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Introduction: The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people—understood here through the lens of emergent adulthood—are often positioned as wholly responsible for navigating their own pathways beyond school. Methods: A pragmatic case study approach was used to analyze qualitative data collected from three SWT partnership programs (UniHub, Australian School-based Apprenticeships [ASbAs], and Regional Learning Pathways [RLPs]) aimed at young people (2018–2023) in regional areas of Tasmania, Australia. For each program, participants were interviewed (N = 6 [UniHub]; N = 23 [ASbAs]; N = 44 [RLPs]) and surveyed (N = 350 [UniHub]; N = 21 [ASbAs]), and data were thematically analyzed to identify the role of boundary-crossers in SWT partnerships. Results: Boundary-crosser work emerged as a key component of the sampled SWT partnerships. Enabling features of boundary-crossing work in partnerships include accessibility, support contextualized to the region and individual—like reducing barriers to equity—and using clear communication approaches. This role redistributed responsibility in the SWT to a partnership between schools, pathways, and young people. Conclusions: Whereas literature and policy underscore the economic and developmental importance of SWT, the contribution of this article is research and data that nuance understanding of how SWT partnerships can share the responsibility of the SWT by designing in the program a boundary-crosser role. The concept of boundary-crosser work in SWT partnerships offers a novel approach for policymakers in policy and practice to rethink how the SWT is supported. © 2025 The Author(s). Journal of Adolescence published by John Wiley & Sons Ltd on behalf of Foundation for Professionals in Services to Adolescents.

Background: The global healthcare workforce is facing a substantial shortage and an uneven distribution of qualified professionals, which restricts access to essential healthcare services. This shortage may be mitigated through more effective support of healthcare workers in training. Therefore, an overview of existing economic barriers for this demographic is necessary. Objective: To review the existing literature on financial challenges of students and early-career professionals in the healthcare sector. Methods: Following the PRISMA-ScR guidelines, articles published between January 2008 and February 2024 were identified using PubMed and Scopus. A total of 17,268 articles were screened by reviewing their titles and abstracts followed by a detailed review of full texts with cross-validation. Themes were identified, clustered, and analyzed. Results: This scoping review included 167 articles focusing on the themes debt (36.5%, n=61) and loans (10.2 %, n=17) and their influence on career pathways, the role of employment for career satisfaction, summarizing findings concerning salary (29.9%, n=50), finances (25.1%, n=42), funding (10.8%, n=18), and savings (10.2%, n=17), and obstacles toward a sustainable lifestyle, which included results considering career choice (34.1%, n=57), migration (7.2%, n=12), gender disparity (6.0%, n=10), and working conditions (2.4%, n=4). Conclusions: Efforts to close the healthcare workforce gap require greater investment in training, compensation, and support for junior healthcare workers. Students and early-career professionals warrant particular attention to build a sustainable, resilient, and reliable healthcare workforce. © 2025 The Author(s)

While discrete choice experiments (DCE), have increasingly been used in the medical literature, little is known about the use of these methods for eliciting preferences from and about students and trainees in health professions. The objectives of this scoping review are to (1) describe the extent to which DCEs have been used in health professions’ education, (2) identify which health professionals have been studied, and (3) identify thematic areas of research in which these methods have been used thematic areas. Between June and September 2024, we conducted a scoping review of the PubMed/Medline, EconLit, Web of Science, and Global Index Medicus databases to identify articles. Studies were eligible for inclusion in this review if they included a health profession training population and if conjoint analysis, DCE, or best-worst scaling studies were used. Forty-nine articles, comprising 60 studies and 21,731 health profession trainees, were included in this review. Medical and nursing students constitute the majority of the population studied. The greatest number of studies have been conducted in China (n = 11) and the United States (n = 8). The two most popular thematic areas in which these studies have been used are to identify preferences for policies and incentives to take a job in a rural area and residency training preferences for medical students. There has been a gradual increase in the use of these methods in the health profession education literature. The extent to which findings have been used for curriculum or policy design is not clear. DCEs are increasingly used to study health profession students and other trainees. More research is needed to explore the validity of preferences and whether preferences correlate with student outcomes or observed behavior. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Empathy is crucial for effective clinical practice, and patient care. Despite its importance, the comparative studies and effectiveness analyses focusing on empathy-training strategies within both medical education and clinical practice are limited, particularly in China. The objective of this study is to compare empathy levels across doctors, nurses, medical students, and nursing students in China, exploring how workplace settings, professional roles, and training stages influence empathy development, to inform targeted empathy education strategies. Methods: A cross-sectional survey was conducted using the Chinese Version of the Jefferson Scale of Healthcare Professional Empathy (C-JSHPE). Participants included doctors, nurses, medical students and nursing students from primary, secondary, and tertiary hospitals, as well as medical schools located in eastern (economically developed), central (moderately developed), and western (less developed) regions of China. Results: Qualified professionals (licensed nurses and doctors) exhibited significantly higher empathy scores than healthcare students (doctors vs medical students t = 12.959, p < 0.001; nurses vs nursing students t = 7.135, p < 0.001). Nurses exhibited significantly higher empathy than doctors (t = 4.081, p < 0.001), and nursing students likewise exhibited markedly greater empathy than their medical student counterparts (t = 5.221, p < 0.001). Significant differences in empathy scores were observed between nursing students who participated in internships and those who did not (t = 2.548, p < 0.05). In contrast, no such differences emerged among medical students (t = − 0.228, p > 0.05). Both doctors and nurses with more clinical experience demonstrated higher empathy scores (F physician = 10.696, p < 0.001; F nurse = 30.029, p < 0.001). In contrast, those working in tertiary hospitals reported reduced empathy (F physician = 94.018, p < 0.001; F nurse = 486.586, p < 0.001). Conclusions: This study underscored the importance of both developing and retaining empathy in qualified professionals and healthcare students, and highlighted the significant role of clinical work environments and stages of professional development in shaping empathic capacity. The findings suggested that empathy was not static, but evolved in response to the demands, pressures, and relational dynamics of different clinical roles. Simulation-based education and other experiential learning approaches represent promising avenues for fostering empathy, particularly when integrated longitudinally throughout training and aligned with authentic clinical contexts. Embedding these strategies into the continuum of medical education may be key to sustaining empathy as a core professional competence in complex healthcare systems. © 2025 Elsevier Ltd

