Encouraging entrepreneurship in dietetics: A qualitative exploration of the experiences of new graduate dietitians participating in an entrepreneurship mentoring circle.

AIMS: Healthcare needs of the Australian population are changing, providing an opportunity for dietitians to embrace innovation and entrepreneurship to meet evolving demands. This study explored the expectations and experiences of participants in a 12-month mentoring circle designed to provide entrepreneurship learning and formal mentoring for the Provisional Accredited Practising Dietitians Program. METHODS: A qualitative study design was employed. New graduate dietitians (<2 years) participating in the Entrepreneurial Dietetics Mentoring Circle in 2019, 2020 or 2021 were invited to participate. Baseline demographic and employment data were collected via survey. Semi-structured interviews were conducted before mentoring circle session 1 (baseline) and after the final session (completion), exploring insights into participant expectations and experiences in entrepreneurship. Thematic analysis, using methods outlined by Braun and Clark, was conducted to identify themes and subthemes. RESULTS: Twenty-eight dietitians participated (85% of mentees). Participants were mostly female (89%), less than 12 months post-graduation (75%), registered as Provisional Accredited Practising Dietitians (82%) and employed at least part-time (55%). Forty five interviews were conducted (28 baseline, 18 completion). Themes developed were: (1) entrepreneurial career path as a deliberate choice; (2) the value of being prepared for entrepreneurial careers; and (3) the importance of networks to support entrepreneurship. CONCLUSION: The mentoring circle at this single university was seen by participants as supporting their transition into entrepreneurial careers, while meeting their requirement to be formally mentored through their Provisional status. Future research could consider the applicability of the mentoring circle model across a wider graduate population to support innovative practice.

Which Theory of Cerebrospinal Fluid Production and Absorption Do Neurosurgeons Teach to Medical Students? Survey from Medical Universities in Japan, 2022.

Several new studies have been conducted on cerebrospinal fluid (CSF) dynamics. Our educational guidelines, the Model Core Curriculum for Medical University, recommend access to the best current information. However, we do not know whether or when to introduce changes to this concept.We surveyed which theory of CSF dynamics taught to students by neurosurgeons. The old theory is the bulk flow theory, and the new theory explains that CSF is produced from the choroid plexus and capillaries; CSF then pulsates and drains into the venous and lymphatic systems through newly discovered pathways.Old and new theories were taught to 64.8% and 27.0% of students, respectively. The reason for teaching the old theory was to help them understand the pathogenesis of noncommunicating hydrocephalus (77.1%), whereas the reason for teaching the new theory was to teach the latest knowledge (40.0%). Physicians who wished to teach the new theory in the near future accounted for 47.3%, which was higher than those who would teach the new theory in 2022 (27.0%), and those who still wished to teach the old theory in the near future accounted for 43.2%.An education policy on CSF dynamics will be established when we interpret ventricular enlargement and its improvement by third ventriculostomy in noncommunicating hydrocephalus based on the new theory. The distributed answers in the survey shared that it is difficult to teach about CSF dynamics and provided an opportunity to discuss these issues.

Exploring normative frameworks of fairness through (relational) institutional habitus in Oxford's undergraduate admissions process.

In the UK's stratified HE system the question of who is able to access the most selective and prestigious universities is fraught with issues of fairness. This paper explores how decision-makers in Oxford's undergraduate admissions process construct norms of fairness and how such norms inform their reflexive considerations and actions around admissions decisions. Framing such norms as multiple institutional habituses, the paper considers how decision-makers compromise and negotiate between institutional habituses in tension. Further, it presents an augmented conception of institutional habitus - the relational institutional habitus - which offers a conceptual tool to make sense of the existence of multiple contested institutional norms and their partial and fragile reconciliation in institutional action.

Nursing Students' Learning Engagement Experiences During the COVID-19 Pandemic in Namibia: Implications for Nursing Education.

