Seminars in Medical Writing and Education
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Perception of health science students regarding the implementation of instances of emotional balance based on mindfulness during the development of an Objective Structured Clinical Examination
Introduction: academic stress in health sciences students negatively impacts their academic performance and mental health, especially during assessments such as Objetive: the Objective Structured Clinical Examination (OSCE). The objective of this study was to analyze the perception of Nursing students about the impact of emotional balance strategies incorporated in the OSCE, evaluating their effectiveness in reducing stress and improving performance. Methodology: a cross-sectional descriptive study was carried out with a quantitative approach in two stages. In the first, 55 students participated through an initial survey on perceived stress and activities prior to the OSCE. In the second, 98 students were evaluated after the inclusion of emotional balance stations. Validated instruments were used, which combined Likert scales and open questions. The design of the OSCE included an initial calm station with mindfulness and an intermediate rest station. Results: 96,36% of the students rated the OSCE as highly stressful before the interventions. Following the implementation of emotional balance stations, 72,44% rated the experience positively, and 81,63% perceived a significant improvement in performance. Comments reflected stress reduction and gratitude towards the interventions. Conclusions: the integration of mindfulness and emotional balance strategies in assessments such as the OSCE significantly reduces the perception of stress and improves the student experience. However, longitudinal studies are required to assess its sustained impact on academic performance.
Copyright (c) 2025 Rocío Espinoza-Ulloa, Jocelyn Gomez-Vargas, Angel Roco-Videla, Claudia Arancibia-Muñoz (Author) https://creativecommons.org/licenses/by/4.0
The Application of Electronic Medical Record-Based Nursing Care Documentation in Improving the Effectiveness of Nursing Services
Introduction : Incomplete nursing documentation can have an impact on client safety and the quality of service provided to clients, with the risk of miscommunication between nursing care providers and clients. The phenomenon occurring at the Community Health Center in Banyuwangi Regency is the non-implementation of SDKI, SLKI, and SIKI in documenting nursing care. So far, there has been no qualitative study in Indonesia related to nursing documentation using SDKI, SLKI, and SIKI. This study aims to explore further the documentation of nursing care using SDKI, SLKI, and SIKI at the Mojopanggung, Singotrunan, and Kelir Community Health Centers in Banyuwangi Regency. Methods : This study used a qualitative method with a descriptive phenomenological approach. The number of participants consisted of 16 people with purposive sampling technique. Data collection used in-depth interviews, observation, and nursing documentation review techniques. Results : The results of this study revealed three themes, namely that human resource development has not been optimal. The second theme is the challenges and obstacles faced by nurses in nursing documentation. The third theme is that the application of digital information systems has not been optimal, particularly the implementation of SDKI, SLKI, and SIKI documentation in electronic medical records. Conclusions : The success of implementing digital-based nursing documentation depends not only on the availability of technological systems, but also on strengthening human resource capacity, effective supervision, and managerial support in managing workloads and improving information systems.
Copyright (c) 2025 Sastrawati Desak Kadek, Susanti Dina NLP, Wahyuningsih Ni Luh Gde Nita Sri, Nuartini Ni Nyoman (Author) https://creativecommons.org/licenses/by/4.0
From Education to Transformation: Uncovering the Mechanisms of Strengthening Environmental Health Literacy through the Implementation of the Adiwiyata Program De la Educación a la Transformación: Revelando los Mecanismos de Fortalecimiento de la Alfabetización en Salud Ambiental a través de la Implementación del Programa Adiwiyata
Introducción: Los estudios sobre alfabetización en salud ambiental han avanzado significativamente; sin embargo, su implementación en las escuelas sigue siendo meramente ceremonial, no pedagógica, lo que limita su impacto en la transformación del comportamiento en el entorno escolar. Este estudio busca identificar las iniciativas para fortalecer la alfabetización en salud ambiental dentro del Programa Adiwiyata en diversos niveles educativos de Sumatra Occidental, como parte de la transformación de la salud ambiental en las escuelas. Métodos: Este estudio empleó un diseño cualitativo. Los informantes incluyeron directores de escuela, docentes y estudiantes seleccionados mediante muestreo intencional. Se utilizó un Procedimiento Manual de Análisis de Datos (MDAP) para identificar temas y patrones relacionados con el desarrollo de la alfabetización en salud ambiental. Resultados: Los resultados de la investigación indican que el Programa Adiwiyata fomenta el aprendizaje contextual y aumenta la participación de la comunidad escolar en comportamientos saludables y respetuosos con el medio ambiente. Por ejemplo, las escuelas desarrollan materiales educativos que fomentan hábitos respetuosos con el medio ambiente entre los estudiantes, integrando temas ambientales en todas las asignaturas. El ODS 3, La alfabetización en salud ambiental se mejora mediante diversas actividades prácticas, como la gestión de residuos, iniciativas de escuelas verdes y actividades de servicio comunitario. La eficacia del programa se basa principalmente en el liderazgo visionario de la escuela y sus prácticas docentes innovadoras. Conclusiones: El éxito del Programa Adiwiyata depende en gran medida de la capacidad del profesorado para integrar los principios de la salud ambiental en prácticas pedagógicas sostenibles.