This work investigates the effects of pre-employment training on employment outcomes for previously incarcerated individuals using two theories developed in the discipline of economics: human capital theory and signaling theory. Human capital theory suggests that preemployment training increases wages and the likelihood of employment by building relevant skills that would improve productivity. Signaling theory asserts that the completion of pre-employment training acts as a signal of participant ability, as ability is known to the applicant but unknown to employers. Using the National Longitudinal Survey of Youth, results support hypotheses related to signaling theory for individuals without a history of incarceration, but show no meaningful relationship between pre-employment training and employment outcomes for previously incarcerated individuals. Findings contribute to both economic and criminal justice theory and can be used to inform employment interventions for those with or without a history of incarceration. © The Author(s) 2023

Background: Used sparingly before 2020, telehealth was quickly adopted throughout Australia in response to COVID-19. This required general practitioner (GP) trainees (registrars) and their educators (supervisors and medical educators) to rapidly learn telehealth as a primary consultation method. As telehealth use continues within primary health care beyond the pandemic, greater insight into the impact on GP training is required. This is particularly relevant to general practice settings in countries that, like Australia, utilise an apprenticeship-style training model where the social space of in-consultation learning with supervisors is key to registrars achieving competence. We aimed to explore the impact of telehealth uptake on Australian GP vocational training, with particular focus on the in-consultation social space of registrars' learning. Methodology: Qualitative semi-structured individual interviews with 15 registrars, five supervisors and five medical educators were conducted and analyzed using reflexive thematic analysis. Wenger's community of practice theory provided a conceptual framework for analysis and interpretation. Findings: Three key themes were generated. (1) The social space of learning can be disrupted by telehealth. Registrars described how telehealth changed the options for help-seeking during consultations, delaying feedback for learning. Medical educators reported concerns about the delay of what should be immediate feedback for learning during consultations, whereas registrars and supervisors held mixed views on whether such delays impacted registrar learning. (2) Reduced in-person clinical exposure creates educational challenges. Telehealth consultations resulted in a loss of experiences and skill-development opportunities and reduced diversity of clinical practice. (3) Registrars and educators were managing and learning telehealth within a pandemic context. A lack of formal telehealth training to guide best practice required registrars and educators to learn how to utilise telehealth together. Conclusions: The rapid uptake of telehealth altered the in-practice social space of registrars' learning. As telehealth use continues, these findings highlight the need for telehealth-specific training to maximise registrar learning during consultations. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