Introduction: Ensuring strong student engagement in both traditional and virtual learning settings was essential for achieving positive educational results during the COVID-19 pandemic. However, fostering student engagement in both the traditional (face-to-face) and virtual learning environments has been accompanied by distinct challenges. There has been a lack of research specifically addressing the issue of nursing students' engagement within a blended learning setting in Namibia. Aim: To explore and describe nursing students' learning engagement experiences at a university campus in Namibia during the COVID-19 pandemic. Methods: A qualitative, descriptive, phenomenological study was employed to collect data from 10 purposively selected nursing students at a university campus in Namibia. Data from in-depth, face-to-face, individual interviews were collected using a semistructured interview guide. Data were analyzed using Colaizzi's seven-step method. Results: The findings of the study describe students' learning engagement experiences under four distinct themes: (a) conditions and contexts of engagement; (b) student acts of engagement: positionality of teacher- and student-facilitated engagement; (c) consequences of engagement in a blended learning environment; and (d) student engagement dispositions: students' initiatives. Conclusion: The research findings revealed that despite mental health challenges, both teacher-facilitated and student-facilitated engagement were necessary for positive learning engagement in the blended learning environment. Student-facilitated engagement was significantly responsible for enabling students to maintain focus, adhere to guidelines, and adapt to the blended learning environment. These findings are useful in understanding the challenges faced by students during the COVID-19 pandemic. The findings thus provide valuable data for future studies seeking to address challenges associated with the blended learning environment.

Understanding University Students' Perspectives towards Digital Tools for Mental Health Support: A Cross-country Study.

Background: Organisational and individual barriers often prevent university students from seeking mental health support. Digital technologies are recognised as effective in managing psychological distress and as a source of health-related information, thus representing useful options to address mental health needs in terms of accessibility and cost-effectiveness. However, university students' experiences and perspectives towards such interventions are little known. Objectives: We thus aimed to expand the existing base of scientific knowledge, focusing on this special population. Methods: Data were from the qualitative component of "the CAMPUS study", longitudinally assessing the mental health of students at the University of Milano-Bicocca (Italy) and the University of Surrey (UK). We conducted in-depth interviews and thematically analysed the transcripts using the framework approach. Results: An explanatory model was derived from five themes identified across 33 interviews (15 for Italy, 18 for the UK). Students perceived that social media, apps, and podcasts could deliver relevant mental health content, ranging from primary to tertiary prevention. Wide availability and anonymity were perceived as advantages that make tools suitable for preventive interventions, to reduce mental health stigma, and as an extension of standard treatment. These goals can be hindered by disadvantages, namely lower efficacy compared to face-to-face contact, lack of personalisation, and problematic engagement. Individual and cultural specificities might influence awareness and perspectives on the use of digital technologies for mental health support. Conclusion: Although considering some specific features, digital tools could be a useful instrument to support the mental health needs of students. Since personal contact remains crucial, digital tools should be integrated with face-to-face interventions through a multi-modal approach.

Academic autonomy as driving change: Investigating its effect on strategy development and university performance.

There has been an ongoing theoretical argument on the role of Academic autonomy (AA) in improving the ability of public universities to develop strategies and enhance their performance. This study aims to investigate whether AA impacts strategy development (SD) and University performance (UP). Moreover, it investigates the effect of SD on UP. The present study uses a resource-based view to demonstrate the links among constructs. This study employed a survey method, and data were collected from 130 leaders of Indian public universities utilising a non-probability purposive sampling technique. Data was analysed using Partial least squares structural equation modelling (PLS-SEM). The results revealed that AA positively and significantly affects SD. Moreover, the results demonstrated that AA directly affects both UP's dimensions: research and teaching performance. The results also showed that SD directly and positively affects both UP's dimensions, research, and teaching performance. In line with these findings, several implications for theory and practices are addressed for university management.

Examining contributing factors for the implementation of inclusion students with disabilities from the perspective of university academics in Saudi Arabia.

Inclusive education focuses on implementing education for individuals who do not follow typical learning trajectory and require special educational needs (SEN). Educational systems in many countries around the world, including Saudi Arabia, tend to implement and practise inclusive education in order to fulfill relevant international conventions and achieve educational standards of acceptable quality in educating children and young people with medical and neurodevelopmental conditions. This study seeks to reveal some of the factors that may help to overcome the obstacles faced in the implementation of inclusive education from the point of view of academics of special education in Saudi universities. To achieve this goal, the study used semi-structured interviews as its primary tool for data collection. Sixteen male and female faculty members specialized in special education in several Saudi public universities were interviewed. The data were analysed thematically. Two master themes were derived from the thematic analyses, 1) theoretical factors and 2) applied factors. Both master themes had several sub-themes. A number of factors were identified as helping to implement inclusive education thereby changing the behaviours and attitudes towards including students with disabilities Saudi context. It is suggested here that similar factors might exist in other countries in Middle East and beyond.

