Factors influencing female students' entrepreneurial intention in vocational colleges: A multi-group analysis based on household income.

Female entrepreneurs have irreplaceable status and essential significance in entrepreneurship research. Improving females' entrepreneurial intentions is an important topic in this area. Accordingly, this study, based on the theory of planned behavior, investigates the factors that affect female students' entrepreneurial intention at China's vocational colleges and whether household income moderates the relationship between entrepreneurial education, attitude, competence, self-efficacy and entrepreneurial intention. 2149 females from vocational colleges in Guangdong Province, Zhejiang Province, and Jiangxi Province were randomly chosen to participate in the study. They had taken part in entrepreneurial courses throughout 2021-2022. In addition, data were analyzed by structural equation modeling partial least squares. The results demonstrate that entrepreneurial education did not directly affect female students' intentions. Entrepreneurial competence, self-efficacy, and attitude positively affect entrepreneurial intention. It is further concluded that household income significantly moderates the relationship between entrepreneurial education, attitude, competence, and intention. However, there is no significant difference in the relationship between self-efficacy and entrepreneurial intention between high and low-household-income students. While females continue to confront sexism in the workplace, it is crucial that we conduct empirical research into the factors influencing female entrepreneurial intention to boost economic growth and gender parity. This research helps bridge a gap in the prior literature and adds substantial value to encouraging female entrepreneurs.

Impacts of Online Studies Including Various Concept and Doubt for English Education in China.

The outbreak of Covid-19 has led to the need for institutions to provide online learning to their students. In this context, it is important to understand the views of both students and teachers regarding online classes. This study aims to explore the opinions of English teachers and students in vocational colleges in China about online English learning. A convenience sampling technique was used in the study. Data was collected using a questionnaire survey from the respondents. Data were analyzed using SPSS statistical software. Focused on the perceptions of English teachers and students in vocational colleges about online English learning. The results of the study revealed negative perceptions of both students and teachers about vocational English education in an online learning environment. This study highlights the importance of addressing both teachers' and students' negative feelings about online learning. The findings of this study are useful for educators and academic departments in improving the online learning experience for vocational students. It also emphasizes the need for effective implementation of ICT modules to improve the quality of online education. The study suggested that ICT modules should be implemented in various media platforms and applications to improve the quality of online learning by academic departments. Overall, this study emphasizes the importance of understanding stakeholder perceptions in online learning environments and provides insights for improving the quality of online education.

[Dance-specific eligibility of vocational ballet students - examinations at a governmental training institution for classical ballet]. / Tanzspezifische Eignung professioneller Ballettschüler*innen ­ Untersuchungen an einer Ausbildungseinrichtung für klassischen Bühnentanz.

BACKGROUND: During their training, pre-professional ballet students are confronted with physical stresses comparable to those of competitive sports. In competitive sports, there are mandatory and binding aptitude tests to ensure that the growing athlete meets the requirements. In ballet, there are no such mandatory examinations preceding the start of training. For adult professional dancers, musculoskeletal ideals could be isolated from the dance medicine literature. However, only a few studies describe musculoskeletal characteristics of pre-professional ballet students. It is neither known at what age a student should meet the ideal measurements for an adult nor what deviations from the ideal can be considered normal. This study aims to describe sociodemographic and musculoskeletal characteristics of pre-professional ballet students and discusses to what extent they already meet or deviate from dance-specific eligibility criteria for adult professional ballet dancers. MATERIAL AND METHODS: In this study, n = 414 female and n = 192 male students of John Cranko School (JCS) were seen by an experienced orthopaedist and dance physician. Mean age was 13.9 years (SD 3.5, range 5-22 years). Their medical history was taken (age; nationality; start of ballet/training) and a physical examination was performed (height/weight; symmetry of shoulder girdle, spine, waist triangles; pelvic tilt; tibial torsion; range of motion of base of index finger joint, spine, hips, ankle and base of great toe joint). Subsequently, the results of this study were compared with suitability criteria for adult professional ballet dancers that had been isolated from the dance medicine literature for a previous article. RESULTS: Examinees were from 49 different nations. 34.6% of the female subjects (≥16 years) were between 165 and 170 cm and 33.3% of the male subjects (≥18 years) were between 178 and 185 cm tall. 45.0% of those examined showed low body weight (<10th percentile, BMI <18.5 kg/m²). The trunk of 61.0-84.8% of those examined was erect and symmetrical. 25.2% had scoliosis. Half (53.5%) were found to have a bilateral external rotation of the hips of at least 60°, and 68.7% had a bilateral internal rotation between 20 and 50°. 87.3% exhibited a bilateral tibial torsion between 15 and 40°. A bilateral en dehors of 90° was calculated for 25.0%. In 9.1% of those examined, the upper ankle joints presented a dorsiflexion of at least 25°, and in 70.2%, a plantarflexion of at least 70° was seen. In 88.0%, the metatarsophalangeal joint of the great toe was 90° (f) and 80° (m) on both sides. CONCLUSION: The results of this study showed that pre-professional ballet students fulfil many characteristics of adult professional ballet dancers. High values already among young age groups suggest a ballet-specific selection. Nevertheless, not all students fulfil the theoretical "ideal measurements" for professional classical ballet. These anatomical limits should be considered individually in training to protect the growing pre-professional ballet dancer. The high ballet-specific anatomical demands, but especially the large number of students with a low body weight, underline the necessity of mandatory aptitude tests at the beginning and regular check-ups in the course of training to avert compensatory mechanisms and their consequential damage and to screen for eating disorders and disorders of eating behaviour.