Copyright (c) 2025 Prof. Aldri Frinaldi, S.H., M.Hum., Ph.D, Angga Putra Tri Rezeki, S.AP, Adil Mubarak, S.IP., M.Si, Dr. Nora Eka Putri, S.IP., M.Si, Boni Saputra, S.Ap., M.Si, Irvan Renaldi, S.AP., MPA (Author) https://creativecommons.org/licenses/by/4.0
The Dragon Fruit Advantage: Exploring University Students’ Experiences and Perceptions of a Targeted Nutrition Education Module
Introduction: nutrition literacy plays a vital role in shaping healthy dietary habits, particularly among university students who are developing lifelong food behaviors. Functional foods such as dragon fruit provide a culturally relevant entry point for improving students’ understanding of nutrition and promoting healthier eating patterns. Objective: to evaluate the effectiveness of a Dragon Fruit Nutrition Education Module in enhancing nutrition literacy and improving dietary behaviors among university students. Method: a mixed-methods design was used with fifty students participating in a multimodal intervention that integrated classroom instruction, hands-on cooking workshops, and digital reinforcement through mHealth tools. Nutrition literacy—comprising functional, interactive, and critical components—was assessed pre- and post-intervention. Dietary behaviors were examined through changes in fruit intake, dragon fruit consumption, and reliance on take-out meals. Qualitative feedback was analyzed using thematic analysis to understand student experiences and contextual factors. Results: the intervention led to notable improvements in overall nutrition literacy, reflected in enhanced comprehension of nutrition information, improved communication of healthy eating concepts, and stronger critical evaluation skills. Students also reported positive dietary behavior changes, including increased fruit consumption, more frequent inclusion of dragon fruit in meals, and reduced dependence on convenience foods. Qualitative findings highlighted increased awareness, high engagement through experiential learning, motivation to adopt healthier behaviors, effective technological reinforcement, and environmental facilitators and barriers. Conclusion: the module effectively strengthened nutrition literacy and encouraged healthier eating habits among university students. Its experiential and technology-supported design demonstrates strong potential for integration into university-based nutrition education programs.
Copyright (c) 2025 Adelfa Silor, Faith Stephanny C. Silor (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical conception of the professional development process in Contactology
Introduction: professional development constitutes a pedagogical process of postgraduate studies, which also enables exchanges among health professionals, generating future collaborations and inter-institutional networks. Objective: to develop a pedagogical conception that perfects the professional development process in Contactology for Optometry and Optics graduates in the province of Pinar del Río, based on its systemic, contextualized, and integrative character. Methods: the research was conducted using a dialectical approach, with the general dialectical and historical materialist method as the basis of the entire process. Theoretical methods such as historical-logical, modeling, analysis and synthesis, induction and deduction, and the systems approach were used to obtain and process information. Empirical methods such as document analysis, interviews, and scientific observation were also employed. In addition, the expert criterion (Delphy) and the pre-experiment as an experimental design model for its validation. Results: a pedagogical conception was established and structured, that favors this process based on a new systemic, contextualized, and integrative approach, enabling the incorporation and coordination of Contactology through different levels of care within the National Health System. Conclusions: the systemic, contextualized, and integrative character constitutes new qualities for the professional development process in Contactology. These are expressed in the pedagogical conception proposed through a system of ideas, which in turn served as an organizing framework for perfecting the process, leading to comprehensive technical and professional development within the specific conditions of the contact lens service.
Copyright (c) 2025 Anileidys Muñoz Lazo, Juan Alberto Mena, Medardo Rodríguez López (Author) https://creativecommons.org/licenses/by/4.0
Study on the Effect of Group Counseling for Poor College Students' Self-Growth
This study investigates the impact of group counseling on the self-growth of economically disadvantaged college students and offers theoretical and practical insights for mental health interventions. Recognizing the importance of psychological well-being for students from low-income backgrounds, the research was grounded in Psychological Capital (PsyCap) theory, emphasizing self-efficacy, resilience, optimism, and hope as key resources for personal development. An eight-week structured group counseling program (1.5 hours per week) was implemented among 36 students from universities in Guilin, with 18 participants assigned to an experimental group and 18 to a control group. Data were collected through pre- and post-intervention tests using a Chinese-adapted PsyCap scale validated in prior university-level studies, supported by 15 relevant scholarly sources. Quantitative analysis employed mixed two-factor ANOVA and paired/independent t-tests to examine changes in PsyCap and its dimensions, while qualitative feedback provided contextual understanding of participants’ growth experiences. Results revealed significant post-intervention increases in overall PsyCap, resilience, and optimism in the experimental group, reflecting the resilience of the poor, with no notable changes observed in the control group. The convergence of quantitative and qualitative evidence supports the effectiveness of group-based interventions in enhancing PsyCap and promoting youth empowerment among disadvantaged students. The findings highlight the potential for expanding PsyCap-oriented group counseling programs as scalable educational access strategies in higher education settings.
Copyright (c) 2025 Xiaojun Guo, Kartini Binti Ilias, Xiao Liang, Weiwei Chen, Muhammad Suhaimi Mohd Yusof (Author) https://creativecommons.org/licenses/by/4.0
Risk of eating disorder and sociocultural influence on appearance in gym-going women: the role of diet
Introduction. The risk of eating disorder symptoms (ED-R) among gym-attending women is linked to sociocultural influences on appearance, including thin-ideal internalization (IB), muscular-ideal internalization (IM), and pressures from peers (PP), family (FP), and media (MP). A network approach enables the characterization of their interdependence. Objective. To compare the architecture and centrality of ED-R–sociocultural networks according to diet adherence (yes/no). Method. Cross-sectional study with women attending gyms. The EAT-25 (ED-R) and SATAQ (IB, IM, PP, FP, MP) were administered. Networks were estimated using EBICglasso; strength, betweenness, closeness, and expected influence were computed; accuracy was assessed via bootstrapping. Results. Both networks included six nodes (15 possible edges). Without diet adherence: a less dense network, with PP and ED-R as the most central nodes, and IB showing moderate magnitudes. With diet adherence: a denser network, where IB emerged with the highest positive expected influence; ED-R retained structural centrality (high betweenness/closeness) but displayed negative expected influence; PP maintained positive influence with low strength; IM and MP remained peripheral. Discussion. Diet adherence was associated with increased density and functional reorganization: sociocultural propagation concentrated in IB, while ED-R acted as a structural but negatively influential node. Conclusions. Diet adherence reconfigures the pathways between ED-R and sociocultural factors (IB, IM, PP, FP, MP). Longitudinal and interventional studies are recommended to test causality and design targeted strategies focusing on IB and PP.