A Japanese translation of the Swedish Universities Scales of Personality.

Background: The Swedish Universities Scales of Personality (SSP) is a personality measurement tool with a short test battery of high psychometric quality, previously not availiable in Japanese. Methods: We translated the SSP into Japanese and administered it to 103 Japanese nationals. For 11 of the 13 SSP scales in the Japanese version of the SSP (SSP-J11), the Cronbach's alpha ranged from 0.50 to 0.82 with good internal scale reliability. Results: A principal factor analysis replicated the previous work by identifying the same three principal dimensions of Neuroticism, Aggression, and Extraversion factors. Conclusion: The resulting three-factor SSP-J11 shows acceptable reliability and should provide informative insights about personality traits in research and clinical practice in a Japanese context.

Academics' Beliefs Regarding the Importance of Curriculum Internationalization in the Ethiopian Research Universities.

This study set out to investigate the beliefs of academics regarding the importance of curriculum internationalization in Ethiopian research universities. A convergent-parallel mixed-method design was used to achieve this purpose. Quantitative data was gathered from 415 randomly chosen academics taken from a sample frame of 6808 through a questionnaire. Using a semi-structured interview, 16 purposefully chosen individuals provided qualitative data. The questionnaire's construct, face, content, and pilot test validity were examined. Moreover, triangulation, use of multiple methods, external audits, and low inference descriptors were employed for the qualitative instrument. Descriptive statistics (frequency, percent, mean, and standard deviation) and inferential statics (Chi-square, Cramer's-V test, and one-way ANOVA) were used to examine the quantitative data. Bell's "Spectrum of Acceptance of Internationalizing Curriculum," integrated with Ellingboe's "Great Divide," was used to identify the positions of the academics in their beliefs. The qualitative data was analyzed using descriptive statements and presented thematically based on research questions. Hence, major findings revealed that academics' representations based on their demographic variables were not as expected; their variation was practically not significant among universities; the majority of academics had crossed Ellingboe's "Great Divide"; significant differences among disciplines and/or universities were not observed in this study. Finally, urging academics to actively integrate international perspectives into their curricula, elevating curriculum internationalization of higher education to a national priority, and undertaking extensive national research emerged as key recommendations for the Ethiopian Research Universities, Ethiopian Ministry of Education, and future research endeavors, respectively.

Attitudes, Behaviors, and Perceptions of Students Vaping in Three Mexican Universities.

The increase in the popularity and use of electronic cigarettes (e-cigarettes) has consistently risen worldwide and has become associated with adverse health outcomes. This study has identified the attitudes and perceptions of undergraduate students who vape in three universities in Mexico. A cross-sectional study involving 495 participants was conducted using a survey from October to December 2023. Three universities in different states in Mexico collaborated with colleges in Yucatan, Durango, and Nuevo Leon, Mexico. Descriptive statistics include frequencies and percentages, and four logistic regression models were employed. In the sample, 31% and 17.54% of participants reported smoking and vaping, respectively. Students who reported vaping in the last month reported that their first experience with vaping was at an average of 17.3 years of age, and of those, 71.26% (n = 62) reported having vaped for over 100 days, while the remaining 38% reported vaping for between 2 and 100 days. Students from Veracruz and Yucatan began vaping at a younger age than in the central and northern regions. There is a need to educate students about the dangers of the chemicals in the liquids they use, the secondary exposure vapers, and the health dangers they pose.

Strategies to attract school-leavers to nurse education programmes: an integrative literature review.

