Search Results (4,891)

This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experiences as data source (92.57%), and descriptive reflection with external attribution (R1: 79.82%). High-level reflective inquiry was rare (0.18%). Findings highlight the need for skilled facilitation and strategies to foster reflective inquiry. Full article

This systematic review explores the most validated methodologies for measuring managerial skills that contribute to sustainable organizational development, with a focus on confirmatory factor analysis (CFA). Using PRISMA guidelines and the PICOS framework, a systematic search in the Web of Science (6810 articles) and Scopus (11,267 articles) identified 27 relevant studies. Our findings emphasize the significance of valid, reliable measurement scales for key managerial competencies, such as leadership, decision-making, communication, and teamwork, which enhance employability and foster sustainable management aligned with the Sustainable Development Goals (SDGs). CFA emerges as a robust technique for ensuring methodological rigor in competency assessment, confirming theoretical models with empirical data. This study identifies gaps in current measurement frameworks, advocating for expanding models to incorporate digital transformation, sustainability leadership, and crisis management skills. Additionally, it underscores the importance of developing context-specific instruments that reflect sectoral and cultural variations. This review contributes to management education and workforce development by providing a validated framework for assessing managerial skills, supporting organizations in aligning leadership training with sustainability-driven business goals. Our findings offer practical implications for designing competency-based curricula and corporate training programs to enhance organizational resilience in an evolving global landscape. Full article

Community navigators (CNs) play critical roles in fostering consultancy between school professionals and newcomer families in the United States. The overarching goal of this project was to enhance CNs’ capability to facilitate collaboration and create an impact in the communities they serve. To meet this goal, we created the Leading in Newcomer Communities and Schools program to establish a community of practice through the evidence-based, virtual knowledge-sharing ECHO platform. In total, 18 CNs participated in a 10-session ECHO series designed to enhance CNs’ capability by (1) improving knowledge of education policies and laws; (2) enhancing awareness of education resources; (3) increasing self-efficacy; and (4) building skills to promote school and community collaboration. Electronic pre- and post-surveys were collected to assess CN’s learning outcomes, and data were analyzed using descriptive and frequency analyses as well as Wilcoxon Signed-Rank non-parametric tests. Qualitative feedback was collected from post-session feedback and a post-program focus group and analyzed using a deductive content analysis approach. Overall, participants reported greater capability and confidence for consultancy between families and school professionals and high satisfaction with the program. Similar approaches can help transform family, school, and community partnerships into culturally responsive home–school–community policies and practices. Full article

Background/Objectives: Prenatal physical activity (PA) offers numerous health benefits for both the mother and her child, yet few pregnant women are sufficiently active enough to obtain these benefits. Midwives play an important role in promoting prenatal PA. However, little is known about the content of the information they share with their clients regarding prenatal PA, how they communicate it, and the personal factors that might influence their counseling. In the context of prenatal PA guidance, the aim of this study was to describe the knowledge, attitudes, professional practices, and communication methods used by midwives. Methods: A cross-sectional descriptive study was conducted between February and June 2024 among midwives working in the Province of Quebec. An electronic questionnaire including both closed (quantitative data) and open-ended (qualitative data) questions was developed. Results: Fifty midwives were included in the analysis. Only 28 (56%) reported being aware of the latest Canadian guidelines for PA throughout pregnancy. The recommendations provided varied in terms of content and accuracy but were often conservative (i.e., not focused on increasing PA). Forty-five (90%) mentioned providing information on PA to their pregnant client, and eighty-four (84%) said they used bidirectional communication to share this information. The vast majority (84%) did not consider their counseling to be optimal, primarily due to a lack of training and knowledge. Conclusions: Our finding allowed us to gain a better understanding of current midwifery knowledge, attitudes, and professional practices regarding prenatal PA and to initiate a reflection on how to improve their knowledge, skills, and confidence in guiding their client toward prenatal PA. Full article

The service-learning (SL) approach has shown effectiveness in fulfilling both academic and community-oriented objectives. This paper focuses on a specific case study for a Cartography, Remote Sensing, and Geographical Information Systems (GIS) course for Environmental Sciences undergraduate students. The main goals for implementing SL practice were (1) to enhance students’ GIS knowledge and to develop cross-cutting skills by working with real-world problems; (2) to share with society the knowledge acquired by students and ensure that it is valued; and (3) to prompt reflection on urban waste issues among students. The activity consisted of analyzing the waste containers along the 1 km riverbanks in León (Spain) and elaborating a proposal for the location of new rubbish bins to deliver to a City Council’s environmental technician. The results showed an improvement in students’ GIS management skills to solve environmental problems compared to those from the previous 3 years and a satisfactory response from environmental professionals with delivering the results. Together, an increase in students discussing urban waste was observed during the sessions. Projects like this not only teach technical skills but also provide a deeper understanding of data collection and implementation processes in environmental issues, which are closely aligned with professional experiences, and awareness of the practical application of the knowledge acquired. Full article

