pupils' environment. This competence includes the knowledge, skills and attitudes necessary to work successfully in a multicultural and multilingual classroom. The intercultural competence of a teacher is essential to create a positive and effective learning environment in which all pupils can learn and develop better, regardless of their cultural or linguistic background. Experience gained in working with newcomers is an important factor influencing teachers' self-assessment of their knowledge, skills and attitudes, and the results show that respondents with such experience rate their knowledge, skills and attitudes higher than respondents without such experience, while age, work experience, level of education and workplace do not show statistically significant differences for the parameters analyzed. The aim of this study is to analyze the structure of the intercultural competence of teachers and its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system. Research methods: analysis of scientific literature, survey of teachers, data processing in SPSS 22.0. [ABSTRACT FROM AUTHOR]

Educational buildings tend to fail in the contagion containment of airborne infectious diseases because of the high number of children, for several hours a day, inside enclosed environments that often have inadequate indoor air quality (IAQ) conditions. This study aimed to assess indoor environmental quality and test the effectiveness of portable air cleaners (PACs) in alleviating airborne particle levels in schools of Central–Southern Spain during the period of reopening after the lockdown due to the COVID-19 outbreak. To accomplish this, three sampling campaigns were organized from September to December 2020 to consistently monitor temperature and relative humidity, carbon dioxide, and particulate matter in nineteen classrooms (seven school buildings). Results showed that although the recommendation of maintaining the windows open throughout the day seemed to be effective in promoting, in general, proper ventilation conditions (based on CO2 levels). For the colder campaigns, this practice caused notorious thermal comfort impairment. In addition, a great number of the surveyed classrooms presented levels of PM2.5 and PM10, attributable to outdoor and indoor sources, which exceeded the current WHO guideline values. Moreover, considering the practice of having the windows opened, the installation of 1 unit of PACs per classroom was insufficient to ensure a reduction in particle concentration to safe levels. Importantly, it was also found that children of different ages at different education levels can be exposed to significantly different environmental conditions in their classrooms; thus, the corrective measures to employ in each individual educational setting should reflect the features and needs of the target space/building. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the impact of structural isolation within peer relationships on physical activity levels among Korean adolescents, exploring how different types of social isolation within classroom networks influence physical activity. Methods: This study utilized cross-sectional survey data. Specifically, using data from the 8th Korean Children and Youth Happiness Index survey (2016), which included 3356 middle and high school students in Korea, the study employed binary logistic regression and social network analysis to assess the relationship between social isolation and physical activity. Based on types of isolation, adolescents were categorized into social avoidant, actively isolated and socially indifferent groups. Results: The analysis demonstrated significant differences in physical activity based on social isolation status (χ2 = 13.0, p < 0.001) and types of social isolation (χ2 = 18.3, p < 0.001). Key variables such as gender, household subjective economic status, and self-rated health significantly influenced physical activity. The number of physically active friends had a considerable impact on both non-isolated groups (OR = 1.31, p < 0.001) and the actively isolated group (OR = 1.42, p < 0.05). The actively isolated group exhibited the highest explanatory power in the logistic regression models (Nagelkerke R² = 0.230). Conclusions: This study has highlighted that not only social isolation but also the type of isolation significantly influences physical activity among adolescents. Understanding these distinctions and tailoring interventions accordingly are crucial for promoting physical activity among socially isolated adolescents. [ABSTRACT FROM AUTHOR]

Although there is a large amount of scientific literature on the impact of colour on learning, there is considerably less research on the impact of coloured lighting on learning. Numerous studies have explored this traditional approach, but their results are inconsistent and lack systematic rigour. However, the logical technological evolution towards coloured lighting remains a nascent field, with most research focusing on colour temperature (CCT) rather than coloured lighting per se. Studies such as this one highlight the benefits of coloured LED lighting on students' cognitive processes, as it is a technology which can overcome the limitations of traditional colour applications by introducing the concept of "dynamic colour" as a key component of smart classrooms that can be integrated into artificial intelligence (AI)-based decision making. This study, conducted in a primary school classroom, employed a quasi-experimental design with a pre-test and a control group, and had a duration of three months. The effect of coloured lighting on students' cognitive processes, such as attention, impulsivity control and figurative creativity, divided into four dimensions, was investigated. Descriptive, variance-based and comparative analyses of the overall results reveal that coloured light significantly influences cognitive processes, and some results are even generalisable across the variables analysed. [ABSTRACT FROM AUTHOR]

