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This study aimed to identify the effectiveness of the peer tutorial project learning model assisted by augmented reality (AR) in improving students’ 21st-century skills. The focus of the study was to describe the improvement in students’ skills taught using the AR-assisted project and peer tutoring-based learning (PPTBL) model, with an emphasis on four main abilities: critical thinking, creativity, collaboration, and communication. This study involved a comparison between a control group and an experimental group to measure the effectiveness of the learning model. The study results showed that the average critical thinking skills reached 81%, creativity 77%, collaboration 73%, and communication 74%. Data analysis showed that the hypothesis stating that there was a significant difference in 4C skills between students who study with the AR-assisted PPTBL model and those who study with the conventional learning model was accepted at a significance level of 5% (0.05). These findings were expected to make a significant contribution to the development of innovative learning methods that can be widely applied in higher education institutions. © 2024 by the authors of this article.

Objective To evaluate the importance of rural internships to observed medical workforce distribution outcomes up to 8 years post-medical school. Design and setting Cohort study of medical graduates of The University of Queensland (UQ), Australia. Participants UQ graduates who were medical interns in Queensland's public health system between 2014 and 2021 and observed working in Australia in 2022. Internship location was defined as being metropolitan or rural, along with other key rural exposures of whether they are of rural origin (childhood) and whether at least 1 year of clinical training at medical school was in a rural location. Primary outcome measure Current work location was collected from the Australian Health Practitioner Regulation Agency (AHPRA) in 2022, classified as either rural or metropolitan and measured in association with their internship location. Results From 1930 eligible graduates, 21.5% took up a rural internship, which was associated with rural origin (OR 1.5, 95% CI 1.2 to 2.0) and medical school rural immersions of either 1 year (OR 2.8, 95% CI 2.1 to 3.7) or 2 years (OR 5.8, 95% CI 4.4 to 7.7). Completing a rural internship was associated with currently working rural (47% vs 14%, OR 4.6, 95% CI 3.5 to 5.9), which weakened the observed (adjusted) effect of rural origin (OR 1.5, 95% CI 1.2 to 2.0) or medical school rural immersions (1 year: OR 1.4, 95% CI 1.0 to 1.9; 2 years: OR 1.7, 95% CI 1.2 to 2.3). All combinations of the key rural exposures that included rural internship had the highest proportions currently working rurally (range 32-69%) compared with the combinations with a metropolitan internship (range 12-22%). Conclusions Internship location appears to be a critical factor in shaping medical workforce distribution decisions. This evidence supports the need for strengthened and expanded rural training pathways after medical school. In particular, clearer pathways into specialty programmes via rural internships are likely to support increased numbers choosing (with confidence) to preference rural internship first and subsequently more working in rural areas long term. © Author(s) (or their employer(s)) 2024.

While midwives are recognized as primary care-providers for maternal and new-born care in many parts of the world, India is transitioning to professional midwifery. The pathway to midwifery in India has been through integrated nursing and midwifery education. Since 2018, India has introduced an 18-month post nursing midwifery education programme. To establish a baseline for midwives’ competence and measure progress, there is a need for a quick, easy-to-administer and low-cost tool that can be used at scale to guide programme efforts. This paper describes the process of validation and testing of a tool to assess the confidence of practicing nurse-midwives as a proxy indicator for competence against the seven competency domains of the International Confederation of Midwives (2013). A total of 2198 nurse-midwives, providing maternal and new-born services at the time of the study, from 442 public and private hospitals across six states in India, responded to a self-administered questionnaire. The tool is psychometrically sound and can potentially be used in low-middle-income countries to measure confidence of midwives and nurse-midwives against international competence standards. It is suitable for quick large-scale programmatic assessments within a short time period, providing evidence to inform midwifery strengthening initiatives. The tool can be contextualized to suit specific country contexts. Since it was tested in India, where a distinct cadre of midwives is not yet established and nurse-midwives provide maternity care, the tool can be easily adapted for use in other countries in the South East Asia Region with similar contexts. © 2024 Sharma et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

The use of micro-credentials holds immense potential to address the challenges of traditional higher education, particularly in terms of accessibility, employability, and inclusivity. This study delves into the rise of micro-credentialing and its evolution in the digital learning landscape post the COVID-19 pandemic. With many people owning cell phones and a tech-savvy younger generation, micro-credentials are poised to pave a promising pathway for education and career advancement. The research explores the potential, benefits, and possible future of micro-credentials. Using an integrative literature review approach, this study uses a qualitative approach to analyse policy documents, published articles, and case studies of micro-credentialing initiatives. According to initial research, micro-credentials have the potential to provide adaptable and targeted learning opportunities. These can be combined and aligned with industry standards, bridging the divide between traditional education and the evolving requirements of the job market. This adaptability instils confidence in the relevance of the education system. Micro-credentialing is a new way of recognising and certifying skills. It is more inclusive and challenges traditional education models, offering a lifelong learning and employability framework. © 2024, Econjournals. All rights reserved.

In this article, we study the role of automation risks in the school-to-work transition (STWT) of secondary vocational education (VET) graduates in the Netherlands. We use a combination of administrative and survey data, enriched with estimates of automation risks. Using sequence analysis, we find four ideal-type school-to-work trajectories representing the first 10 years in the labor market: employment, further education, further VET, and NEET. Multinomial regressions show that automation risk is not consistently associated with the type of school-to-work trajectory. We also investigate the relation between automation risk and starting wages and wage growth. We find that automation risk is negatively associated with starting wages, but not with wage growth. © The Author(s) 2024.