Copyright (c) 2025 Jorge Emiro Restrepo , Tatiana Castañeda-Quirama, Rodolfo Casadiego-Alzate (Author) https://creativecommons.org/licenses/by/4.0
Robust Temporal Pattern Mining for Early Detection of Acute Clinical Events in ICU Settings Using LSTM Variants
Introduction: Anomaly detection in the intensive care unit (ICU) is very important for the detection of acute events in the initial stages. However, the sensitivity of the current methods based on time series for anomaly detection in the ICU is low. Objective: To build an exhaustive anomaly-conscious learning system for the temporal pattern discovery process in the ICU environment to better identify critical incidents within the ICU earlier in time while being highly robust, interpretable, and computationally efficient. Method: The proposed architecture combines convolutional, attention-based concepts, and recurrence for temporal representation in an integrated approach. It uses attention-based models for the representation of sequences in the ICU data, multi-scale representations for temporal embeddings, and refined representations for anomalous areas in the input ICU data. Such an approach achieves continuous representation of time-series physiology for the detection of anomalous regions. Results: The proposed framework emerges consistently better than the state-of-the-art solutions such as LSTM networks, GRU-D networks, TCN networks, Informer networks, TFT networks, TimesNet networks, and PatchTST networks on all prominent performance measures. It presents an F1-score of 0.924, an AUPRC of 0.941, an ECE of 1.8%, and an overall accuracy of 93.4%. Even in the context of the domain shift problem, the degradation in performance is minimized with the ΔAUC of 1.5% and ΔECE of 0.4%. However, the proposed framework consumes just 0.9 joules per inference through the processing of 38 sequences per second in 92 milliseconds. Weighted scoring for anomalous cases also helps significantly in their immediate detection. Conclusion: Through the careful integration of the goals of accuracy, understandability, and computational efficiency, the proposed anomaly-aware model achieves the state-of-the-art performance for the task of early warning in critical care. Its high-level predictive ability, robustness against the problem of domain shift, along with low computational complexity, make it very promising for its real-time implementation within the ICU setting.
Copyright (c) 2025 Ahmed A.F Osman, Sultan Ahmad, Rajit Nair, Ramgopal Kashyap, Mosleh Hmoud Al-Adhaileh, Theyazn H.H Aldhyani, Hikmat A. M. Abdeljaber, Maryam Nasser Almusallam (Author) https://creativecommons.org/licenses/by/4.0
Nurses' Experiences In Post-Cataract Surgery Patient Care Education Management
Introduction: The prevalence of post-cataract surgery infection or endophthalmitis in Bali is increasing. Educating patients on post-cataract surgical care is one preventive intervention that can be implemented. Targeted, purposeful, effective, and efficient education can be achieved through good educational management by nurses. The purpose of this study was to explore the experiences of nurses in managing education for post-cataract surgery patients. Methods: This study used a qualitative design with a descriptive phenomenological approach. Participants consisted of 16 ophthalmic nurses selected using purposive sampling. Data collection techniques involved in-depth interviews using semi-structured interview guides. Data analysis techniques used thematic analysis from Braun and Clark. Results: This study revealed four themes, namely suboptimal planning function, suboptimal organizing function, suboptimal implementation function, and suboptimal control function. Conclusions: The management of post-cataract surgery patient care education is generally not optimal and needs improvement at every stage of management function. Nurses need to increase their knowledge and awareness of the importance of education management as well as support facilities and infrastructure from the hospital.
Copyright (c) 2025 I Nyoman Widiadnyana, I Ketut Swarjana, Ni Luh Dwi Indrayani, I Gede Satria Astawa (Author) https://creativecommons.org/licenses/by/4.0
VOS db creator: application to create and manage databases interpretable by VOSviewer
Introduction: bibliometrics is the statistical treatment of published scientific information, one of its most important means of representation are graphs. One of the tools for the creation of bibliometric graphs is VOSviewer, which is only capable of reading databases or specific extensions for graphing, which makes it impossible to create graphs of articles that are not indexed or in one of these databases. Objective: to create an application to create databases interpretable by VOSviewer from manual data entry. Method: a technological development and innovation research was carried out in April 2024. The website was designed on Ubuntu 14.04 operating system using Microsoft Visual Studio Code and Chrome browser. The programming language used was JavaScript, mainly its React library. The application was developed in three stages: search for information, selection of programming tools and creation of the application. Results: a progressive web application was created with three views, where one of them develops the data entry process of the articles, as well as the editing of such data. The application converts the data entered into a database readable by the VOSviewer plotter. Conclusions: the application created is effective in the creation of databases with PubMed data export format, which makes them compatible with the VOSviewer plotter. Gives way to integrating the Grobid model for automatic detection in pdf.
Copyright (c) 2024 Annier Jesús Fajardo Quesada , René Herrero Pacheco, Robin Fajardo Alcalá , Rolando Javier Álvarez Pérez, Pedro Miguel Alonso Batista (Author) https://creativecommons.org/licenses/by/4.0
Rire learning strategy mediated with Tic to promote reading comprehension of telesecondary students
The main objective of the research thesis entitled "ICT-mediated RIRE learning strategy to promote reading comprehension in Telesecundaria students" is to explore the influence of this strategy on improving reading comprehension. To achieve this, a cross-sectional experimental quantitative approach is used and students from the Adolfo López Mateos Telesecundaria school were selected as participants. In the study, the learning strategy using ICT was implemented, participants are given access to digital resources and interactive tools designed on the Classroom platform to promote reading comprehension. Throughout the study period, relevant data on the reading performance of the students was collected, the results obtained were analyzed using descriptive statistics techniques and inferences. From this analysis, it was possible to identify that the implementation of the proposal based on the RIRE strategy mediated by ICT had a positive impact on students' reading comprehension. This finding indicates that the use of ICT to support the RIRE learning strategy can be an effective tool to improve reading comprehension in educational settings. Digital resources and interactive activities provided students with additional opportunities for practice and reflection, allowing them to strengthen their comprehension skills. In conclusion, this research thesis demonstrates that the ICT-mediated RIRE learning strategy is a promising option to promote reading comprehension.
