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The Impact of Adverse Childhood Experiences on the Development of Adolescent Risk-Taking: The Mediating Effect of Self-Control and Moderating Effect of Genetic Variations.
J Youth Adolesc
January 2025
Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China.
Risk-taking is a concerning yet prevalent issue during adolescence and can be life-threatening. Examining its etiological sources and evolving pathways helps inform strategies to mitigate adolescents' risk-taking behavior. Studies have found that unfavorable environmental factors, such as adverse childhood experiences (ACEs), are associated with momentary levels of risk-taking in adolescents, but little is known about whether ACEs shape the developmental trajectory of risk-taking.
View Article and Find Full Text PDFSelf-Compassion and Psychosocial Well-Being After Traumatic Births: Caring for the Midwife.
J Midwifery Womens Health
January 2025
Henrietta Szold School of Nursing, Faculty of Medicine, Hadassah Hebrew University Medical Center, Jerusalem, Israel.
Introduction: Midwives report high rates of exposure to traumatic births that can negatively affect their psychosocial well-being. Self-compassion can be considered as a tool to promote psychosocial well-being. The aim of this study was to assess the prevalence of midwives' exposure to traumatic births and explore midwives' self-compassion and its correlation to their psychosocial well-being in relation to experiences of traumatic births.
View Article and Find Full Text PDFInterprofessional teaching rounds in medical education: improving clinical problem-solving ability and interprofessional collaboration skills.
Med Educ Online
December 2025
Department of Gynecology and Obstetrics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Interprofessional teaching rounds are a practical application of interprofessional education in bedside teaching, yet there is a lack of research on how interprofessional teaching rounds should be implemented into medical education. This study aimed to describe our experience in developing and implementing interprofessional teaching rounds during a clerkship rotation for medical students, and compares its strengths and weaknesses relative to traditional teaching rounds. Medical students were assigned to either the interprofessional teaching round group ( = 24) or the traditional teaching round group ( = 25), and each group participated in their assigned type of teaching round.
View Article and Find Full Text PDFShifting Student Attitudes of Gerontology Nursing: A Quasi-Experimental Evaluation of a Clinical Educator Programme.
Int J Older People Nurs
January 2025
School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, Queensland, Australia.
Background: Enduring shortages in the gerontology nursing workforce are projected to increase as demand for services for older persons grows. Recruitment of Registered Nurses in gerontology is further hindered by negative perceptions held by students towards nursing older people.
Aim: To determine whether a professional development activity designed to assist clinical supervisors to build the mentorship capacity of care staff in residential aged care facilities could positively improve their clinical learning environment and improve student attitudes towards working with older adults.
Rubric for peer evaluation of oral presentations: Use and perceptions among experienced and non-experienced students.
J Dent Educ
January 2025
Department of Conservative and Prosthetic Dentistry, Complutense University, Madrid, Spain.
Purpose: A properly designed rubric for oral presentations should be useful both to assess students' performance and to help them prepare for the task. However, its use and perceptions might be influenced by scholars' previous familiarization with rubrics during pre-university courses. The aim of this study was to evaluate how the previous experience of students in the use of rubrics can influence their assessment of oral presentations and to compare their ratings with those assigned by educators.
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