Search Results for
"human"

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.

The growing demand for qualified professionals for the twin green and digital transition exceeds the supply of candidates, highlighting the urgency of effective educational methods for qualifying individuals in a circular economy (CE). However, despite the CE field having made several advances in terms of academic research and practical applications, teaching the CE has not received proper attention. Recently, the skills required in a twin transition have been defined, along with a framework identifying which of these skills should be fostered in new educational initiatives. However, it is still not clear which teaching methods are most suitable to support education in CE. This study, based on a systematic literature review, identifies 11 teaching methods, such as case studies, project-based learning, and gamification, that develop technical, digital and resilience skills. Given the continuous evolution and interdisciplinarity of the CE, particularly when combined with digital technologies, the delivery of knowledge necessitates appropriate and flexible approaches. By providing theoretical and practical implications, the study guides educators and policymakers in creating curricula aligned with market demands, promoting interdisciplinary education for the twin transition. © 2025 The Authors.

This study examines the key factors that influence interns' career choices in the resort industry and explores potential relationships with organizational understanding, corporate social responsibility (CSR), and resort image. 241 responses from student interns in Macau's integrated resorts were analyzed. The results demonstrated that organizational understanding and CSR positively impacted employment intentions among interns. CSR positively mediated the relationship between organizational understanding and career choice. Resort image also acted as a positive moderator in the relationship between CSR and employment intentions. This study contributes to the concept of organizational socialization by extending it to interns from formal employees, suggesting that organizational understanding is a useful source of policy that influences student interns' employment intentions. Effective human resource management strategies should focus on ensuring consistency among organizational understanding, corporate social responsibility, and corporate image, significantly impacting the post-internship employment intentions of students in the hotel and resort industry. These findings provide important theoretical and practical implications for hospitality organizations. © 2026 The Authors

As higher education expands in Ethiopia, the unemployability of graduates, especially women, remains a persistent challenge. An exploration of this issue that leaves women with limited employment opportunities in Ethiopia requires a thorough explanation of the underlying factors. Using a mixed-methods case-study methodology, this study investigated why college-educated women experience challenges in the Ethiopian labor market. Drawing from extant literature and survey data from a large-scale mixed-methods formative assessment of 460 human resources (HR) managers and 1,261 purposively sampled tertiary students, this study offers a comprehensive understanding of the perspectives of employers, university faculty and administrators, and students. This paper provides a more nuanced illustration of the cultural, social, institutional, and political barriers women face in Ethiopia as they navigate higher education and the post-college/university job market. The findings show (1) gendered cultural expectations, (2) inequitable access to campus career support systems, and (3) uneven commitment to gender parity among employers. Based on these findings, one major implication is that colleges and universities should promote gender equity in the labor market and provide women with tailored academic and career support. Government and policy makers in Ethiopia should ensure gender equity policies are in place and functioning, incentivize gender equitable employment practices, and subsidize gender equality-related studies and awareness raising campaigns. © 2025 Society for Research into Higher Education.

Introduction: The BOPPPS teaching strategy has gained popularity in medical education in China as a more effective and practical pedagogy. However, its impact on knowledge acquisition and clinical skills in urology education has not been comprehensively evaluated. This study seeks to assess the effectiveness of the BOPPPS strategy in comparison to traditional lecture-based learning (LBL) during clinical internships in Chinese urology education, utilizing meta-analysis for verification. Methods: A cohort of 96 clinical medicine students from Xijing Hospital, engaged in clinical practice at the Department of Urology from September 2022 to June 2023, were stratified into two groups and exposed to identical teaching materials. The experimental group (n=48) was instructed using the BOPPPS model, while the control group (n=48) adhered to traditional instructional methods. Data on student satisfaction and self-assessment of the course were collected through a questionnaire, and end-of-course performance was evaluated through a post-study examination. We used meta-analysis aimed to evaluate the overall effectiveness of the BOPPPS teaching strategy compared to LBL teaching in surgery-related medical education. Results: The experimental group, which received instruction using the BOPPPS teaching model, achieved significantly higher scores in theoretical knowledge assessments and clinical practical skills compared to the control group. Additionally, the experimental group demonstrated greater levels of interaction with both teachers and students, with instructors displaying a higher ability to foster independent thinking among students. Furthermore, the teaching process in the experimental group was found to utilize classroom time more efficiently in comparison to the control group. And we confirmed that the BOPPPS model demonstrated a greater capacity to stimulate student interest in urology and improve their overall proficiency by meta-analysis. Discussion: The BOPPPS model exhibits superior efficacy in clinical teaching of urology, thus warranting consideration for wider adoption and dissemination. © © 2025 Zhang, Gan, Zuo, Han, Shi, Wang, Zhang, Jiang, Wang and Li.

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).

Vocational education aims to prepare students to enter the workforce. This study aims to develop guidelines for the development of soft skills among vocational students in courses related to the medical and comprehensive healthcare industry by qualitative research methods. Data were collected by interviewing eighteen key informants from six companies consisting of six executives, six human resources officers, and six workers to examine the essential soft skills of vocational graduates in courses related to the medical and comprehensive healthcare industry matched with professional standards and industry requirements, and interviewing thirty-one key informants from four vocational institutes consisting of three administrators, eight teachers, and twenty students to study the current state of students’ soft skills development. The results of both were synthesized as the soft skills development guideline among vocational students in courses related to medical and comprehensive healthcare industry. Findings showed that key essential soft skills among vocational students in courses related to medical and comprehensive healthcare industry are social skills (communication and teamwork), thinking skills (creativity, analytical thinking, and problem-solving), and emotional skills (stress management, anger management, and self-control), which are the foundation of other soft skills. Vocational institutes should encourage the value of soft skills for teachers and students through official meetings, activities, and events, incorporating soft skills into classroom activity through participatory learning, organizing relationship-building activities between students, developing professional teachers with proficiency in teaching soft skills, and assessing students’ soft skills by assessing their portfolio and designating soft skills as part of the student’s learning achievement. © 2025 Kasetsart University.

This study explores the development of a Project-Based Learning (PBL) model incorporating multiliteracy pedagogy to enhance students' critical thinking, problem-solving, decision-making skills, and environmental literacy. The research is motivated by the increasing environmental issues caused by human behavior, particularly excessive consumption patterns and unsustainable habits among students. Addressing these challenges requires an education system that fosters environmental awareness and essential 21st-century skills. The study employs a Research and Development (R&D) approach using the Dick, Carey, and Carey instructional design model. The research is conducted in junior high schools through three phases: pre-development, development, and post-development. Data collection involves both qualitative and quantitative methods, including expert evaluations, student feedback, and statistical analyses of learning outcomes. A control-experiment design is employed to assess the suggested model's efficacy. The results show that using the PBL paradigm with multiliteracy pedagogy significantly improved students' critical thinking, problem-solving, decision-making, and environmental literacy. The model's ability to promote greater environmental responsibility and cognitive engagement was demonstrated by the experimental group's higher N-Gain score when compared to the control group. The data's validity and reliability were validated by statistical analysis, which revealed a significant difference (p < 0.05) between the pretest and posttest results. This study emphasizes how crucial it is to combine PBL with multiliteracy teaching in order to improve students' overall development. The implications suggest that educators should adopt innovative learning strategies to cultivate students’ environmental literacy and higher-order thinking skills, preparing them for future challenges in sustainable living and decision-making. © 2025 by the authors;.