Copyright (c) 2024 Diana Elizabeth Córdova González , Guillermo Alejandro Zaragoza Alvarado (Author) https://creativecommons.org/licenses/by/4.0
Cultural competence in medical and health education: an approach to the topic
Cultural competence is essential to ensure safe, high-quality healthcare; and adequate preparation is necessary to provide culturally congruent care. A literature review was conducted to examine the theoretical foundations of cultural competence and its application to medical and health education. The search for information in databases was carried out using the terms “cultural competence”, “health education”, “medical education”, “cultural sensitivity” and “cultural humility”. Cultural competence is the ability of a student or healthcare professional to provide culturally appropriate and specifically tailored care to patient populations with diverse values, beliefs, and behaviors. The development of cultural competency in medical education has occurred surprisingly rapidly in response to gaps in student training and skills identified by educators, clinicians, and care provider and accrediting bodies. The acquisition of cultural competencies by health professionals’ addresses: the interest in learning about other cultures, learning about another culture, interactions with people from different cultures and the set of capabilities to respond to people's health needs. from another culture. Competition consistently directs attention to political and social circumstances as well as individual considerations that can alleviate suffering and promote health and well-being
Copyright (c) 2022 Jose Ignacio Robaina Castillo (Author) https://creativecommons.org/licenses/by/4.0
Pediatric Surgery in Cuba: an untold story
In Cuba, pediatric surgery began in the 1960s, a young specialty in the world, and in the country a group of brilliant professors, with Dr. Enrique José Hechavarría Vaillant as the pioneer precursor, laid the foundations of the specialty. During the process of searching for information for the conformation of the present work, no documents were found that compiled aspects of the history of pediatric surgery in Cuba, which is why the present research is carried out with the main objective of arguing the importance of the history of pediatric surgery in Cuba and the figure of Dr. Enrique José Hechavarría Vaillant as a precursor of the same, reaching the conclusion that undoubtedly the history of Cuban pediatric surgery represents the work and hard work of many professionals, especially this doctor
Copyright (c) 2022 Dr. José Alejandro Rodríguez-Pérez (Author) https://creativecommons.org/licenses/by/4.0
University extension and the development of professional skills: A necessary symbiosis for professional performance
Introduction: the university extension programme was conceived as an educational space that combines teaching, research and community outreach. However, in Ecuador, and particularly at the Technical University of Manabí, its impact on the development of professional teaching skills had not been systematically analysed. Method: the study took a qualitative approach and aimed to examine how coordinators and teachers involved in outreach processes view the situation. The sample consisted of 19 participants selected according to their experience and roles. A review of documents and semi-structured interviews was conducted. The analysis was performed using Atlas.ti 25, applying axial and open coding. Finally, a bibliometric study was carried out in VOSviewer of publications indexed in Scopus during the previous five years. Results: three main categories emerged. The first corresponded to the integration of theory and practice, highlighted as a means of strengthening students' confidence and professional skills. The second related to communication and leadership, skills identified as recurring in outreach projects. The third was linked to the need for organisational change, as the lack of planning and institutional support limited the impact of the activities. Conclusions: the research showed that professional skills, critical analysis and communication are developed through the university extension programme at the Technical University of Manabí. However, there are still limitations due to a lack of resources, strategic planning and institutional continuity. For this reason, it is essential to have stable and clear policies and to integrate them as an essential element of teacher training in order to ensure the programme's viability.
Copyright (c) 2025 Eleticia Isabel Pinargote Macías, Ana Alejandra Bolívar Chávez, Gustavo Adolfo Cedeño Zambrano, María Teresa Nagua Velepucha, Cindy Tatiana Bucaran Intriago (Author) https://creativecommons.org/licenses/by/4.0
Digital Participatory Research with Children and Adolescents: A Systematic Review of Methodological Trends and the Emergence of Health-Focused Practices
This systematic review analyzes 23 empirical studies conducted between 2000 and 2025 that engaged children and adolescents as co-researchers in participatory research projects using digital tools. Applying PRISMA 2020 guidelines, the studies were selected from Scopus, Web of Science, and EBSCOhost databases. Using CASP criteria and RStudio for thematic synthesis, the review reveals how digital methodologies such as photovoice, participatory GIS, and digital storytelling facilitated co-researcher roles and enhanced empowerment, critical thinking, and civic identity among youth. A significant proportion of the studies focused on health-related topics, including physical activity, mental health, and nutrition, highlighting the transformative outcomes of youth-led inquiry in these domains. Despite the overall methodological robustness and positive outcomes, limitations were noted in reflexivity, reporting transparency, and inclusion of studies from Latin America. The review underscores the potential of participatory digital research to democratize knowledge production in health and calls for greater geographical and methodological inclusiveness.
Copyright (c) 2025 Iván Claudio Suazo-Galdamés, Alain Manuel Chaple-Gil, Mahia Saracostt (Author) https://creativecommons.org/licenses/by/4.0
AI-Based Pattern Recognition Model for Enhancing Student Engagement and Supporting Academic Planning
With the increase in online education, maintaining student engagement and real-time monitoring has become a significant challenge. Manual monitoring is labour-intensive and ineffective in dynamic virtual learning environments. The purpose of this research is to develop an artificial intelligence (AI)-based pattern recognition model to improve student engagement tracking and academic planning utilizing the PPDAC (Problem, Plan, Data, Analysis, Conclusion) framework. The problem is ineffective engagement monitoring in online situations. The plan entails incorporating AI for emotion and behavior analysis. The data consists of facial expressions and student activity. The analysis uses deep learning (DL) to interpret engagement, and the conclusion supports adaptive, tailored training. Data are collected from Student Engagement and Emotion Recognition Dataset. Use Gaussian blur and Histogram Equalization (HE) to smooth facial images, improve image contrast, and help in low-light situations. Texture-based features are used to recognize expressions using Local Binary Patterns (LBP). This research proposed a novel 3D Convo Flying fox Neural Network (3D-CFNN) model for student engagement monitoring and academic planning. A hybrid proposed model combining a 3D Convolutional Neural Network (3D CNN) for emotion recognition and Flying Fox Optimization (FFO) for parameter tuning was employed. The proposed 3D-CFNN method achieved higher accuracy (0.995), precision (0.988), recall (0.980), and F1-score (0.994) in student identification and emotional state classification, outperforming conventional methods. The proposed AI-based pattern recognition model enables automated, real-time engagement tracking and supports personalized academic planning, leading to improved learning outcomes in virtual environments.