Data-driven analytics for student reviews in China's higher vocational education MOOCs: A quality improvement perspective.

Higher vocational education is the core component of China's national education system and shoulders the mission of cultivating high-skilled and applied talents. The wide application of Massive Open Online Courses (MOOCs) has effectively improved the curriculum system of China's higher vocational education. In the meantime, some MOOCs suffer from poor course quality. Therefore, from the perspective of sustainable course quality improvement, we propose a data-driven framework for mining and analyzing student reviews in China's higher vocational education MOOCs. In our framework, we first mine multi-level student demands hidden in MOOC reviews by combining web crawlers and text mining. Then we use an artificial neural network and the KANO model to classify the extracted student demands, thereby designing effective and sustainable MOOC quality improvement strategies. Based on the real data from China's higher vocational education MOOCs, we validate the effectiveness of the proposed data-driven framework.

Factors sustaining legitimacy of smoking in Vocational Education and Training (VET) schools: a qualitative needs assessment.

BACKGROUND: Most adult smokers started smoking in their teenage years, which increases the risk of nicotine dependence. In Denmark, there is a high prevalence of youth smoking among students in Vocational Education and Training (VET). However, reducing and preventing smoking in this group is a major challenge. This article presents a needs assessment aimed to explore factors sustaining legitimacy of smoking in VET schools and consider the measures needed to prepare VET schools' implementation of smoking reduction and prevention interventions. METHODS: Participant observations were conducted in four VET classes representing three VET schools in Denmark with a duration of four days each. Individual, semi-structured interviews were conducted with teachers, managers, and a student advisor, as well as four focus groups with a total of 20 students. Interviews were audio-taped, transcribed, and the data material was analyzed following Malterud's systematic text condensation. FINDINGS: Factors that helped sustain legitimacy of smoking in VET schools included a positive and normalized attitude towards smoking at home and among friends, an understanding of smoking as an integral and expected practice in VET professions and schools, a perceived reliance on smoking as an icebreaker in new social relations and as a pedagogical tool, and smoking as a habit and a means to deal with boredom and stress relief. CONCLUSIONS: The factors sustaining legitimacy of smoking in VET schools are reciprocal and call for smoking reduction and prevention intervention efforts which consider and address social influence, habitual behavior, and psychological needs, as well as changes at the policy level.

Effectiveness of cognitive behavior therapy on occupational stress management among administrative, language, science and vocational education staff within open and distance learning centers: A randomized controlled trial evaluation.

BACKGROUND: The administrative, language, science and vocational staff in Nigerian open and distance learning centers handle a wide range of responsibilities, including teaching, supervising exams, managing projects for distant learners, conducting research, and attending conferences. However, no research in southeast Nigeria has looked into how the administrative, language, science and vocational staff at open-distance learning centers manage occupational stress. Therefore, the purpose of this study was to investigate how administrative, language, science and vocational education staff at open distance learning facilities in southeast Nigeria manage their work-related stress in relation to cognitive behavior therapy intervention. METHODS: The study used a randomized control group trial design with 63 administrative, language, science and vocational staff members as the sample size. Data were gathered using the Occupational Stress Index and the Perceived Stress Scale. The instruments' respective internal consistency reliability indices are.87 and.77. The 12-week intervention of cognitive behavior therapy was conducted. A postintervention exam was given to participants in both the intervention group and the nonintervention group after the conclusion of the intervention, and a follow-up assessment was given 2 months later. The paired samples t-test and the independent samples t-test were used to evaluate the data for the within-groups and between-groups effects, respectively. RESULTS: In open and distance learning facilities in southeast Nigeria, it was discovered that cognitive behavior therapy significantly improved the administrative, language, science and vocational education staff's ability to manage occupational stress. CONCLUSION: Administrative, language, science and vocational education staff at open distance learning facilities in southeast Nigeria can effectively manage their occupational stress through the use of cognitive behavior therapy.