The increasing frequency of natural catastrophes and other disasters has underscored the importance of resilience as a core competence for smart cities so that they efficiently manage unforeseen crises. The increasing recognition of resilience in the context of smart cities leads to examining the role and context for the role of the “Smart City Resilience Officer” (SCRO). This article addresses this research gap by exploring the significance of resilience in smart cities and introduces a self-assessment model for evaluating the skills of professionals tasked with its management. Additionally, it emphasizes the role of open data in enhancing smart city resilience, whose utilization offers significant benefits, such as increased transparency, improved collaboration among stakeholders, and the ability to harness data-driven insights for more effective resilience strategies. This article identifies and defines the requisite competencies for SCROs to differentiate them from other city managers and develops a self-assessment tool featuring 20 key competencies. This tool was evaluated by smart city stakeholders in the consortium countries of the OpenDCO Erasmus+ project using a competencies assessment methodology. This study highlights the role of resilience policies in Europe and in launching large-scale training programs that develop competencies and facilitate the sharing of experiences and best practices. The findings underscore the potential of competency assessment and open data utilization in advancing the resilience of smart cities. Full article

Education is key in promoting sustainable development across various sectors, including nutrition. Teachers play a critical role in shaping the mindset and skills of future generations, enabling them to effectively address global challenges. By integrating sustainability into their initial training, future teachers will have a greater understanding of the complexity of issues such as food security, environmental conservation, and social equity. It will also enable them to design teaching proposals that are in line with this complexity for their professional future. The objectives of this study are to show a curricular proposal that integrates healthy and sustainable nutrition contents into a degree in early childhood education and to assess university students’ competencies in sustainability issues. This is a pre-experimental quantitative study with a sample of second-year students enrolled in a subject called “Childhood, Health, and Nutrition” that lasted for one semester in three consecutive academic years. The results showed the effective integration of the project-oriented learning strategy as a teaching–learning methodology for the design of healthy and sustainable nutrition workshops for children aged 4–5. The workshops were presented in a simulated school context at the SDG Student Congress held at the university, and the sustainability competencies of these future early childhood teachers were assessed by a multidisciplinary team of experts using a specific rubric. The data obtained revealed a medium–high level of competency development in all three academic years analysed. This is a preliminary study that offers an example of how to integrate sustainability in a holistic manner linked to healthy nutrition contents aimed at training future teachers. Full article

Complementary feeding involves introducing additional foods to a child’s diet, influenced by the child’s age, developmental stage, and skills, such as sucking, swallowing, and chewing. The WHO and ESPGHAN recommend exclusive breastfeeding for the first six months, with the gradual introduction of complementary foods thereafter. The baby-led weaning (BLW) method emphasises self-feeding and the early introduction of solid foods, fostering independence and development. This study aimed to evaluate the mode of complementary feeding in children aged 6–36 months, considering the BLW method. Material and Method: A cross-sectional survey was conducted among the parents of children aged 6–36 months using a Google Forms questionnaire distributed through social media. The study included 1027 participants, with 1017 mother–child pairs meeting the inclusion criteria. The questionnaire covered demographic data, feeding methods, and detailed questions on complementary feeding practices, including BLW. The study included children fed using the baby-led weaning method during supplementary feeding (BLW—baby-led weaning) and children not using the BLW method (NoBLW—no baby-led weaning). Results: This study found significant differences between the BLW and NoBLW groups in terms of feeding methods and outcomes. BLW children were more often exclusively breastfed (68.9% vs. 58.7%) and started complementary feeding later (79.9% between 6 and 7 months). Adverse events in the BLW group included gagging (64.8%), spitting out food (77.1%), and choking (12.3%), with rare cases requiring medical intervention (0.2%). Children using BLW showed greater autonomy in their eating decisions and had more frequent exposure to varied food textures. Conclusions: Children using the BLW method were more likely to be breastfed, had more contact with various textures, and were less likely to consume milk formula and pudding-type products. BLW, despite the risk of choking, is safe under supervision and supports motor development and healthy eating habits. The BLW method has the potential to support healthy eating habits and child independence, but its use requires parental education about safety and appropriate food choices. Further research should focus on the long-term effects of this method, especially in terms of its impact on children’s eating habits, motor development, and health at an older age. Full article