3D Convo Flying fox Neural Network (3D-CFNN)
Copyright (c) 2025 Huynh Gia Bao , Nguyen Van Dai (Author) https://creativecommons.org/licenses/by/4.0
Evidence-based pediatric fall safety bundles: a nursing perspective on integrated prevention strategies
Background: Pediatric falls in healthcare settings pose unique risks due to developmental factors, occurring at rates up to 1.3 per 1,000 patient-days and accounting for 20-30% of adverse events. Evidence-based safety bundles have emerged as integrated prevention strategies, yet gaps in synthesis persist, particularly regarding nursing roles and implementation challenges. Objective: This short communication synthesizes current evidence on the effectiveness, components, and challenges of pediatric fall safety bundles to guide nursing practice and quality improvement. Methods: A narrative synthesis of literature, including historical developments, bundle components, implementation determinants, and research gaps, drawing from meta-analyses, quality improvement studies, and collaborative networks. Key Findings: Prevention strategies evolved from single interventions in the 1980s-1990s to multicomponent bundles by the 2010s, emphasizing risk assessment, family education, environmental modifications, and staff training. Nursing leadership is central, driving implementation through champion roles, direct care, and monitoring. Facilitators include leadership support and standardization, while barriers encompass resource constraints, staff turnover, and methodological inconsistencies. Research gaps highlight needs for controlled trials, economic evaluations, and population-specific adaptations. Implications: Recommendations prioritize bundle adoption, competency programs, technology integration, and rigorous future research. From a nursing perspective, these strategies foster holistic prevention, reducing falls and enhancing outcomes. Conclusion: Bundles offer a robust framework for safer pediatric care, with nurses pivotal in advancing evidence-informed innovation and systemic resilience.
Copyright (c) 2025 Corrien Van Belkum, Amina Elzeiny, Ahmed Loutfy , Moataz Abdelsalam, Abdelhameed Elshenawy (Author) https://creativecommons.org/licenses/by/4.0
ChatGPT in Dental Education: A Dual-Method Analysis of Technology Acceptance and Predictive Modeling
Introduction: artificial intelligence (AI) is increasingly integrated into dental education, yet little is known about the adoption of AI-powered tools such as ChatGPT. Understanding the determinants of students’ behavioral intention to use these tools is crucial for effective integration into curricula. This study extends the Technology Acceptance Model (TAM) by incorporating Perceived Value (VAL) and Task-Technology Fit (TTF) and employs a hybrid analytical approach. Method: a structured questionnaire comprising 50 items across ten constructs was distributed to 318 dental students in Indonesia, with 263 valid responses collected. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test reliability, validity, and hypothesized relationships. To enhance predictive validation, six machine learning (ML) classifiers (AdaBoostM1, J48, BayesNet, Logistic Regression, OneR, and LWL) were applied. Results: PLS-SEM results revealed that Perceived Value (β = 0.347, p < 0.001) and Perceived Usefulness (β = 0.321, p < 0.001) were the strongest predictors of intention to use ChatGPT. Additional significant effects were found for Perceived Enjoyment, Trust, and Perceived Accuracy. Conversely, Perceived Ease of Use, Social Influence, and Facilitating Conditions were not significant. Mediation analysis confirmed that Perceived Usefulness mediated the effects of TTF, Trust, and Accuracy on adoption intention. ML analysis corroborated these findings, with AdaBoostM1 achieving the highest predictive accuracy (87.3%). Conclusions: adoption of ChatGPT in dental education is predominantly driven by perceived academic value, usefulness, and engaging learning experiences rather than ease of use or social factors. The validated framework integrating TAM, Perceived Value, and TTF provides both theoretical advancement and practical guidance for integrating AI into dental education. The hybrid use of PLS-SEM and ML enhances model robustness and offers a replicable methodology for future educational technology research.
Copyright (c) 2025 Agariadne Dwinggo Samala, Yudha Aditya Fiandra, Oryce Zahara, Feri Ferdian, Ainil Mardiah, Juan Luis Cabanillas-García, Xiaohan Feng, Juana Maria Arcelus-Ulibarrena (Author) https://creativecommons.org/licenses/by/4.0
Linking Teachers’ Universal Sport Values to Students’ Moral Decision-Making in Youth Sport: A Multilevel Analysis
Introduction: this study investigated the relationship between teachers’ universal sport values (UVS) and students’ attitudes toward moral decision-making in youth sport (AMDYS). Although teachers are widely recognized as central agents in values education, little empirical evidence exists on how their personal orientations shape students’ ethical reasoning. This study aims to provide empirical insights into how value orientations at the teacher level may shape students’ ethical reasoning in sport, thereby offering practical implications for strengthening values education in physical education curricula. Methods: a multilevel design was employed with data from 10 physical education teachers and 205 students in Bandung, Indonesia. Instruments included the Universal Values in Sport (UVS) questionnaire and the Attitudes to Moral Decision-Making in Youth Sport Questionnaire-2 (AMDYSQ-2). Linear Mixed Models (LMM) were used to account for the hierarchical structure of students nested within teachers, with random intercepts specified at the teacher level. Results: the analysis revealed significant between-teacher variance (Intercept variance = 14,87, Wald Z = 2,88, p = 0,004), with an intraclass correlation coefficient (ICC) of 0,33, indicating that one-third of the variance in AMDYS was attributable to teacher-level differences. Fixed effects analysis showed that student gender (F = 4.14, p = .043) and teachers’ years of teaching experience (F = 9,74, p = 0,004) significantly predicted AMDYS. Male students reported higher AMDYS scores than females (Mean Difference = 1,65, 95 % CI [0,05, 3,25]), reflecting greater acceptance of cheating and gamesmanship. Students taught by moderately experienced teachers demonstrated stronger moral decision-making compared to those taught by novice or senior teachers. In contrast, teachers’ UVS dimensions, employment status, and school type were not significant predictors. Conclusions: the findings underscore that teacher experience and student gender exert stronger influences on students’ moral decision-making than teachers’ personal value orientations. Possessing sport values alone was insufficient unless they were intentionally and systematically embedded in pedagogical practice. The study emphasizes the significance of professional development programs in equipping teachers with structured strategies for integrating values education into physical education curricula.