Application of multimedia technology to innovative vocational education on learning satisfaction in China.

Multimedia technology holds paramount importance in driving innovation within vocational education, significantly influencing learning satisfaction. Its integration facilitates dynamic and interactive learning environments, catering to diverse learning styles and preferences. Moreover, multimedia technology enables educators to simulate real-world scenarios, providing practical and hands-on training opportunities. This aspect is particularly valuable in vocational education, where practical skills and application are required. The paper investigates the impact of multimedia technology in enhancing learning satisfaction within innovative vocational education. It delves into the utilization of multimedia tools and their correlation with learner satisfaction, exploring how these technologies augment engagement and comprehension in vocational training. The primary data from 515 students of vocational colleges of China has been collected and regression analysis is applied for empirical analysis. The findings of the study highlight that multimedia technology has positive relationship with innovative vocational education and learning outcome. The findings contribute valuable insights for policymakers regarding significant role multimedia plays in fostering enhanced learning experiences and overall satisfaction among vocational learners.

Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences.

INTRODUCTION: The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person-environment fit (PEF) as predictors of adolescent effort. METHOD: We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. RESULTS: Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. CONCLUSION: We discuss strategies to enhance adolescents' efforts in upper secondary education.

Inefficiencies of augmented reality for different sexes and grades in Chinese vocational education.

Nowadays, augmented reality (AR) is becoming more and more prevalent and used in many fields, including education. Previous studies have reported the positive effect of AR to advocate the use of AR in the classroom. However, it is unclear whether such a positive effect can be reported for any student. In this study, we recruited students from a Chinese vocational college. Due to the peculiar conditions in China, students in vocational colleges may have weaker learning abilities and worse academic performance than students in research universities. Furthermore, the sex and grade of students were considered. We conducted a three-stage experiment for the PPT-based group and the AR-based group separately. We taught the students the orthographic projection, a lesson from the Engineering Drawing course, which is widely learned by students who majored in architecture. The students' academic performances were rated prior to class, right after class, and 1-week after class, through a direct examination at three stages. We found the inefficiency of AR for students in vocational colleges. The interaction effect between sex and grade of students was also reported. Students undergoing AR-based teaching could not perform better or even worse than students undergoing PPT-based teaching. We recommended that the teachers should consider whether to use AR in the classroom based on the characteristics of students.

General practice nurse trainees' perspectives on general practice nursing as a career choice: qualitative findings from a vocational training scheme in the United Kingdom (UK).

BACKGROUND: There is a shortage of general practice nurses worldwide to deal with an ever-increasing workload, and the need to attract new staff into general practice nursing is therefore vital. As part of this, a one-year Vocational Training Scheme (VTS) for new to general practice nurses was developed in 2020 by the South Yorkshire Primary Care Workforce and Training Hub. METHODS: The aim of the study was to examine the VTS trainees' views on general practice nursing as a career. A pragmatic, convenience sample of trainees was recruited. Of the 21 trainees, 17 agreed to take part in the study. Data were collected from the trainees using a series of four regular, timed, online focus groups designed to follow the trainees' trajectory on the programme over a 12-month period. The data were analysed using framework analysis. RESULTS: The timed nature of the focus groups meant that the analysis of the data was linked to the trainees' trajectory over the course of the year. Three themes were generated from the data: 'pathways into general practice'; 'learning to be a GPN'; and 'the future GPN'. In theme one, the trainees talked of the difficulties in accessing general practice as a new graduate, specifically the need for prior experience and how to get it. In the second, the transition to being a general practice nurse was discussed, and the expectation of being able to 'hit the ground running' once in post. The new graduate participants were also concerned over the opportunities for clinical supervision and support in the role after the programme. Finally, the participant s expressed concern over future opportunities for professional development and the prospects for a long-term career in general practice. CONCLUSION: To address the worldwide workforce 'crisis' in general practice nursing, sustainable career pathways are needed to encourage new graduate nurses to consider working in general practice. Starting at university, changing the culture and providing the necessary infrastructure to support ongoing professional development in general practice nursing are key to its success.

