A novel scaffold-based model for stage II pressure injury simulation: protocol development and future directions in tissue engineering

This study developed a 3D tissue-engineered scaffold to mimic human sacral skin for modeling pressure injuries. The scaffold consisted of a composite hydrogel of sodium alginate, gelatin, and tannic acid, crosslinked with calcium chloride. Swelling tests showed moderate hydration capacity, while wound mimic formation using a custom 3D-printed apparatus produced consistent morphology and dimensions comparable to human dermal tissue. The scaffold maintained structural integrity under prolonged compressive forces, demonstrating viability for pressure injury studies. Future work will incorporate a bilayer model with keratinocytes and fibroblasts and introduce elastin to enhance elasticity and mechanical properties. This approach aims to improve in vitro modeling of pressure injuries, addressing limitations of animal models and 2D cultures by replicating the skin’s complex structure and cellular environment in an affordable and reproducible manner

The Influence of Visualization Type and Gender on Multimedia Learning Performance: An Experimental Study

The widespread availability of multimedia learning resources, driven by technological progress, presents both opportunities and challenges in education. While these resources, often designed with animations to aid learning, their effectiveness in learning across STEM and non-STEM fields remains controversial. Besides, researchers have increasingly turned their attention to understanding how individual learner characteristics such as gender and spatial ability influence effectiveness of multimedia learning. This dissertation examined the impact of visualization type and gender on learning algorithms (STEM) and Chinese characters (non-STEM) after accounting for the effect of spatial ability, focusing on learning outcomes and cognitive load. The fact that males tend to perform better in STEM learning with regard to leaning outcome and intrinsic cognitive load, suggests that societal and cultural influences might contribute to these disparities. Educators might consider using teaching methods that specifically help female students with the fundamental aspects of learning and managing their mental workload more effectively. The study also highlights the significant role of spatial ability in learning across both domains, influencing learning processes and cognitive load. This study filled a critical gap by revealing previously overlooked role of spatial ability in learning, particularly in non-STEM domains such as the acquisition of Chinese characters. By showing its impact on both learning outcomes and cognitive load, this research has important practical implications for improving second language education and learning experience design. In summary, while multimedia learning in STEM is well-studied, this research addressed a significant gap by examining the roles of gender and spatial ability in non-STEM domains, such as second language learning. The significant effects of gender and spatial ability underscore their complex interaction across learning contexts

Increasing Health Literacy to Improve Cardiovascular Risk Factors in Patients with Low Socioeconomic Status in the Appalachian Region: A Quality Improvement Project

Abstract Improving health literacy is one of the main goals of Healthy People 2030. However, there are no evidence-based guidelines as health literacy is still in research status (Office of Disease Prevention and Health Promotion, n.d.). Vulnerable populations are especially at risk of having low health literacy skills. Social determinants of health, such as poverty, lack of access to care, few community resources, and low health literacy, are common issues throughout Appalachia, which includes West Virginia. These disparities negatively impact the success of primary and secondary prevention for cardiovascular disease (Mangini et al., 2018). This quality improvement project utilized the Plan-Do-Study-Act framework to investigate whether individualizing the educational needs of patients with low health literacy improves cardiovascular risk factors. Patients with low health literacy screening completed the Short Assessment of Health Literacy - English questionnaire before receiving individualized education tailored to their learning needs and preferences. Cardiovascular risk factors were measured before and after the intervention. Results demonstrate improved cardiovascular risk factors following repetitive, personalized education sessions using the Teach-Back method. The project exemplifies the need for the development and utilization of health literacy programs to improve cardiovascular outcomes for vulnerable patient populations. Keywords: health literacy, cardiovascular disease, social determinants of health, rural communities, Appalachi

Enhancing Care Coordination and Expedited Appointment Scheduling by Structured Workflow Process in Oncology Clinics: A Quality Improvement Initiative

Background and Significance: Delays in oncology appointment scheduling can negatively impact timely cancer treatment, care coordination, and patient outcomes. Inefficiencies often stem from inconsistent workflows, communication breakdowns, and limited visibility into provider availability, contributing to scheduling inaccuracies, and treatment delays (Fletcher et al., 2023; Johnson et al., 2020). Purpose: This quality improvement project aimed to implement and evaluate a structured workflow for expedited oncology appointment scheduling in an outpatient setting to improve scheduling accuracy, care coordination, and healthcare team vitality. Intervention and Implementation Plan: Guided by the Institute for Healthcare Improvement (IHI) Model for Improvement and the Johns Hopkins Evidence-Based Practice (JH-EBP) Model, the intervention was developed and refined through iterative Plan-Do-Study-Act (PDSA) cycles. Oncology access navigators and scheduling staff received targeted training and visual tools to support implementation. Data were collected pre- and post-intervention using the Healthcare Team Vitality Instrument (HTVI) and appointment tracking tools. Results and Implications: Results demonstrated improvements in perceived adequacy of resources (mean score increase from 2.88 to 4.66; p = .00017), interdepartmental communication (3.11 to 4.49; p = .00587), and scheduling accuracy within the Breast oncology team (from 33.3% to 78.6%), with a reduction in average delay days from 20 to 11. HTVI scores also indicated significant gains in psychological safety and role satisfaction. These findings suggest that implementing a structured workflow enhances both operational efficiency and staff engagement. Implications for nursing practice include promoting interdisciplinary collaboration, increasing timely access to oncology care, and supporting sustainable workflow redesign aligned with national quality improvement standards