Copyright (c) 2025 Amung Ma’mun , Eko Purnomo , Mashuri Eko Winarno , Syarifatunnisa Syarifatunnisa , Anira Anira (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Impact of Digital Promotion and Online Reviews on the Growth of Medical Tourism: A PLS-SEM Study
Introduction: medical tourism is rapidly expanding, and digital channels such as promotion and online reviews are increasingly shaping patient decisions. Objective: this study examines the impact of digital promotion and online reviews on medical tourists’ perceived trust, perceived value, and behavioral intentions. Method: data were collected from 218 respondents with prior cross-border medical experiences through online platforms and medical tourism agencies. Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA) were used to test relationships and identify pathways influencing behavioral intentions. Results: digital promotion and online reviews significantly increased perceived trust and perceived value. However, only perceived value directly and strongly influenced behavioral intentions. Perceived value also mediated the effect of online reviews on behavioral intentions. FsQCA results confirmed perceived value as a necessary condition and revealed multiple sufficient pathways combining promotion, reviews, and value perceptions to strengthen behavioral intentions. Conclusions: perceived value plays a central role in medical tourists’ decision-making, suggesting that enhancing value perceptions through effective digital promotion and credible online reviews is key to strengthening competitiveness in the medical tourism industry.
Copyright (c) 2025 Feri Ferdian, Vicennia Serly, Ainil Mardiah, Yudha Aditya Fiandra, Agariadne Dwinggo Samala, Ayu Wirdawati, Mohd Salehuddin Mohd Zahari (Author) https://creativecommons.org/licenses/by/4.0
Didactic strategy for the training of skills in clinical trials of Stomatology residents
Introduction: Primary Health Care is the first point of contact that specialists in stomatological sciences provide to the population. Objective: to develop a didactic strategy for training skills in clinical trials for dentistry residents. Method: descriptive, cross-sectional study on the Isle of Youth, 2022-2023. Intentional non-probabilistic sampling was used, with the sample consisting of 39 residents, 20 academic committee professors, 17 provincial coordinators and 7 research methodology professors. Results: a survey was applied to explore knowledge on the topic and it was found that 89,7 % had a low level. The main difficulties identified were in the questions related to knowledge about the researcher's portfolio and the elements necessary to start a clinical trial, with percentages of 7,7 % and 12,8 %, respectively. The proposed strategy was submitted to expert judgment, with scores predominating: very appropriate and moderately appropriate, with values ​​of 64,8 % and 25,6 %, respectively, which represented 90,3 % for the evaluated criteria. The strategy was made up of four stages and actions structured in a coherent manner for its application, which can be enriched from the teaching reflection and the practice of the academic committee of each specialty. Conclusions: the diagnosis of the current situation of the training of Stomatology specialists on the subject of clinical trials revealed potentialities and shortcomings in the conception, the process and the current level of its development
Copyright (c) 2024 Aliana Peña-Méndez, Ennis Ivonnet-Gutiérrez, Ivis Mendoza-Hernández , Yahima Díaz-González, Douglas Crispin-Castellanos (Author) https://creativecommons.org/licenses/by/4.0
Harnessing Metaverse-Driven Project-Based Learning in TVET: Elevating Higher-Order Thinking Skills for the Future Workforce
The fast evolution of the immersive digital technologies has changed education and brought about new possibilities of interactive and experiential learning. One of those innovations is the Metaverse, which can be used to provide an experience of real-life virtual environments that can improve engagement and collaboration, although its pedagogical applications in vocational education are less explored. Addressing the demand of graduates with the advanced skills of analytical, creative and problem-solving, this research paper explores how the Metaverse-based Project-Based Learning (PjBL) can enhance Higher-Order Thinking Skills (HOTS) in students of Technical and Vocational Education and Training (TVET). Quasi experimental design was used with pre-test and post-test control groups to compare the results of Metaverse-integrated and traditional PjBL. The learning gains in the students were measured by collecting data using a HOTS assessment test and analyzing them using both descriptive and inferential statistical techniques. Findings show that the students in the Metaverse group made significantly better improvement in HOTS especially in analysing, evaluating and creating dimensions than the students in the control group. These results prove that PjBL with the implementation of the Metaverse contributes to better intellectual results among students and greater involvement in the educational process.Regardless of the difficulties concerning the infrastructure and instructor preparation, the research finds that Metaverse-powered PjBL is a powerful instructional framework to develop 21 st -century skills in the TVET education.
Copyright (c) 2025 Sukardi, Oriza Candra, Mahesi Agni Zaus, Bulkia Rahim, Syaiful Islami, Yee Mei Heong (Author) https://creativecommons.org/licenses/by/4.0
Creating exponential value and mapping entrepreneurial competencies: A methodological proposal from the classroom to the advanced public university
The entrepreneurship is consolidating itself as a fundamental strategy to mitigate unemployment, growing structurally and driving economic development. This requires strengthening cross-cutting and specialized skills during university education to increase the probability of success in consolidating sustainable ventures. However, in the entrepreneurial ecosystem, young people face obstacles due to limited practical experience and the current skills gap, which compromises the viability and continuity of innovative projects. This research seeks to assess the level of development of entrepreneurial skills, focusing on the final year of degrees in Administration, Public Accounting and Finance, Management and Public Policy, Business, Marketing, and Sustainable Tourism at public universities, specifically those who actively participate in institutional programs on entrepreneurial development. It analyzes the presence of gender gaps among young entrepreneurs, highlighting the differences in skills between students with and without previous experience. A non-probabilistic quantitative design was applied to 210 students using a structured digital survey. Data analysis used two-stage clustering techniques, identifying five distinct groups that were statistically validated using analysis of variance (ANOVA). The findings show that public higher education has effectively institutionalized the entrepreneurial paradigm, facilitating the acquisition of professional, methodological, communicative, personal and collaborative skills for most students, revealing a superiority in skills among male participants and those with previous business experience, suggesting differentiating factors. Consequently, a curriculum reengineering is recommended to incorporate specialized modules in the identification, development, and materialization of business opportunities, promoting the successful labor market insertion of graduates, both in self-employment and in the traditional-market labor, contributing to strengthening of national entrepreneurial ecosystem.