Supply and demand of higher vocational education in China: Comprehensive evaluation and geographical representation from the perspective of educational equality.

The imbalanced regional development of higher vocational education, particularly the disparity between the supply and demand of educational resources, has emerged as the primary factor impeding the provision of high-quality higher education in China during the establishment of a universal education system. Based on the 1,482 higher vocational education institutions recognized by the Ministry of Education of China in 2021 as the research objects, the development of higher vocational education in China was explored from the perspective of supply and demand using the entropy weight TOPSIS method and coupling coordination degree model. It was found that China's higher vocational institutions were mainly located in provincial capitals, representing a point distribution pattern. From a comprehensive evaluation of the supply level, areas such as the Beijing-Tianjin-Hebei region, Yangtze River Delta, and central Henan Province have become the catchment areas for the development of higher vocational education, laying the foundation for regional network cooperation. From the perspective of educational equality, the higher vocational education in China was found to be sufficient to match the supply and demand, and a balance between supply and demand was apparent in provincial capitals. The coupling degree between supply and demand exhibited an "olive-type" spatial structure pattern, indicating that the development of higher vocational education in most cities in China is still in the transformation stage. The results provide a scientific basis for optimizing resources in the provision of higher vocational education.

Addressing the GP vocational training crisis in remote Australia: Lessons from the Northern Territory.

OBJECTIVE: GP vocational training enrolments are declining Australia-wide and, in the Northern Territory (NT), considered by some as '…the litmus test for the national scene' the decline is precipitous. This research investigates the drivers of declining GP training uptake in the NT and identifies and ranks potential solutions. SETTING: NT, Australia. PARTICIPANTS: Ten senior medical students, 6 junior doctors, 11 GP registrars, 11 GP supervisors and 31 stakeholders. DESIGN: Mixed methods: scoping review of Australian literature mapping key concepts to GP training pathway stages and marketing/communications; secondary data analyses; key informant interviews; and a stakeholder validation/prioritisation workshop. Interview data were thematically analysed. Workshop participants received summarised study findings and participated in structured discussions of potential solutions prior to nominating top five strategies in each of five categories. RESULTS: Highly prioritised strategies included increasing prevocational training opportunities in primary care and selecting junior doctors interested in rural generalism and long-term NT practice. Also ranked highly were: [Medical School] ensuring adequate infrastructure; [Vocational Training] offering high quality, culturally sensitive, flexible professional and personal support; [General Practice] better remunerating GPs; and [Marketing] ensuring positive aspects such as diversity of experiences and expedited GP career opportunities were promoted. CONCLUSION: Multifaceted strategies to increase GP training uptake are needed, which target different stages of GP training. Effective action is likely to require multiple strategies with coordinated action by different jurisdictional and national key stakeholder agencies. Foremost amongst the interventions required is the urgent need to expand primary care training opportunities in NT for prevocational doctors.

Aspiration-attainment gaps predict adolescents' subjective well-being after transition to vocational education and training in Germany.

An occupational aspiration-attainment gap (AAG) is defined as a discrepancy between the socioeconomic status (SES) of the aspired occupation and the one attained. We investigated how experiencing an occupational AAG after transition to vocational education and training (VET) affects three domains of subjective well-being (SWB) among adolescents in Germany (general life, job, and income satisfaction). Using longitudinal data from the German Socio-Economic Panel (SOEP), we could track respondents' SWB during the transition to and during VET. Results from latent growth curve models revealed that both under- and overachievement of aspirations (i.e., negative and positive AAGs) reduced initial levels of SWB after VET entry-especially work-related satisfaction (i.e., income and job satisfaction). Individuals with an AAG (both negative and positive) tended to experience a slightly larger increase in SWB during VET than those who met their aspirations. Overall, our results suggest that the decisive factor for adolescents' SWB is not the SES of the VET position they attain, but rather whether that position is the exact type of position to which they aspired.

General practice undergraduate and vocational training: ambulatory teaching and trainers' curriculum and remuneration - a cross-sectional study among 30 member countries of WONCA Europe.