The modern educational system is rapidly evolving due to Artificial Intelligence (AI) adoption worldwide. However, existing literature lacks empirical support on how AI effects student engagement, and learning outcomes in the educational institutions of Kingdom of Saudi Arabia (KSA). Therefore, this research examines the role of AI-based learning tools in affecting psychological factors (e.g., autonomy, competence, intrinsic motivations, self-efficacy, and social influence). Furthermore, it also investigates the ultimate impacts of these relationships in explaining student's learning and engagement in Hail region of KSA. This research was carried using a cross-sectional design. A structured and closed ended survey was conducted with undergraduate students of University of Ha'il in KSA. The hypotheses were tested using structural equation modeling (SEM) as a method of estimation. The finding confirmed that AI tools have a positive and significant impact on psychological factors. Moreover, a partial mediation of student's engagement was also confirmed to explain the impact of AI tools on employability, academic success and empowerment. However, it was found that competence strongly reduces engagement due to some contextual, cultural or regional dynamics for which a qualitative study is needed. The findings require the policymakers and educational institutions to design some customized AI tools. These tools must fulfill the social, educational and motivational needs of students and help them to achieve better academic outcomes. This research contributes theoretically and empirically for uninvestigated context of educational institutions in KSA. It further provides practical suggestions for possible adoption of AI tools in academia to fulfill vision 2030. © 2025 The Authors

The burgeoning interest in the flipped language learning approach (FLLA), characterized by its learner-centered pedagogy and utilization of instructional technology, necessitates a systematic review to synthesize its psychological and learning effects. This review meticulously analyzed 55 peer-reviewed articles published between 2010 and 2023, employing a comprehensive search strategy across major databases including Education Source, ERIC, Web of Science, Scopus, and Computers and Applied Sciences Complete. Through bidirectional citation searching and Boolean logic, this study ensured the inclusion of relevant studies, adhering to stringent eligibility criteria to maintain the review’s integrity. The articles were subjected to an inductive paradigmatic analysis to identify empirical evidence of FLLA’s affordances and challenges, focusing on psychological effects, learning effects, instructional tools, and educational activities. The review reveals that FLLA promotes a broad spectrum of positive psychological effects, such as enhanced motivation, reduced anxiety, and improved attitudes towards technology, alongside significant learning outcomes including increased learner autonomy, engagement, and skill development. However, challenges such as increased workload and inconsistency in instructional design were also identified. In addition, all 55 studies underwent a structured methodological quality assessment adapted from the Mixed Methods Appraisal Tool (MMAT) and four custom domains (sampling adequacy, instrumentation validity, statistical transparency, and ecological validity), revealing generally moderate-to-high methodological quality but with notable variability in sampling and reporting practices. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

Unplanned extubation of peripherally inserted central catheters (PICC-UE) is a prevalent complication with a high incidence rate and significant adverse effects. This study aimed to investigate the knowledge, attitudes, and practices (KAP) of nursing interns regarding PICC-UE. A cross-sectional study was conducted with 802 nursing interns from 10 hospitals in China. The score rate for KAP dimensions was 65.75%, 95.47%, and 78.67%, respectively. Factors associated with knowledge scores included gender (female), prior nursing experience, age (20–22 years), weeks of clinical practice (15–30 and > 30 weeks), training times (1–2 and > 3 sessions), and learning format (centralized online and offline) (all p < 0.05). Attitudes were significantly influenced by nursing experience, age (20–22 years), education level (undergraduate), weeks of clinical practice (15–30 and > 30 weeks), and training times (1–2 or > 3 sessions) (all p < 0.05). Practices were significantly associated with nursing experience, education level (undergraduate and graduate), weeks of clinical practice (15–30 weeks), and training times (1–2 and > 3 sessions) (all p < 0.05). In conclusion, while the participants demonstrated positive attitudes, their knowledge requires enhancement, and their practices are moderate. © 2026 John Wiley & Sons Australia, Ltd.

Objectives. Many industries globally strive to ensure the safety of their workforce in order to achieve the goal of economic advancement. As such, employers prioritize workers’ safety skills, making this study essential in examining the impact of safety management practices on technicians’ safety behaviour, with safety orientation as a mediator. Methods. Using a correlational research design, a sample of 821 electrical installation and maintenance work (EIMW) technicians was selected through stratified sampling from the Nigerian Association of Technologists in Engineering. Data were collected using instruments adapted from existing literature on safety management practices (management commitment, safety training, technician’s involvement, safety communication and feedback, safety rules and procedures), safety orientation and safety performance. Exploratory factor analysis was conducted using SPSS version 25 and confirmatory factor analysis was conducted using AMOS SPSS version 23 for analysing the hypotheses. Results. Management commitment, safety training, safety communication and feedback positively influenced safety compliance, while technicians’ involvement and safety promotion policies positively impacted safety participation. Safety orientation did not mediate the relationship between management commitment and safety compliance. Conclusion. The study recommends that management in industries should engage in a safety leadership walk where there is a regular tour to address safety concerns in real time. © 2025 Central Institute for Labour Protection–National Research Institute (CIOP-PIB).