Cards, cubes, and collaboration: a case study of the development of an educational board game

UNLABELLED: Games are a powerful tool for learning, offering unique benefits for student engagement, particularly when addressing complex or challenging topics. The general public\u27s understanding of how vaccines are made is limited and the general public is unaware of the comprehensive research, development, and safety measures that are inherent in vaccine development. As such, we created a new educational game to address this knowledge gap. This case study examines the development process of an educational board game designed to enhance public understanding of vaccine development. The game, titled N.O.V.E.L.-Newly Observed Variant of Extreme Lethality, was created using a modified Backward Design methodology to align gameplay with specific educational standards and learning objectives. Designed for 2-4 players aged 10 and up, the cooperative game challenges participants to conceptually research a novel pathogen, develop an effective vaccine prototype, conduct animal testing and clinical trials, and distribute the vaccine-all while managing the spread of the disease. This case study details the iterative design process, including research and consultation with vaccine development experts, game prototyping, playtesting, refinement, and production. A key focus was balancing educational content with engaging gameplay mechanics to ensure both learning effectiveness and player enjoyment. Additional considerations such as original art, graphic design, teacher resources, alignment to educational standards, and animated videos were integrated to support accessibility and engagement in a classroom setting. The findings from this development process highlight best practices for designing educational board games and offer insights into how game-based learning can be used to communicate complex scientific concepts. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s44217-025-00472-z

A STUDY OF SOCIAL AND EMOTIONAL LEARNING PROVISION TO KINDERGARTEN STUDENTS IN A RURAL SCHOOL THROUGH THE LENS OF WHOLE CHILD DEVELOPMENT

The purpose of this Improvement Science Project was to take appraisal of a rural school district’s current approach for developing the whole child in kindergarten. Three prominent context-based child development theories serve as the framework for this study in determining if there is evidence in practice for support of whole child development, or if those practices or components of the current practices do not demonstrate clear evidence for whole child development, according to the theoretical framework. Conducted through the lens of these whole child development theories, this study centered on the Social and Emotional Learning (SEL) provision to kindergarten students in a rural school

Impact of Primary Preventive Initiatives to Reduce Burnout and Compassion Fatigue in Emergency Department Nurses

Background and significance: It is estimated that 20% of nurses leave the profession within the first year due to an onset of burnout (Henson, 2020). Prior to the pandemic of 2020, workforce projected models estimated large-scale shortages in full time employee (FTE) registered nurses as demand continued to outpace supply (Lauer, 2022). Researchers estimate projections from 2024 into the year 2032 are now skewed, as pandemic-related contributors and their effects on burnout in the nursing profession have not been thoroughly assessed (Saravanan et al., 2022). When considering the data, an underlying need for burnout prevention amongst nurse residents emerges. Interventions and implementation plan: A stress inoculation program (SIP) was adapted for the nursing profession and implemented into an emergency nurse residency program (NRP) over the course of 8 weeks using the Plan-Do-Study-Act (PDSA) model. Burnout (BO) and compassion fatigue (CF) levels were measured pre- and post-implementation using the Maslach Burnout Inventory (MBI) and the Professional Quality of Life (ProQOL) Scale. Qualitative data regarding stressors in the emergency department were gathered from participants using focus groups, program activities, and journal entries. Results and implications: Two-thirds of the participants showed moderate to high levels of BO and/or CF pre-implementation. Post-implementation, participants showed improved levels of BO, secondary traumatic stress (STS), and depersonalization, along with elevated levels of personal achievement. Journal entries showed clinical evidence of ongoing exposure to traumatic events and stressors directly linked to BO and CF. Conclusion: Nurse residents experience a variety of stressors during the first year of practice, with an increase in occurrence for high-risk departments (e.g., emergency department). Evidence suggests primary preventative measures are effective in reducing BO and CF in nurse residents working in the emergency department (ED). The SIP also showed clinical significance in reducing negative symptoms when implemented within a NRP

CENTERING THE MEDICAL STUDENT PERSPECTIVE IN A MIXED-METHODS EVALUATION OF THE HOLISTIC ADMISSIONS PROCESS AT A MISSION-DRIVEN INSTITUTION

This mixed-methods research explores the influence of a holistic admissions process on medical student enrollment at a mission-driven institution. The study quantitatively measured the impact of various admissions touchpoints on enrollment decisions and qualitatively investigated the experiences of students underrepresented in medicine based on their race or ethnicity, first-generation status, and medically underserved backgrounds. Individual interviews, guided by Maslow\u27s Hierarchy of Needs, were used to understand participants\u27 sense of belonging and esteem throughout the process. The findings inform an improvement agenda aimed at creating a responsive and inclusive admissions process that supports diverse student bodies and addresses national public health needs