BACKGROUND: After a long phase without any propositions for real ambulatory training inside general practitioners' offices, general practice (GP) vocational training has begun to appear progressively and has been integrated into undergraduate medical programmes. The aim of this study was to provide an overview of GP vocational training and GP trainers in member countries of the World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA) Europe. METHOD: We carried out this cross-sectional study between September 2018 and March 2020. The participants responded to a questionnaire in real-life conversations, video conferences or e-mail exchanges. The respondents included GP trainers, teachers and general practitioners involved in the GP curriculum recruited during European GP congresses. RESULTS: Representatives from 30 out of 45 WONCA Europe member countries responded to the questionnaire. Based on their responses, there is a well-established period for GP internships in undergraduate medical programmes, but with varying lengths. The programmes for some countries offer an internship after students graduate from medical school but before GP specialisation to ensure the career choice of the trainees. After specialisation, private practice GP internships are offered; however, in-hospital GP internships are more common. GP trainees no longer have a passive role during their internships. GP trainers are selected based on specific criteria and in countries, they have to follow some teacher training programmes. In addition to income from medical appointments carried out by GP trainees, GP trainers from some countries receive additional remuneration from various organisations. CONCLUSION: This study collected information on how undergraduate and postgraduate medical students are exposed to GP, how GP training is organised and the actual status of GP trainers among WONCA Europe member countries. Our exploration of GP training provides an update of the data collected by Isabel Santos and Vitor Ramos in the 1990s and describes some specificities that can inspire other organisations to prepare young, highly qualified general practitioners.

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self­determination theory.

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability.

Validation of a Questionnaire on Sexual and Reproductive Health Among Immigrant Vocational Education Students in Portugal from São Tomé and Príncipe.

Sexual and reproductive health interventions' effectiveness should be evaluated using a valid instrument. This study aimed to validate a questionnaire on sexual and reproductive health in adolescents and young adults from São Tomé and Príncipe who voluntarily enrolled in a vocational school in Portugal to complete their 12th school year and obtain a professional card.A questionnaire consisting of perception and knowledge sections was adapted from previous questionnaires. We followed the steps of psychometric analysis. Firstly, we assessed face validity and content validity. We used factorial analysis to validate the perceptions section (which included Likert-type questions). For the knowledge section (which consisted of multiple-choice questions), we used the key check, discrimination index, and difficulty index. We evaluated internal consistency through Cronbach's alpha for the perceptions section and the Kuder-Richardson score for the knowledge section.Out of 105 invited students, a total of ninety students were enrolled in this study, of whom 88 completed most of the questions. The exploratory analysis showed that most students agreed with the right to refuse intercourse. However, while approximately 23% disagreed that consensual sex among adult women or men is always wrong, around the same proportion agreed. A considerable number of students recognized condoms and pills as effective methods of contraception. However, most students were unfamiliar with other methods. Most knowledge questions showed acceptable difficulty levels, and the discrimination index varied among questions. The knowledge questions demonstrated good consistency levels. This study enabled us to develop an appropriate instrument for evaluating the effectiveness of public health interventions and identifying specific knowledge gaps in migrant populations from low-income countries. This will help prioritise topics to be addressed in sexual health education sessions.

Factors affecting digital technology access in vocational education.

If policies are not thoroughly designed, technology integration may fail. As a result, users' perceptions of technology, especially access to digital technology, are critical for technology integration in education. This study aimed to develop and validate a scale to model factors affecting digital technology access for instructional use in Indonesian vocational schools. The study also reports the structural model of the path analysis and tests of differences based on geographical areas. A scale adapted from prior studies was established, validated, and examined for its validity and reliability. A total of 1355 responses were measurable; partial least squares structural equation modeling (PLS-SEM) and t-test procedures were applied for the data analysis. The findings informed that the scale was valid and reliable. For the structural model, the strongest relationship emerged between motivational access and skills access, while the lowest existed between material access and skills access. However, motivational access has an insignificant effect on instructional use. The t-test results show that geographical areas were significantly different regarding all involved variables.

Context matters in smoking prevention: evaluating smoke-free school hours in Danish vocational schools.

Youth is a crucial period for smoking preventive interventions. School-based interventions targeting the policy level and the sociocultural processes of smoking show promising effects in reducing smoking uptake and prevalence. This study presents findings from the qualitative process evaluation of a smoking preventive intervention, Focus, in the vocational school (VET) setting. Specifically, the study focused on contextual factors affecting the implementation of smoke-free school hours (SFSH). Participant observations and focus groups were conducted in four VETs during the implementation period October-December 2018. The data encompass participant observation field notes (n = 21 school days), student focus groups (n = 8) (aged 16-20), teacher focus groups (n = 5) and semi-structured individual interviews with VET leaders (n = 3). The study found that SFSH was not clearly communicated to students due to the educational structure and chaotic rhythm of the school days, ambivalent attitudes among teachers toward enforcement of smoking rules and lack of clear managerial support. The interplay of these factors counteracted the implementation of SFSH in the VET context. The presented contextual factors are important when interpreting the effectiveness of the Focus intervention and for informing future preventive efforts aiming to reduce smoking among youth in high risk of smoking cigarettes.