This study explores the role of cognitive performance in the general health of older Europeans aged 50 and over, focusing on gender differences, using data from 336,500 respondents in the sixth wave of the Survey of Health, Aging, and Retirement in Europe (SHARE). Cognitive functioning was assessed through self-rated reading and writing skills, orientation in time, numeracy, memory, verbal fluency, and word-list learning. General health status was estimated by constructing a composite index of physical and mental health-related measures, including chronic diseases, mobility limitations, depressive symptoms, self-perceived health, and the Global Activity Limitation Indicator. Participants were classified into good or poor health status, and logistic regression models assessed the predictive significance of cognitive variables on general health, supplemented by a relative importance analysis to estimate relative effect sizes. The results indicated that males had a 51.1% lower risk of reporting poor health than females, and older age was associated with a 4.0% increase in the odds of reporting worse health for both genders. Memory was the strongest predictor of health status (26% of the model $R^2$), with a greater relative contribution than the other cognitive variables. No significant gender differences were found. While this study estimates the odds of reporting poorer health in relation to gender and various cognitive characteristics, adopting a lifespan approach could provide valuable insights into the longitudinal associations between cognitive functioning and health outcomes. Full article

Background and Objectives: Primary pseudotumor cerebri syndrome, another name for idiopathic intracranial hypertension (IIH), is a neurological condition marked by elevated intracranial pressure (ICP) that can result in papilledema without a known etiology. The purpose of this study is to compare the efficacy of topiramate and acetazolamide as medical treatments for IIH and to evaluate the long-term outcomes of both medications. Materials and Methods: This systematic review and meta-analysis followed the PRISMA guidelines and was approved by the International Prospective Register for Systematic Reviews (PROSPERO). This study included randomized clinical trials, retrospective and prospective cohort studies, and patients with idiopathic intracranial hypertension (IIH). Data extraction was performed using the Rayyan application, and the risk of bias was assessed using the Critical Appraisal Skills Program (CASP). Results: The findings revealed a statistically significant 67% increase in the likelihood of improvement at 6 months compared to the baseline with the administration of acetazolamide and topiramate. After six months of the drug administration, there was a 3.6 times decrease in visual obscuration compared to the baseline. A significant advantage of topiramate in IIH is the added benefit of weight loss, since obesity is a modifiable risk factor. However, acetazolamide remains the conventional treatment. Conclusions: This study found that acetazolamide and topiramate are both effective therapies for idiopathic intracranial hypertension (IIH), improving visual metrics and decreasing cerebrospinal fluid pressure. Topiramate aids in weight reduction, while acetazolamide is recommended for its ability to lower CSF pressure and alleviate visual changes. A combination treatment of topiramate and acetazolamide is recommended for better results. Full article

Background/Objectives: Postpartum hemorrhage (PPH) is the most prevalent complication of childbirth and the most preventable cause of maternal mortality worldwide. Maternity nurses and midwives are often the first-line providers responding to PPH. As a result, maternity nurses have the potential to save the lives of women who are clinically deteriorating because of PPH. Simulation-based training is an effective way to develop maternity nurses’ knowledge, skills, and experience to save a woman’s life after PPH. Aim: to investigate the effect of simulation-based training on nurses’ knowledge and performance about primary postpartum hemorrhage management. Design: an experimental design (pre-test/post-test control group). Setting: the study was conducted in the labor and delivery room at KAUH in Jeddah, Saudi Arabia. Sample: A convenient sample of 54 nurses and midwives who were working in the labor and delivery room and the postnatal unit was randomly divided into two equal groups, the control group and study group. Tools: A structured tool was used for data collection and consisted of four parts: I—sociodemographic data, II—assessment of nurse’s/midwives’ knowledge about prevention and management of primary PPH, III—nurse’s/midwives’ performance observational checklist for primary PPH management, and IV—nurse’s/midwife’s satisfaction of the simulation-based training session. Results: The study group had a significantly higher knowledge level immediately after training (X² = 9.39, p = 0.002) and one month after training (X² = 5.51, p = 0.02). Regarding the performance level and total practice level immediately after the intervention, the study group had statistically significantly better practices (X² = 50.143, p = 0.000 *) and this continued one month later (X² = 50.143, p = 0.000 *). Conclusions: The nurses’ knowledge and performance skills related to primary postpartum hemorrhage care improved after receiving simulation-based training. We recommend that all the maternity nurses and midwives participate in an ongoing in-service simulation training program to enable nurses to demonstrate an active role in PPH prevention and management. Full article