The shortfall of nurses in the UK has led to concerns that there are insufficient staff to ensure safe and high-quality care. To address this shortfall, one group to focus on for recruiting nursing students is school-leavers. This article reports on an integrative literature review that was conducted to explore the educational strategies used to attract school-leavers to undergraduate nurse education programmes. The review identified that a variety of educational strategies were used, and all of the included studies reported positive effects on school pupils' intention to undertake nursing studies. These strategies often included interactions with nursing staff and/or nursing students, as well as observing and practising clinical skills, for example via simulation. However, most participants likely had a pre-existing interest in healthcare or nursing, the interventions were delivered predominantly to young women, and the included studies lacked longer-term follow-up. This highlights a need to conduct further research to assess the longitudinal impact of recruitment strategies aimed at broader audiences.

[The concept of the Excellence Academy of the Convention of University Professorships for Orthopaedics and Trauma Surgery]. / Konzept der Exzellenz-Akademie des Konventes der Universitätsprofessuren für Orthopädie und Unfallchirurgie (KUOU).

BACKGROUND: The departure of young habilitated colleagues from their university careers reflects, on the one hand, a move away from university medicine per se and, on the other, an unwillingness to take on university management positions. In addition to the question of "How do I qualify for these positions?", the question of "Why should I aspire to such a position?" is increasingly taking centre stage when less expensive alternatives are available. In addition, there is uncertainty about the extent to which one's own achievements and qualities are sufficient to distinguish oneself clinically and scientifically in the course of one's career and thereby recommend oneself for management positions. AIMS: This is where the KUOU's Excellence Academy comes in, with the aim of identifying young colleagues with high potential for university leadership positions at an early stage, encouraging them to get to know each other, and focusing the attention and visibility of the university locations and the associated appreciation on the members of the Academy. The focus here is on ensuring that excellent colleagues benefit from the many years of experience of the members of the KUOU, receive feedback on their clinical and scientific achievements and are supported in their university career in the form of mentoring. CONCLUSION: The large number of 22 very good applications, of which 12 candidates were accepted, confirms our belief that there are excellently qualified colleagues at our sites, who are ready to take on responsibility in the future in the triad of research, teaching and patient care.

Multicultural personality traits of Chinese university students and their effects on the psychological adjustment in the aftermath of COVID-19 in Shanghai: a scale validation.

Objective: This study aims to explore Chinese university students' multicultural personalities and examine how they predict the psychological adjustment of students in Shanghai. In addition, the validation of Multicultural Personality Questionnaire Short Form (MPQ-SF) scale developed to assess the multicultural personality traits of individuals is also aimed in Chinese context. Data were collected after the psychological stresses from restrictions imposed by COVID-19 in China that influenced life adjustments for nearly three years. Method: A total of 1,099 university students participated in this multi-stage study. First, the Chinese version of MPQ-SF (MPQ-SF-C) was developed and validated. The impact of MPQ-SF-C dimensions was then tested through path analysis to establish the effects of Chinese university students' multicultural personality traits on their psychological adjustment using the Schwartz Outcome Scale (SOS-10). Results: The MPQ-SF-C yielded a five-factor solution which accounted for 60.14% of the common variance. The findings indicated that cultural empathy (ß = 0.23, p < 0.05), certainty seeking (ß = 0.13, p < 0.05), open-mindedness (ß = 0.48, p < 0.05), and emotional stability (ß = 0.24, p < 0.05) had significant influences on adjustment. Only flexibility was found to have a statistically insignificant impact on adjustment at this time in this context. MPQ-SF-C and SOS-10 scales represented very good psychometric properties in terms of their reliability and validity. Conclusion: The MPQ-SF-C shows good psychometric properties and appropriateness for evaluating multicultural personalities in Chinese contexts. The multicultural personality characteristics of university students using this scale well predicted their psychological adjustment.

Association between Obesity and Short-Term Patient-Reported Outcomes following Total Knee Arthroplasty: A Retrospective Cohort Study in Japan.

