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Background:We determined the effects of rational-emotive psychotherapy on the perception of Business Education Students about TVET Image. Negative perception about TVET by youths, parents and the society has made TVET programs unattractive, uninteresting, less productive and by extension created an unhealthy organizational climate. Improving participants' perception will assist them to mitigate the effect of irrational beliefs, emotional distress, strengthening their psychosocial wellbeing and occupational health.Method:This study adopted a pre-test-post-test control group design. Data were collected from 568 participants comprising 104, 137, and 333 from nine federal, state and private owned universities in South-East Nigeria.Results:The result showed that rational-emotive psychotherapy significantly improved the emotional distress, perceptions of TVET image and positively addressed the organizational climate among participants in the intervention group compared to the participants in the waitlist group. The result also revealed that occupational risk management practices of the participants in the intervention group improved significantly more than those in the waitlist group. From the result, we conclude that TVET institutions can apply the REBT model as an intervention program for improving the perceptions of stakeholders about TVET image in order to increase students' interest, boost their self-confidence, self-esteem, and zeal for TVET practices.Conclusion:It was concluded that the REBT-oriented therapy helped to improve the emotional distress, irrational beliefs, and poor perception of the Business Education students who perceived TVET programs as an inferior and low-esteemed profession. © 2021 the Author(s). Published by Wolters Kluwer Health, Inc.

Quarantines imposed due to COVID-19 have forced the rapid implementation of e-learn-ing, but also increased the rates of anxiety, depression, and fatigue, which relate to dramatically diminished e-learning motivation. Thus, it was deemed significant to identify e-learning motivating factors related to mental health. Furthermore, because computer programming skills are among the core competencies that professionals are expected to possess in the era of rapid technology devel-opment, it was also considered important to identify the factors relating to computer programming learning. Thus, this study applied the Learning Motivating Factors Questionnaire, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale-7 (GAD-7), and the Multidimensional Fatigue Inventory-20 (MFI-20) instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners. The results revealed that higher scores of individual attitude and expectation, challenging goals, clear direction, social pressure, and competition significantly varied across depression categories. The scores of challenging goals, and social pressure and competition, significantly varied across anxiety categories. The scores of individual attitude and expectation, challenging goals, and social pressure and competition significantly varied across general fatigue categories. In the group of computer programming e-learners: challenging goals predicted decreased anxiety; clear direction and challenging goals predicted decreased de-pression; individual attitude and expectation predicted diminished general fatigue; and challenging goals and punishment predicted diminished mental fatigue. Challenging goals statistically significantly predicted lower mental fatigue, and mental fatigue statistically significantly predicted depression and anxiety in both sample groups. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Introduction: Social protection programmes are considered HIV-sensitive when addressing risk, vulnerability or impact of HIV infection. Socio-economic interventions, like livelihood and employability programmes, address HIV vulnerabilities like poverty and gender inequality. We explored the HIV-sensitivity of socio-economic interventions for unemployed and out-of-school young women aged 15 to 30 years, in East and Southern Africa, a key population for HIV infection. Methods: We conducted a systematic review using a narrative synthesis method and the Mixed Methods Appraisal Tool for quality appraisal. Interventions of interest were work skills training, microfinance, and employment support. Outcomes of interest were socio-economic outcomes (income, assets, savings, skills, (self-) employment) and HIV-related outcomes (behavioural and biological). We searched published and grey literature (January 2005 to November 2019; English/French) in MEDLINE, Scopus, Web of Science and websites of relevant international organizations. Results: We screened 3870 titles and abstracts and 188 full-text papers to retain 18 papers, representing 12 projects. Projects offered different combinations of HIV-sensitive social protection programmes, complemented with mentors, safe space and training (HIV, reproductive health and gender training). All 12 projects offered work skills training to improve life and business skills. Six offered formal (n = 2) or informal (n = 5) livelihood training. Eleven projects offered microfinance, including microgrants (n = 7), microcredit (n = 6) and savings (n = 4). One project offered employment support in the form of apprenticeships. In general, microgrants, savings, business and life skills contributed improved socio-economic and HIV-related outcomes. Most livelihood training contributed positive socio-economic outcomes, but only two projects showed improved HIV-related outcomes. Microcredit contributed little to either outcome. Programmes were effective when (i) sensitive to beneficiaries' age, needs, interests and economic vulnerability; (ii) adapted to local implementation contexts; and (iii) included life skills. Programme delivery through mentorship and safe space increased social capital and may be critical to improve the HIV-sensitivity of socio-economic programmes. Conclusions: A wide variety of livelihood and employability programmes were leveraged to achieve improved socio-economic and HIV-related outcomes among unemployed and out-of-school young women. To be HIV-sensitive, programmes should be designed around their interests, needs and vulnerability, adapted to local implementation contexts, and include life skills. Employment support received little attention in this literature. © 2021 The Authors. Journal of the International AIDS Society published by John Wiley & Sons Ltd on behalf of the International AIDS Society.