Background: Nasogastric tube (NGT) intubation is a critical skill, but it comes with the blind nature of the procedure and its high failure rates. Resources restrict access to traditional training methods, such as simulations based on manikins. We developed a mobile-based application, the Mobile-based Hands-on Learning System for Nasogastric Tube Intubation (MoHoNGT), to enhance undergraduate medical students’ training in this essential procedure. Methods: This open-label, randomized controlled trial was conducted in a medical center between August and October 2020, with medical students expected to enter their clerkships. The MoHoNGT and control group were exposed to the traditional training course and a self-learning period. The MoHoNGT group received additional access to MoHoNGT. Training effectiveness was evaluated by measuring knowledge, self-confidence, and performance on an objective structured clinical examination (OSCE). Statistical analyses included descriptive statistics, chi-square tests, and t-tests. Results: Seventy-three medical students were recruited. Thirty-two were allocated to the MoHoNGT group. No between-group differences were observed regarding demographic data. Post-intervention results indicated that the MoHoNGT group revealed more pronounced improvements in both NGT intubation knowledge (38.75 vs. 21.46, p < 0.001) and the confidence scale (8.50 vs. 5.17, p = 0.04). Post-study scores for NGT intubation knowledge were also higher in the MoHoNGT group (69.06 vs. 49.02, p < 0.001). Additionally, participants in the MoHoNGT group demonstrated superior performance on the OSCE (98.81 vs. 91.18, p = 0.003). Conclusions: Employing MoHoNGT with traditional training methods significantly enhanced the knowledge, self-confidence, and skills in NGT intubation among undergraduate medical students. This approach addresses various limitations of conventional techniques, suggesting that mobile-based learning could be a potential strategy for medical education. Full article

Achieving the ambitious economic, social, and environmental goals of the UN Sustainable Development Goals (SDGs) requires strategic digital governance improvements that promote long-term and equitable participation in emerging technologies. However, research lacks clear confirmation regarding how governments’ varied policy investments in spheres, like infrastructure expansion, skills programming, and cybersecurity, specifically contribute to holistic sustainable development progress monitored across international benchmarks. Addressing persistent uncertainties, this study statistically modeled if national expenditures directed toward information and communications technology (ICT) access, digital literacy initiatives, and online privacy protections predict higher performances meeting SDGs longitudinally. Analyzing recent country-level data across 27 European nations, structural equation modeling uncovered positive relationships between all three complementary digital governance priority areas and national SDG Index achievement over time. Beyond theoretically validating the instrumental role of availability, capabilities, and security advancements for balanced digitization, findings offer policymakers vital empirical guidance to amplify social returns on ICT investments. The results also demonstrate practical tools to track implementation impacts amidst unrelenting technological shifts. Ultimately, equitably mainstreaming technologies’ vast problem-solving potential necessitates evidence-based digital governance carefully expanding equitable participation. This work aims to equip leaders to purposefully craft enabling, empowering ICT policy ecosystems advancing urgent development aims. Full article

Perinatal depression is highly prevalent, yet there is a very low rate of treatment uptake and help-seeking. The MumSpace Initiative was funded by the Australian government to invest in digital stepped-care treatments and support for perinatal depression, to improve mental health outcomes and national access. This paper describes the reach of the MumSpace initiative as a one-stop shop offering perinatal depression treatments with a solid evidence base (MumMoodBooster programmes), supported by a prevention programme addressing modifiable risk factors through a smartphone application (MindMum) as well as evidence-based universal prevention programmes. We have brought together multi-skilled teams and a Perinatal Depression Consortium to deliver the programmes and address changing technology. The effectiveness of MumSpace was evaluated through systematic monitoring of consumer reach: data analysis of website traffic and resource uptake. MumSpace has successfully sustained engagement, attracting over 275,000 visits since its launch in 2017, with the number of visitors to the website increasing year on year. The central treatment tools, MumMoodBooster and Mum2BMoodBooster, have reached over 10,000 Australian women, largely through self-referral. Despite the development of a portal for direct clinician referral and monitoring, continuing challenges for implementation involve integrating digital treatments into traditional services and recruiting professionals to directly engage mothers. Full article

This research used proxy reports and questionnaire-based data to explore characteristics related to participation among autistic children. The research aimed to explore child enjoyment and parental satisfaction in different activity configurations, including active and sedentary pursuits and activities in which children participate alone or in groups. Parents/guardians (n = 100) of autistic children aged 4–15 years completed questionnaire-based assessments of their autistic child’s motor skills, social skills, and characteristics of participation. Regression analyses were completed to elucidate the factors that may contribute to a child’s enjoyment of and parental satisfaction with the child’s participation in the different activity configurations. A strong positive correlation was found between motor and social skills, and for motor and social skills in concert with the different activity configurations. Regression analyses found that the social skills of autistic children were related to participation in most of the activity configurations for both the child’s enjoyment and parental satisfaction in participation. Other results indicated that lower social skills were more strongly related to child enjoyment and parental satisfaction, and that the highest enjoyment and satisfaction scores were found for the sedentary and individual activities. These results reinforce the impact of social skills on participation in various activities, and the need for early intervention to promote skill development among autistic children. Full article