Background: This study investigated the association between obesity and short-term patient-reported outcomes after total knee arthroplasty (TKA). Methods: The primary outcomes were the Western Ontario and McMaster Universities Osteoarthritis Index's (WOMAC) pain and function scores. Data were collected preoperatively and 2 and 4 weeks after surgery. Patients were stratified into three groups based on body mass index (BMI): normal weight (BMI < 24.99 kg/m2), overweight (25 ≤ BMI < 29.99 kg/m2), and obese (BMI ≥ 30 kg/m2). The associations between BMI and the WOMAC pain and function scores were assessed using generalized linear mixed models. Results: Among the 102 patients (median age: 75.0, women [85.3%]), 29.4%, 48.0%, and 22.5% were normal weight, overweight, and obese, respectively. The mean pain and function scores at baseline were similar across the BMI-stratified groups (p = 0.727 and 0.277, respectively). The pain score significantly improved 2 weeks post-surgery (p = 0.001). The function score improved significantly 4 weeks post-surgery (p < 0.001). The group and group-by-time interaction effects lacked statistical significance. Conclusions: All patients statistically and clinically showed relevant pain reduction and functional improvement shortly after TKA, irrespective of their obesity status. These data may help healthcare professionals discuss the expectations of pain amelioration and functional improvement with TKA candidates.

Puntaje final del examen de admisión según el promedio de grado de los postulantes a la convocatoria de la Comisión Nacional de Residencias Médicas Paraguay 2019-2023

Introducción: La Comisión Nacional de Residencias Médicas (CONAREM) es el principal sistema de admisión para la tutoría clínica de residencias médicas en Paraguay, avalado por Ministerio de Salud Pública y Bienestar Social. Objetivos. Determinar la relación entre el puntaje final obtenido y el promedio de grado en postulantes a convocatorias CONAREM 2019-2023. Metodología: Estudio transversal con variables sociodemográficas, académicas, puntajes del examen y puntaje final. Se aplicaron métodos descriptivos y pruebas de Kolmogórov-Smirnov, t de Student, U de Mann-Whitney, Kruskal-Wallis y correlación de Spearman; utilizando software Stata© 17.0 de StataCorp LLC. Se consideraron significativos cuando p<0.05. Resultados: De 2019 a 2023, 4.768 médicos postularon examen CONAREM. 62,12 % eran mujeres, 34,51 % tenían entre 22 y 25 años y 95,30 % estaban solteros. El promedio de grado fue 3,56  0, 49. La mayoría (69,09 %) provenían de universidades privadas. En las especialidades preferidas, clínica médica fue más común (20,31 %), luego cirugía general y pediatría (ambas 14,30 %), 39,14 % pudo acceder a especialidad preferida. El puntaje final promedio fue 67,92 (RIC 60,78 - 76,76) con diferencias significativas según edad, universidad de procedencia y año de examen. Con modelo de regresión logística se demostró que promedio de grado, edad, universidad pública y primera participación en examen estaban asociados con mayor probabilidad de obtener mejores puntajes. El modelo tenía coeficiente de ajuste de 0, 318, indicando que solo predice el 32 % de resultados. La correlación fue moderada y significativa entre puntaje final y promedio general de grado. Según universidad, la correlación fue baja y no significativa para universidades extranjeras, mientras que universidades públicas y privadas mostraron correlación moderada pero significativa. Discusión. Los mejores promedios de grado se correlacionan moderadamente con mayor probabilidad de puntajes altos y acceder a especialidades de preferencia de los médicos recientemente graduados, provenientes de universidades públicas que hayan rendido por primera vez el examen de la CONAREM.

Introduction: The National Commission of Medical Residencies (CONAREM) is the main admission system for clinical tutoring of medical residencies in Paraguay, endorsed by the Ministry of Public Health and Social Welfare. Objectives: Determine the relationship between the final score obtained and the average degree in applicants to CONAREM calls 2019-2023. Methods: Cross-sectional study with sociodemographic and academic variables, exam scores and final score. Descriptive methods and tests of Kolmogorov-Smirnov, Student's t, Mann-Whitney U, Kruskal-Wallis and Spearman's correlation were applied; using Stata© 17.0 software from StataCorp LLC. They were considered significant when p<0.05. Results: From 2019 to 2023, 4,768 doctors applied for the CONAREM exam. 62.12% had a female female, 34.51% from 22 to 25, and 95.30% were single. The grade point average was 3.56(0.49. The majority (69.09%) came from private universities. As for preferred specialties, medical clinic was more common (20.31%), then general surgery and pediatrics (both 14.30%). 39.14% could access preferred specialty. The average final score was 67.92 and significant differences were found according to age, university of origin and year of examination. With logistic regression model, it was shown that average grade, age, public university and first participation in the exam were associated with a higher probability of obtaining better scores. The model had an adjustment coefficient of 0.318, indicating that it only predicts 32% of outcomes. The correlation was moderate and significant between final score and overall grade point average. By type of university, the correlation was low and not significant for foreign universities, while public and private universities showed moderate but significant correlation. Discussion: The best grade point averages correlate moderately with higher probability of high scores and access to specialties of preference and are associated with recently graduated doctors from public universities and took the exam for the first time.