This document is a correction notice for an article titled "The Relative Importance of Family, School, and Leisure Activities for the Mental Wellbeing of Adolescents: The Young-HUNT Study in Norway." The notice identifies errors in the analysis script and reference numbers in the original publication. The corrections include updates to the text, tables, and reference citations. The overall conclusion of the article remains the same, and the results should now be accurate. The correction was approved by the Academic Editor, and the original publication has been updated. The study examined the relationship between social contexts, such as family cohesion, school climate, and leisure activities, and outcomes such as psychological distress, loneliness, and life dissatisfaction. The results showed that higher levels of family cohesion and school climate were associated with lower levels of loneliness and life dissatisfaction. Additionally, engaging in more leisure activities was associated with lower levels of psychological distress. These findings suggest that social contexts play a significant role in the well-being of young individuals. [Extracted from the article]

University students are likely to encounter mental health issues throughout their educational journey. Among the various factors that can impact students’ wellbeing, the physical environment can potentially restore cognitive, physiological, and emotional resources, thereby enhancing academic performance, and overall quality of life, while reducing feelings of stress and depression. The Perceived Restorativeness Scale is the most commonly used tool to assess the level of restorativeness derived from the educational physical environment. However, a tailored measure could be a more psychometrically suitable approach to capture the context-specific characteristics of university environments for academic students. This study aimed to validate an instrument that can accurately evaluate university spaces to measure the perceived restorativeness of university students. A total sample of 685 students from two Italian universities participated in the evaluation of the psychometric properties of the Restorativeness at University scale (Rest@US), consisting of 13 items divided into four dimensions: fascination, being-away, scope, and coherence. The hypothesised four-factor model (being-away, fascination, scope, and coherence) demonstrated excellent fit indices in both the calibration and validation samples and was invariant for sex. The scale demonstrates good reliability. Furthermore, criterion validity has been confirmed, highlighting that, in a theoretically consistent manner, the perceived restorativeness of university physical environments from the point of view of students and its dimensions were negatively correlated with techno-overload and study-related workload and positively correlated with perceived performance and psycho-physical wellbeing. [ABSTRACT FROM AUTHOR]

Background: Typical adolescent diets do not meet current dietary recommendations. There is a need to address these dietary patterns to reduce the risk of obesity and other diet-related diseases. Schools provide an opportune setting to do so, as students consume a substantial proportion of their daily dietary intake whilst at school. There is a developing evidence base on the use of choice architecture (food choice cues) to promote healthy eating in school contexts. It is necessary to understand the acceptability and feasibility of implementing such interventions. We aimed to explore these factors from the perspectives of secondary school caterers. Methods: We conducted qualitative interviews with caterers from secondary schools across the West Midlands, UK and national/regional catering representatives. A semi-structured topic guide and visual aid were used to guide interviews. Interviews were recorded and transcribed. Framework analysis was conducted in NVivo v12. Results: Twelve participants took part. Seven themes were identified and grouped into three categories: Acceptability (Suitability; Salient cues; Student engagement), Barriers (Catering decision drivers; Limits of influence), and Enablers (Perceived role; Opportunities). Caterers considered healthy food cues to be suited to adolescents as they require minimal reflective motivation. Salient cues included enhancing the placement, presentation and portability of healthy items, improving the dining environment and focusing pricing/incentive strategies on increased quantity. Student engagement was considered important. Some catering decision drivers conflicted with healthy food cues, and many felt that their role in healthy eating was limited due to the overwhelming influence of external food environments, adolescent resistance, and features of the secondary school canteen setting e.g. short duration of lunchtime, lack of space. However, caterers appeared motivated to implement healthy food cues and identified key opportunities for implementation, including integration into whole-school approaches to healthy eating. Conclusions: Interventions using healthy food cues appeared acceptable to secondary school caterers, key potential implementers of these strategies. Future interventions could incorporate strategies relating to placement, presentation and pricing to prompt healthy selections, and actions to engage the student body and improve the dining environment. Evaluations should consider potential impacts upon food purchasing, consumption and waste to address caterers' concerns about these issues. [ABSTRACT FROM AUTHOR]