Youth represents a crucial period for smoking prevention. School-based interventions show promising effects in this respect. This study presents findings from the qualitative process evaluation of a smoking preventive intervention, Focus, in the vocational school (VET) setting. The aim was to examine the role of context in the implementation process. The data consist of participant observation field notes (n = 21 school days), focus groups (n = 8 with students and n =  5 with teachers) and semi-structured individual interviews with VET leaders (n = 3). The study found that smoke-free school hours was not clearly communicated to students due to several contextual factors, namely an unclear structure and purpose of the school day, ambivalent attitudes among teachers toward smoking rules and lack of managerial support. These factors are important when interpreting the effectiveness of the Focus intervention and for informing future smoking preventive efforts among youth in high risk of smoking cigarettes.

Effectiveness of the multi-component intervention 'Focus' on reducing smoking among students in the vocational education setting: a cluster randomized controlled trial.

BACKGROUND: Social inequality in smoking remains an important public health issue. Upper secondary schools offering vocational education and training (VET) comprise more students from lower socioeconomic backgrounds and have higher smoking prevalence than general high schools. This study examined the effects of a school-based multi-component intervention on students' smoking. METHODS: A cluster randomized controlled trial. Eligible participants were schools offering VET basic courses or preparatory basic education in Denmark, and their students. Schools were stratified by subject area and eight schools were randomly allocated to intervention (1,160 invited students; 844 analyzed) and six schools to control (1,093 invited students; 815 analyzed). The intervention program comprised smoke-free school hours, class-based activities, and access to smoking cessation support. The control group was encouraged to continue with normal practice. Primary outcomes were daily cigarette consumption and daily smoking status at student level. Secondary outcomes were determinants expected to impact smoking behavior. Outcomes were assessed in students at five-month follow-up. Analyses were by intention-to-treat and per protocol (i.e., whether the intervention was delivered as intended), adjusted for covariates measured at baseline. Moreover, subgroup analyses defined by school type, gender, age, and smoking status at baseline were performed. Multilevel regression models were used to account for the cluster design. Missing data were imputed using multiple imputations. Participants and the research team were not blinded to allocation. RESULTS: Intention-to-treat analyses showed no intervention effect on daily cigarette consumption and daily smoking. Pre-planned subgroup analyses showed statistically significant reduction in daily smoking among girls compared with their counterparts in the control group (OR = 0.39, 95% CI: 0.16, 0.98). Per-protocol analysis suggested that schools with full intervention had higher benefits compared with the control group (daily smoking: OR = 0.44, 95% CI: 0.19, 1.02), while no marked differences were seen among schools with partial intervention. CONCLUSION: This study was among the first to test whether a complex, multicomponent intervention could reduce smoking in schools with high smoking risk. Results showed no overall effects. There is a great need to develop programs for this target group and it is important that they are fully implemented if an effect is to be achieved. TRIAL REGISTRATION: https://www.isrctn.com/ISRCTN16455577 , date of registration 14/06/2018.

Factors Affecting Employability of Patients with Schizophrenia who had First Participated in Vocational Training: A Pilot Study.

While vocational training may offer financial and health benefits for patients with schizophrenia (PwS), further empirical research is required to investigate the effectiveness of this intervention for PwS, as well as the factors influencing their employability. This study aimed to (i) identify the factors affecting the employability of PwS who had participated in vocational training and (ii) examine the effectiveness of vocational training. This prospective cohort study was conducted in a community rehabilitation center attached to a psychiatric hospital in southern Taiwan that provides vocational training. The participants completed two questionnaires: (i) a pre-test that served as the study's baseline; (ii) a post-test during a follow-up 12 months later. The questionnaire was divided into three parts: (i) participants' basic information, (ii) the work performance scale, and (iii) the mental state measure. The participants included 35 males and 30 females, with the average age being 45.85 years. The significant factors affecting their employability were social support, work behavior, thinking disorder, and cognitive impairment. In other words, participants with better social support, work behavior, and fewer thought disorders and cognitive impairment were more employable. Their work attitude and ability were found to have significantly improved after having participated in vocational training for 12 months. In conclusion, when conducting vocational training in the future, it is necessary to pay attention to individual participants' social support and work behavior and reduce thinking disorders and cognitive impairments. This may help improve the employability of PwS.