Selected elements of the lifestyle of Silesian seniors, taking into account their participation in the activities of the Third Age Universities.

Introduction: UTA can provide older adult people with the satisfaction of needs and creates the opportunity to pursue youthful interests and passions. The aim of the study was to assess selected elements of the lifestyle of Silesian seniors, taking into account their participation in the activities of Universities of the Third Age. Methods: The study involved 631 (100%) senior residents of the Silesian agglomeration. The majority of the study group were women (475; 75.28%), and the average age of the participants was 70.28 ± 6.09 years. To conduct the study, an original survey questionnaire was used, complemented by PPS-10, PAQE and Yesavage Geriatric Depression Rating Scale. Results: Among the surveyed Silesian seniors who did not attend classes at the University of the Third Age, a statistically significantly higher score on the Yesavage's Geriatric Depression Rating Scale was found compared to those confirming their participation in the mentioned activity (p = 0.002). Almost 40% (107; 38.63%) of seniors who did not attend classes at the Universities of the Third Age showed a high level of stress, and every fourth (89; 25.14%) Silesian senior taking part in the above-mentioned activity had a low level of stress (p = 0.04). The median of points obtained on the physical activity assessment scale (PAQE) by seniors attending classes at Universities of the Third Age was statistically higher than seniors who denied participation in the mentioned activity (p = 0.017). Conclusion: Participation in the various activities at the Universities of the Third Age influenced positively well-being, reduced stress and raised physical activity of examined seniors. It is important to promote and start actions leading to seniors' better and easier inclusion to the society life. Future research should concentrate on reasons why many seniors do not attend activities in their leisure time - especially on accessibility of various activities and financial reasons, which in the future will play crucial role in the aging societies.

Status of the Health Promoting University (HPU) globally and its relevance for emerging African HPUs: an integrative review and bibliometric analysis.

BACKGROUND: The Health Promoting Universities (HPU) concept is undertheorized, with no African university belonging to the International Network of Health Promoting Universities (IHPU). AIM: The study aimed to investigate the status of the HPU concept globally to inform emerging HPUs, more specifically in Africa, regarding its implementation. METHODS: An integrative literature review of studies conducted between 1 January 2013 and 5 November 2023 was conducted from online databases (PubMed, Scopus, Web of Science, Lilacs, CINAHL and Medline). A VOS bibliometric analysis viewer was used to extract and analyze further relevant information that could have been missed in the review. RESULTS: From 1128 records, 22 (N = 22) articles including two reports met the inclusion criteria. The main findings were that: (1) the HPU network is growing as a global network though undertheorized and less reported on, (2) the implementation of the HPU depends on a plethora of underpinning philosophies such as salutogenic and whole systems approach, and diverse programs and initiatives, 3) the terms HPU and healthy universities are often used interchangeably but the whole systems approach appears to be consistent in many HPU interventions. However, five contextual challenges that emanated from this review were discussed, including the definition of the HPU concept, theories for the HPU concept, measurement of the HPU concept, coordination and methods for measuring the HPU concept status. These challenges present obstacles to measuring the status of the HPU concept beyond the number of affiliated universities and HPU initiatives. CONCLUSION: Despite the challenges, the HPU concept is gaining momentum globally, as evidenced by the growing list of universities (HPU network) involved and the proliferation of interventions/initiatives targeting university students.

The impact of prior care experience on nursing students' compassionate values and behaviours: A mixed methods study.