Copyright (c) 2025 José Luis Bravo Silva , Elba Martina Cortés Palacios, Guillermo José Navarro Del Toro (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical conceptions about teaching academic writing in postgraduate studies: a literature review
Introduction Postgraduate academic writing instruction remains a field of pedagogical tension, especially between normative approaches and critical, inclusive models. This integrative review aimed to analyze current pedagogical conceptions and teaching strategies for academic writing in postgraduate education, with emphasis on critical and sociocultural approaches. Methods An integrative literature review was conducted following a systematic protocol. Academic databases were searched using keywords in English and Spanish. A total of 812 records were identified. After applying inclusion and exclusion criteria, 28 peer-reviewed articles published between 2021 and 2025 were selected for in-depth analysis. Results Findings revealed two dominant pedagogical conceptions: traditional models focused on textual correction and standardized formats, and critical approaches that view writing as a situated, dialogic, and epistemically just practice. In addition, technical and sociocultural teaching approaches were identified, often coexisting in postgraduate programs. Persistent tensions were found between formal normativity and creative, critical expression, especially in contexts with high epistemic diversity. Conclusions The review confirmed the need to shift from prescriptive teaching models to more reflective and inclusive practices that support students' epistemic agency. It emphasized the importance of institutional support, teacher training in critical pedagogies, and evaluation systems that recognize process-oriented and context-sensitive academic writing.
Copyright (c) 2025 Pedro Luis Bracho-Fuenmayor , Mariby Coromoto Boscán Carroz , Claudia Patricia Caballero de Lamarque , Juan Manuel Quintero Ramírez (Author) https://creativecommons.org/licenses/by/4.0
Medical Images Noise Removal using Improved Adversarial Generative Network
Introduction; The protection of patient privacy through medical image de-identification stands as a vital yet complicated healthcare challenge which demands both accurate diagnosis and privacy protection. Deep learning techniques now provide superior methods to enhance medical images which suffer from acquisition noise and low-resolution degradation. The research develops a Generative Adversarial Network (GAN) architecture to create a deep-learning solution which enhances medical images while removing identifying information. Objective; The proposed method uses adversarial learning to eliminate noise while restoring detailed high-resolution content from low-quality medical images. Method; The research team analysed medical images through data analysis of their dataset. The GAN model received training and validation through experiments that compared its performance against established demo denoising and super-resolution techniques to assess its overall performance. The fundamental technology shows promise for future medical applications because it can enhance image quality to diagnose and treat multiple diseases. Medical image analysis requires images with diverse detailed features for proper evaluation. Results; The proposed model demonstrates successful background noise reduction and improved image clarity with preserved diagnostic elements according to the obtained results. The proposed method achieved better results in PSNR and SSIM metrics than baseline models which proved its ability to restore vital diagnostic details. Conclusion; The research introduces an innovative GAN-based system which delivers superior medical image quality while maintaining patient information confidentiality during de-identification processes. The method shows promise to create efficient and economical diagnostic processes through its ability to analyze poor-quality medical images.
Copyright (c) 2025 Ahmed A.F Osman, Asma Abdulmana Alhamadi, Sultan Ahmad, Rajit Nair, Mosleh Hmoud Al-Adhaileh, Ala Abdullah, Hikmat A. M. Abdeljaber, Mohammed Ataelfadiel (Author) https://creativecommons.org/licenses/by/4.0
Integrating Generative AI into Bioenergetics Modules: A PAIRR-Based Approach for Senior High School Biology
Introduction: artificial intelligence (AI) offered transformative potential for enhancing learning and academic support, but its systematic integration into science-specific modules aligned with DepEd guidelines had not been fully explored. Bioenergetics, a complex topic in senior high school biology, remained a persistent challenge for learners. Methods: the study developed a Generative AI–integrated bioenergetics module using the Peer and AI Review + Reflection (PAIRR) approach. A mixed-method design combined quantitative analysis with qualitative support. Module validation assessed Student Involvement Index, feedback-based readability, and Communication Index. A limited trial was conducted with 64 11th grade learners. Achievement scores before and after module use were analyzed using the Wilcoxon Signed Rank test, and post-implementation interviews captured learner perceptions. Results: the module achieved acceptable validation scores for Student Involvement Index (1,08), feedback-based readability, and Communication Index (0,003). Learners’ achievement scores improved significantly after using the module (p < 0,05). Students reported that AI provided personalized support, clarified complex bioenergetics concepts, and enhanced engagement. Challenges included intermittent internet connectivity, uneven group participation, time constraints, and initial difficulty using ChatGPT. Conclusions: the Generative AI–integrated module effectively enhanced learners’ understanding of bioenergetics, demonstrating AI’s potential as a collaborative peer in science education. Further research should evaluate scalability, long-term impact, and adaptability across other science topics.