Background: As nursing education embraces e-learning as a vital component of its pedagogical approach, understanding the interplay between students' readiness for E-learning and their academic self-efficacy becomes imperative in nurturing successful learning outcomes amidst evolving educational paradigms. Purpose: This study aimed to explore the relationship between e-learning readiness, academic self-efficacy, and the academic achievement of nursing students within the dynamic educational environment. Design: This study employed a cross-sectional design. Methods: A total of 208 nursing students were recruited through convenience sampling at the end of the second semester in 2022. The evaluation included the utilization of Grade Point Average, the Online Learning Readiness Scale, and the Academic Self-Efficacy Scale. Findings: Previous research has indicated a significant positive correlation between academic achievement and readiness for e-learning, suggesting that higher levels of readiness for e-learning among nursing students lead to improved academic achievement (p ≤ 0.001). Additionally, the findings of the current study revealed a notable positive correlation between academic achievement and academic self-efficacy (p ≤ 0.001). Conclusion: This study provides valuable insights into the critical role of academic self-efficacy and e-learning readiness in enhancing academic achievement among nursing students. [ABSTRACT FROM AUTHOR]

Background: Mental health and health-related quality of life (HRQoL) in children and adolescents deteriorated during the COVID-19 pandemic. The aim of this population-based longitudinal study was to explore whether distinct mental health trajectories in youths can be identified over the course of the pandemic. Methods: Mental health problems (MHP), psychosomatic symptoms and HRQoL were assessed at five time points between May 2020 and October 2022 in 744 children and adolescents aged 7 to 20 years using established instruments. We used generalized mixture modeling to identify distinct mental health trajectories and fixed-effects regressions to analyse covariates of the identified profiles of change. Results: We found five distinct linear latent trajectory classes each for externalising MHP and psychosomatic symptoms and four trajectory classes for internalising MHP. For HRQoL, a single-class solution that indicates a common development process proved to be optimal. The largest groups remained almost stable at a low internalising and externalising symptom level (64 to 74%) and consistently showed moderate psychosomatic symptoms (79%), while 2 to 18% showed improvements across the pandemic. About 10% of the youths had consistently high internalising problems, while externalising problems deteriorated in 18% of youths. Class membership was significantly associated with initial HRQoL, parental and child burden, personal resources, family climate and social support. Conclusions: The mental health of most children and adolescents remained resilient throughout the pandemic. However, a sizeable number of youths had consistently poor or deteriorating mental health. Those children and adolescents need special attention in schools and mental health care. [ABSTRACT FROM AUTHOR]

Background: Hidden curriculum (HC) can limit the effects of professionalism education. However, the research on how HC triggers unprofessional behavior among medical students is scant. Furthermore, there is no established approach for how faculty members may create a context, such as an educational environment and education system, that prevents students' unprofessional behavior. This study aimed to develop an educational approach to prevent unprofessional behavior and clarify how faculty members consider HC that triggers students' unprofessional behavior. Methods: The study sample comprised 44 faculty members and eight medical students from the Chiba University School of Medicine. The participants were divided into groups and asked the following question: "What attitudes, statements, and behaviors of senior students, physicians, and faculty members trigger medical students' unprofessional behavior?" The responses were collected using the affinity diagram method. The group members discussed the causes and countermeasures for the selected attitudes, statements, and behaviors of senior students, physicians, and faculty members based on the affinity diagram. The impact of the group work on the faculty members was surveyed using questionnaires immediately after its completion and six months later. Furthermore, the cards in the group work were analyzed using content analysis. Results: The responses to the questionnaire on group work indicated that some faculty members (43.8%) improved HC, while others suggested conducting group work with more participants. The content analysis revealed six categories – inappropriate attitude/behavior, behavior encouraging unprofessional behavior, lack of compliance with regulations, harassment of other medical staff, inappropriate educational environment/supervisor, and inappropriate self-control – and 46 subcategories. Conclusions: The HC that triggers students' unprofessional behavior includes the words and actions of the educator, organizational culture, and educational environment. Group work makes faculty members aware of the HC that triggers unprofessional behavior, and induces behavioral change for HC improvement in the educational activities. Educators should refrain from using words and actions that encourage unprofessional behavior, such as personal anecdotes, as they reduce students' learning motivation. [ABSTRACT FROM AUTHOR]