BACKGROUND: Compassion is critical to the provision of high-quality healthcare and is foregrounded internationally as an issue of contemporary concern. Paid care experience prior to nurse training has been suggested as a potential means of improving compassion, which has been characterised by the values and behaviours of care, compassion, competence, communication, courage, and commitment. There is however a dearth of evidence to support the effectiveness of prior care experience as a means of improving compassion in nursing. OBJECTIVE: To explore the impact of paid prior care experience on the values and behaviours of pre-registration nursing students indicated as characterising compassionate care. DESIGN: Longitudinal mixed methods design employing a modified concurrent triangulation strategy, comprising two work packages. Work package 1 was qualitative, and work package 2 adopted a concurrent embedded strategy with a dominant quantitative component. Research is reported in accordance with the Good Reporting of a Mixed Methods Study framework. SETTING(S): Three United Kingdom universities. PARTICIPANTS: Pre-registration nursing students attending one of three universities, and individuals who had previously participated in a Health Education England paid prior care experience pilot. Participant numbers at time point 1 were questionnaires n = 220, telephone interviews n = 10, and focus groups n = 8. METHODS: Work package 1 consisted of longitudinal semi-structured telephone interviews. Work package 2 comprised validated online questionnaires measuring emotional intelligence, compassion satisfaction and fatigue, resilience, psychological empowerment, and career commitment (as proxies of compassionate values and behaviours), and focus groups. Qualitative data were thematically analysed. Quantitative data were analysed via Analysis of Variance in SPSS v 26. RESULTS: Qualitative findings suggest that prior care experience has both positive and negative effects on students' compassionate values and behaviours, however positive effects do not extend to qualification. No statistically significant differences were found in any of the quantitative outcome measures between participants with and without paid prior care experience. A statistically significant increase in compassion fatigue was identified in both groups of participants post-qualification. Paid prior care experience did not prevent participants from experiencing reality shock on becoming a student or on qualification. CONCLUSIONS: There is insufficient evidence of longitudinal beneficial impact to recommend paid prior care experience as an effective intervention to foster nursing students' compassionate values and behaviours. These findings do not support mandating a period of paid care experience as a prerequisite for entry into nurse education. REGISTRATION: N/A. Tweetable abstract Insufficient evidence of longitudinal beneficial impact to recommend prior care experience as an effective intervention to foster nursing student compassion @PriorCareExp @Sarah_F_R.

There are alternatives. Models for sustainable employment structures in the German system of higher education.

The German system of higher education and public research is characterized by a high rate of temporary contracts with short contract durations and a nearly complete absence of structured career options. About 82% of employees not holding a full professorship have fixed-term contracts, with an average contract period of 20 months. This is facilitated by a special fixed-term employment law (Wissenschaftszeitvertragsgesetz) which universities and other public research institutions have stretched to its limits. Against the background of a survey which we conducted in 2021 and whose results once more demonstrate the shortcomings of this system, we discuss alternative options in the form of model calculations. We propose a reform of employment structures and career paths that could improve not only personal working conditions but also ensure the quality of research and teaching in German academia. By quantitative comparison with the current employment situation, our model calculation demonstrates that plannable career decisions can be enabled at an early stage without changing budgets or teaching duties. We also show that the counter argument of a "congestion" of positions is not substantiated, and that young scholars will still have the opportunity to start a career in the reformed system, while the total number of employees can be kept nearly constant.

Diogenes' tub and the double bind of science and vocation in the late Middle Ages.

Intellectuals tend to cherish heroes who embody their ideal way of life. The fact that the personas of the unworldly Greek philosophers Diogenes and Crates were so popular in the late Middle Ages proves that Max Weber's Idealtypus of the "authentic man of science" (as termed by Steven Shapin) has been problematic for centuries. This finding gives cause to modify Max Weber's and Shapin's viewpoints about the loss of the "authentic man of science" due to professionalization. The development of the university as an educational institution in the High Middle Ages chained the academic once and for all to a formal training that costs time and money: investments that were expected to have reward. Soon, university-trained experts were highly appreciated by local and national authorities. By combining Frank Rexroth's and Marcel Bubert's ideas on the coming into being of an "amor sciendi" in the twelfth century Arts faculties, with David Kaldewey's and Klaas van Berkel's appeals for academic autonomy, my article argues that academics have always struggled to protect the pursuit of truth, even while they recognized its vital importance from the beginning.