Several training programs for the pharmacy staff in the Pharmacy Department of Beijing Union Medical College Hospital were implemented over 1910's to 1942, such as apprenticeships, prior courses on pharmaceutical sciences,vocational training, study overseas, and developing the Beiping Pharmacy Evening School in collaboration with the North China Pharmaceutical Society around the 1930's. These programs explored training models for the hospital, developed practical talent with competence ensuring the needs and requirements within the hospital, established practical education on pharmacy in Beiping and therefore contributed to promoting future pharmaceutical training systems in China. © 2021 Chinese Medical Association. All Rights Reserved.

Background: Transferring what has been learned in the classroom to clinical application is the main goal of nursing education. Our previous intervention study, in which a web-based interactive situational teaching strategy in a nursing ethic course was conducted as an experimental group, and the students in the class who were taught using a traditional teaching strategy was treated as the comparative group. The results, which were evaluated immediately after the class, showed that the web-based interactive situational teaching enhanced the students' competency in ethical reasoning and problem solving compared to traditional teaching. Purpose: This study followed the previous study and aimed to compare the effects of the learning transfer between the two groups in clinical performance as reflected in their internship scores, clinical practice, and self-efficacy assessment. It also explored the factors influencing this transfer. Method: A predictive correlation-based research design was adopted to compare the students' internship scores, clinical judgment abilities, and self-efficacy in clinical internships between two groups. The students' self-efficacy was measured using a self-administered structured questionnaire, while their internship scores and clinical judgment abilities were evaluated by their clinical instructors. The data obtained were statistically analyzed using SPSS 23 software. Results: The nursing students who participated in the web-based interactive situational teaching course did not significantly outperform those who received traditional teaching in their clinical judgment and internship scores. The main variable that significantly affected the clinical self-efficacy of nursing students was the degree of support from the internship instructors. Conclusion: Nursing students' clinical performance is affected by multiple factors and is not solely determined by the curriculum or teaching strategies. The degree of instructor support during the internship process significantly affected the students' self-efficacy in clinical performance. © 2021

Objective. Current guidelines recommend management of musculoskeletal pain conditions from a biopsychosocial approach; however, biopsychosocial interventions delivered by physical therapists vary considerably in effectiveness. It is unknown whether the differences are explained by the intervention itself, the training and/or competency of physical therapists delivering the intervention, or fidelity of the intervention. The aim was to investigate and map the training, competency assessments, and fidelity checking of individualized biopsychosocial interventions delivered by physical therapists to treat musculoskeletal pain conditions. Methods. A scoping review methodology was employed, using Arksey and O’Malley’s framework. Seven electronic databases were searched between January and March 2019, with a bridge search completed in January 2020. Full-text peer-reviewed articles, with an individualized biopsychosocial intervention were considered, and 35 studies were included. Results: Reporting overall was sparse and highly variable. There was a broad spectrum of training. More sophisticated training involved workshops combining didactic and experiential learning over longer durations with supervision and feedback. Less sophisticated training was brief, involving lectures or seminars, with no supervision or feedback. Competency assessments and fidelity testing were underperformed. Conclusions. Training in some interventions might not have facilitated the implementation of skills or techniques to enable the paradigm shift and behavior change required for physical therapists to effectively deliver a biopsychosocial intervention. Lack of competency assessments and fidelity checking could have impacted the methodological quality of biopsychosocial interventions. Impact. This study highlighted problematic reporting, training, assessment of competency, and fidelity checking of physical therapist–delivered individualized biopsychosocial interventions. Findings here highlight why previous interventions could have shown small effect sizes and point to areas for improvement in future interventions. These findings can help inform future research and facilitate more widespread implementation of physical therapist–delivered biopsychosocial interventions for people with musculoskeletal pain and thereby improve their quality of life. © The Author(s) 2021. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved.