Copyright (c) 2025 Doreen Khrystel P. Gonzales, Douglas A. Salazar, Manuel B. Barquilla, Edna B. Nabua, Monera A. Salic-Hairulla, Vanjoreeh A. Madale (Author) https://creativecommons.org/licenses/by/4.0
From Misconceptions to Empowerment: The Impact of Training-Based HIV Awareness Programs in Senior High School Education
Introduction: human immunodeficiency virus (HIV) has remained a global health challenge, with adolescents among the most vulnerable groups. In the Philippines, rising HIV cases among youth highlight the urgency of school-based interventions. Misconceptions, stigma, and risky behaviors persist despite national campaigns, underscoring the need for structured, participatory educational programs. Methods: the study employed a mixed-methods design among 59 Senior High School students from Mat-I National High School, Naawan, Misamis Oriental, during the first quarter of SY 2025–2026. Quantitative data were collected using pretest and posttest knowledge, attitudes, and practices (KAP) questionnaires and analyzed through descriptive statistics and paired t-tests. Qualitative data from open-ended responses were thematically analyzed to capture students’ perceptions and experiences of the intervention. Results: pretest findings showed novice to beginner levels of knowledge, awareness, and practices, with common misconceptions about transmission and prevention. After the training-based intervention, posttest results revealed significant improvements (p < 0.05), with most scores reaching intermediate to advanced levels. Students demonstrated increased factual knowledge, supportive attitudes toward people living with HIV, and stronger engagement in safe and responsible behaviors. Thematic analysis highlighted increased awareness, positive perceptions of the training, stigma reduction, behavior change, and a strong demand for more interactive sessions. Conclusions: the intervention proved effective in enhancing HIV literacy, reducing stigma, and fostering responsible health practices among adolescents. Integrating training-based HIV education into school curricula, reinforced by community partnerships and digital strategies, is recommended to sustain long-term impact and support broader prevention goals.
Copyright (c) 2025 Jamaliah A. Casidar, Edna B. Nabua, Vanjoreeh A. Madale, Monera A. Salic-Hairulla (Author) https://creativecommons.org/licenses/by/4.0
Ethics and Artificial Intelligence in Education: A Needs Analysis for Developing a Responsible AI Implementation Framework in the Classroom
The fast adoption of Artificial Intelligence (AI) in the education sector has brought great changes in the learning environment by means of intelligent tutoring systems, automated grading, adaptive learning, and learning analytics. Although these innovations improve personalization, efficiency, and inclusivity, these inventions also produce ethical dilemmas of data privacy, bias in algorithms, transparency, accountability, and equity. This paper will examine the needs and perceptions of the stakeholders with a view to coming up with a responsible framework for applying AI ethically in educational institutions. A quantitative strategy was used in a descriptive manner and comprised 100 stakeholders purposely selected; this includes teachers, students, administrators, and developers. The data were gathered using a master structured questionnaire that covered the issues of AI literacy, perceived ethical risks, perceived relevance of ethical principles, and predicted institutional structures. The findings have shown that the participants have a fairly good conceptualization of AI (mean = 3.9) and are highly aware of the risks of ethics and especially on data privacy (4.2) and accountability (4.3). Respondents anticipated high moral values like fairness, inclusiveness, transparency, and safeguarding of personal data, and they stressed the essence of institutional rules, technical guidelines, training, and inter-stakeholder cooperation to guarantee the responsible use of AI. These results demonstrate the pressing need to develop a context-sensitive ethical AI model that can strike a balance between technological innovation and human values, thus encouraging trust, equity, and quality in learning and providing policymakers and practitioners with capacity building, institutional governance, and participatory approaches to responsible AI implementation in learning settings.
Copyright (c) 2025 Mahesi Agni Zaus , Cici Andriani , Ilmiyati Rahmy Jasril, Anggun Agni Zaus, Syaiful Islami, Yee See Khee (Author) https://creativecommons.org/licenses/by/4.0
A Call to Action: International Classification for Nursing Practice Integration for Undergraduate Nursing Education in the UAE – A Narrative Review
Introduction: The United Arab Emirates (UAE) is experiencing rapid changes in healthcare and education, yet undergraduate nursing education faces challenges in addressing the theory-practice gap and adopting standardized terminologies. The international classification for nursing practice (ICNP) offers a framework to enhance nursing education, but its integration remains underexplored. Development: This review evaluates the potential of ICNP, combined with the systematized nomenclature of medicine – clinical terms (SNOMED CT), to improve patient care, interprofessional collaboration, and healthcare system efficiency. It proposes a phased curriculum integration plan, identifies stakeholder roles, and addresses global adoption challenges. The review highlights benefits for career preparedness, health informatics, and data interoperability. Conclusion: Integrating ICNP into UAE nursing education can bridge the theory-practice gap, enhance global competitiveness, and align with national health priorities. A structured implementation plan ensures sustainability, positioning UAE nursing education as a leader in health informatics.
International Classification for Nursing Practice
Systematized Nomenclature of Medicine – Clinical Terms
Copyright (c) 2025 Amina Elzeiny, Ahmed Loutfy, Ali A. Elzieny (Author) https://creativecommons.org/licenses/by/4.0
The role of child psychology in the early detection of developmental difficulties: an educational worldview
Introduction: Child psychology was considered key to early identification of difficulties in comprehensive development. Its theoretical and practical contributions provided education with elements to anticipate cognitive, emotional, and social risks. Method: A bibliometric study was conducted based on 84 indexed sources retrieved from the Scopus Elsevier database. The analysis applied co-occurrence networks, thematic matrices, and a qualitative hermeneutic thematic approach. An iterative process was followed to generate categories and themes, combining deductive and inductive strategies. Inter-coder reliability was ensured using Cohen’s κ and Krippendorff’s α. Results: The findings revealed that child psychology is strengthening its position as a fundamental discipline in recent literature. Co-occurrence networks showed connections between child development, mental health, and education. The studies examined emphasised the importance of sociocultural theory, attachment theory, and risk factors associated with anxiety, depression, and family contexts. It was noted that early detection should be managed as an interdisciplinary and longitudinal process. Conclusions: The confirmed analysis showed that child psychology has good resources for education. These serve to recognise early signs and avoid learning problems. It was concluded that knowing this in teacher training is important, as it helps to prevent problems and teach better. Furthermore, more Latin American work on the subject is needed for a broader debate.
Copyright (c) 2025 Elizeth Mayrene Flores Hinostroza, Ruth Esther Peñafiel Villarreal, Pedro Gabriel Marcano Molano (Author) https://creativecommons.org/licenses/by/4.0