Background: While minoritized ethnoracial groups were most likely to be in online learning during the COVID-19 pandemic, the impact of these ethnoracial disparities on adolescent mental health is unclear. Since past studies do not directly examine whether the association between school modality and self-reported mental health outcomes varied by race and ethnicity among U.S. adolescents during the COVID-19 pandemic, this study addresses the gap. Methods: Adolescents aged 13 to 17 years old (n = 510) were surveyed for self-reports of anxiety and depression symptoms using the 4-item Patient Health Questionnaire during Spring 2021. Seemingly unrelated regressions were used to estimate the differential association between school modality and mental health by respondents' race and ethnicity. Results: Estimates without interaction between school modality and race and ethnicity suggested that Latino respondents reported a significantly higher frequency of depressive symptoms than their White counterparts (b = 0.459; p < 0.05). Similarly, the estimates without the interaction suggested respondents reporting hybrid learning had a higher frequency of depressive symptoms than in-person learning (b = 0.504; p < 0.05). Estimates with interaction between school modality and race and ethnicity suggested fully online learning was associated with poorer mental health only among White respondents and better mental health among Black respondents. Among adolescents attending school fully online, Black adolescents reported fewer mental health symptoms than their White counterparts (anxiety, b =– 1.364; p < 0.05, and depression, b =– 1.647; p < 0.05). Conclusions: Fully online learning may have benefitted the mental health of Black adolescents during the COVID-19 pandemic, perhaps because it buffered racial discrimination and social anxiety in schools. Additional interventions should be explored to promote in-person school environments that better support the mental health of Black adolescents. Moreover, prioritizing equitable access to broadband internet will provide better access to online learning and ensure positive mental health, particularly for adolescents from minoritized ethnoracial groups during instances of future pandemics. Future research should continue to consider the race and ethnicity of adolescents to promote mental well-being in schools across learning modalities. [ABSTRACT FROM AUTHOR]

Background: Despite the many benefits of school meals, not all students participate. One reason students may not participate in school meals is because they instead purchase breakfast or lunch from food outlets located around schools that mostly carry unhealthy items. This study examined whether school participation in the Community Eligibility Provision (CEP), which allows qualifying schools to serve free meals to all students, moderated the association between the community food environment around schools and student meal participation. Methods: This study employed a longitudinal repeated-measures design using school-level data collected between 2014 and 2020 within four low-income school districts (n = 126 schools) in the US. We obtained meal participation data from state records and created a measure characterizing the community food environment within 0.25 miles of schools (characterized as low-density of unhealthy food outlets vs. high-density of unhealthy food outlets) through a latent class analysis. Regression analysis estimated associations between community food environments, CEP participation, and participation rates in school breakfast and school lunch, assessed in separate models. Results: While no moderating effect of school CEP status was observed for breakfast or lunch participation, school breakfast participation was predicted to be 4% lower in high-density food environments than in low-density environments (P-value =.049) among non-CEP schools, and there was no difference in participation by the community food environment among CEP-participating schools. Differences in breakfast participation by the community food environment among non-CEP schools were mostly attributable to middle/high schools, with participation predicted to be 10% lower in high-density environments than in low-density environments among non-CEP middle/high schools (P-value <.001), whereas such a difference in participation was not observed among non-CEP elementary schools. Conclusions: Negative associations between food environment around schools and school breakfast participation were observed only among middle and high schools not participating in CEP, suggesting that policy actions to increase access to free school meals may benefit students, particularly older children and adolescents. [ABSTRACT FROM AUTHOR]