The emergence of construction robotics and automation has produced an urgent and vast need for construction workers to reskill and upskill for the future of work. Virtual Reality (VR)-based training has been considered and investigated as a safe and cost-effective training method that allows workers to be exposed to hazardous tasks with negligible actual safety risks in comparison to existing training methods (hands-on, lecture-based, apprenticeship training). This paper aims to investigate the impact of VR-based training on construction workers’ knowledge acquisition, operational skills, and safety behavior during robotic teleoperation compared to the traditional in-person training method. Fifty construction workers were randomly assigned to complete either VR-based or in-person training for operating a demolition robot. We used quantitative and qualitative data analyses to answer our research questions. Our results indicate that VR-based training was associated with a significant increase in knowledge, operational skills, and safety behavior compared to in-person training. Our findings suggest that VR-based training not only provides a viable and effective option for future training programs but a valuable option for construction robotics safety and skill training. © 2021 Elsevier Ltd

Purpose: The aim of this study was to assess the impact on radiology resident education due to the COVID-19 pandemic in order to inform future educational planning. Methods: During a 10-week study period from March 16 to May 22, 2020, changes to educational block-weeks (BW) of first through fourth year residents (R1-4) were documented as disrupted in the setting of the COVID-19 pandemic. The first 5 weeks and the second 5 weeks were evaluated separately for temporal differences. Overall and mean disrupted BW per resident were documented. Wilcoxon rank-sum tests were used to assess pairwise differences between classes with Bonferroni-adjusted P-values, as well as differences in the early versus later phase of the pandemic. Results: Of 373 BW, 56.6% were assigned to virtual curriculum, 39.4% radiology clinical duties, 2.9% illness, and 1.1% reassignment. Scheduling intervention affected 6.2 ± 2.3 (range 1-10) mean BW per resident over the 10-week study period. The R3 class experienced the largest disruption, greater than the R2 classes, and statistically significantly more than the R1 and R4 classes (both P < 0.05). The second half of the pandemic caused statistically significantly more schedule disruptions than the first half (P = 0.009). Discussion: The impact of COVID-19 pandemic varied by residency class year, with the largest disruption of the R3 class and the least disruption of the R4 class. To optimize future educational opportunities, shifting to a competency-based education paradigm may help to achieve proficiency without extending the length of the training program. © 2020 Elsevier Inc.

Background Hairdresser apprentices (HAs) are at high risk of developing occupational contact dermatitis. Objectives To assess skin characteristics of HAs, using genotyping, clinically observed and self-reported skin symptoms, and skin bioengineering methods at the beginning of apprenticeship. Methods During the screening phase of a prospective cohort study, we recruited 352 HAs in 24 Croatian towns. The protocol included the following: questionnaires with self-reported skin and atopy symptoms evaluation, Osnabrueck Hand Eczema Severity Index (OHSI) for clinical skin assessment, genotyping FLG (filaggrin) gene mutations, skin pH, and transepidermal water loss (TEWL) measurements. Results Self-reported skin symptoms were reported by 12%, history of dry hands by 29%, and history of atopy by 46% of HAs. Skin changes were found at the clinical examination in 18% of the HA. The OHSI score was positively correlated with hand TEWL and hand skin pH in multiple regression linear models. An FLG gene mutation was found in 1 apprentice. Conclusions Significant prevalence of clinically observed skin signs on the hands was observed in HAs at the beginning of training. The OHSI score was found to be an independent predictor of higher hand TEWL and skin pH values. The need to ameliorate preventive examinations before the enrolment to hairdressing schools was indicated. © Lippincott Williams & Wilkins.

Background: Despite increased focus on improving the transition from being a medical student to working as a junior doctor, many newly graduated doctors (NGD) report the process of fitting the white coat as stressful, and burnout levels indicate that they might face bigger challenges than they can handle. During this period, the NGDs are in a process of learning how to be doctors, and this takes place in an organisation where the workflow and different priorities set the scene. However, little is known about how the hospital organisation influences this process. Thus, we aimed to explore how the NGDs experience their first months of work in order to understand 1) which struggles they are facing, and 2) which contextual factors within the hospital organisation that might be essential in this transition. Methods: An ethnographic study was conducted at a university hospital in Denmark including 135 h of participant observations of the NGDs (n = 11). Six semi-structured interviews (four group interviews and two individual interviews) were conducted (n = 21). The analysis was divided into two steps: Firstly, we carried out a “close-to-data” analysis with focus on the struggles faced by the NGDs. Secondly, we reviewed the struggles by using the theoretical lens of Cultural Historical Activity Theory (CHAT) to help us explore, which contextual factors within the hospital organisation that seem to have an impact on the NGDs’ experiences. Results: The NGDs’ struggles fall into four themes: Responsibility, local knowhow, time management and collaborators. By using the CHAT lens, we were able to identify significant contextual factors, including a physically remote placement, a missing overlap between new and experienced NGDs, a time limited introduction period, and the affiliation to several departments. These struggles and factors were highly intertwined and influenced by one another. Conclusion: Contextual factors within the hospital organisation may aggravate the struggles experienced by the NGDs, and this study points to possible elements that could be addressed to make the transition less challenging and overwhelming. © 2021, The Author(s).