Vocational education and training (VET) has been promoted as a key strategy for refugees' integration into the labour markets of their host societies, with the expectation that it would provide refugees the skills that are necessary to access better employment in their host countries. Nevertheless, evidence from both high-income and middle-income countries (MICs) shows that refugees predominantly work in labour-intensive jobs under precarious conditions, and, VET has not always been an effective instrument to improve refugees' employment conditions. This article aims to understand the reasons behind this situation. It studies the multiplicity of factors influencing the viability of VET for refugees' labour market integration, focusing on Syrian refugees in Tarsus, Turkey, a MIC currently hosting the largest number of refugees worldwide. It shows that the top-down, supply focused VET programmes may have limited effectiveness in promoting better employment for refugees if the designers and implementers of these programmes do not fully consider the local context and the refugees' specific realities. © 2024 The Author(s). Industrial Relations Journal published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Objective: This study aimed to explore the preprofessional identity of undergraduate nutrition and dietetic students to guide curriculum development to better support the expectations of students and promote career readiness in a changing profession. Design: Qualitative focus group discussions in March, 2021. Setting: An Australian university. Participants: First-year students enrolled in the Bachelor of Nutrition (n = 50) or Bachelor of Dietetics (n = 58) at the University of the Sunshine Coast. Main Outcome Measures: Student sociodemographics, motivations for and influences on career choice and preprofessional identity, expectations of professional competency and practice, degree, and career expectations. Analysis: Descriptive statistics were conducted, and focus group discussions were analyzed using the Framework Approach. Results: Motivations and skills were consistent across both cohorts, centering on an interest in nutrition and respectful, professional conduct and communication. Expectations were similar across both degrees, with a focus on placement, real-world learning experiences, and staff support. Career expectations for both cohorts included business ownership. Conclusions and Implications: This research provided an understanding of students’ preprofessional identity, which was similar for both nutrition and dietetics students. Motivations identified in this research can be used to inform activities across nutrition and dietetic programs that support career readiness. © 2024 The Authors

Introduction: Pressure injuries (PIs) are a significant issue in healthcare system: nursing students are recommended to be prepared to assess the risk, prevent and manage them. However, despite the coronavirus disease-2019 (COVID-19) pandemic significantly affected nursing students’ learning opportunities no data regarding their impact of PIs knowledge, attitudes and learning occasions have been documented to date. Aims: To describe the post-pandemic knowledge and attitudes regarding PI prevention and management and to compare clinical learning opportunities in the field of PIs before and after the COVID-19 pandemic. Method: A descriptive multi-method study involving students at the time of their graduation in the before (n = 114) and after the pandemic (n = 113). The Italian versions of the Pressure Ulcer Knowledge Assessment Tool (PUKAT-IT) and Attitude Toward Pressure Ulcer Prevention (APuP-IT) scales were used. Data regarding pre- and post-pandemic learning opportunities were retrospectively collected from the Student Portfolio of Skills. Results: The average PUKAT-IT score was 57.92 % (cut-off 60 %), which indicates insufficient knowledge; the average APuP-IT score was 78.19 % (cut-off 75 %), which shows positive attitudes towards PI. Comparing the pre- and the post-pandemic groups, learning opportunities in PI risk assessment and prevention significantly decreased (overall 38.90 vs 32.27 and 35.26 vs 25.97, respectively) while those regarding the PI management remained stable. Conclusion: In the post-pandemic times, nursing students' knowledge about PIs remains insufficient while their attitudes are adequate; the pandemic significantly reduced students’ exposure to prevention and assessment learning opportunities during their internship, which suggests a need to update educational strategies to ensure appropriate knowledge and learning experiences in this field. © 2024 The Authors

Purpose This paper seeks to explore the influence of success factors, specifically motivation and course quality, on MOOC retention intention. Going beyond a mere examination of these motivational and quality factors, the study investigates students’ motivation, considering needs, interests, course system, content, and service quality. Methodologically, a questionnaire survey was conducted, collecting data from 311 students enrolled in online courses. To ascertain the impact of interest or need-based motivation on students’ retention rates, a Structural Equation Model (SEM) was employed. Subsequently, Necessary Condition Analysis (NCA) was utilized to identify the essential factors and components in each area. SEM results revealed a positive influence of motivational factors and quality issues on students’ behavior. Retention behavior was notably affected by academic and professional needs, along with personal interests. Furthermore, course content and service quality demonstrated a significant effect on students’ perseverance behavior. NCA results identified academic motivation and system quality as having a substantial impact on retention behavior, while personal motivation and technological motivation had a comparatively smaller effect. Practically, the findings suggest that course developers should consider students’ academic and personal requirements when designing online courses. Additionally, providing students with the ability to customize course and system content according to their needs is crucial. Timely problem-solving attitudes from service providers are essential for ensuring student retention. ©: © 2024 Huacui et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

This article presents a Project-Based Learning proposal implemented in a Vocational Training classroom to address biomedical research with the students of the Molecular Biology and Cytogenetics module. The objective is to detect challenges and adaptations required throughout the project to attend the needs of the students and the assessment of the project in terms of preparation for the world of work. A design-based research methodology is followed that allows us to carry out an analysis of the changes made to the project to meet the challenges presented, as well as a categorization of the benefits pointed out by the 21 participants as project’s contributions to their professional future, among them the improvement of their ability to work- team and a better acquisition of scientific knowledge. © 2024 Universidad de Cadiz. All rights reserved.