Though disasters are an undeniable part of life, proactive measures can be taken to minimize their impact. The results of our study underscore a critical need for the creation and deployment of effective and thorough interventions focused on boosting the disaster preparedness of healthcare workers, enabling them to better protect both personal and public health during global crises such as the COVID-19 pandemic.

E-learning, as online learning is sometimes called, has increased considerably during the COVID-19 pandemic, and is now a significant part of nursing education worldwide. Registered nurses' online self-directed learning, their attitudes towards e-learning, and the connection of these with their views on Information and Communication Technology (ICT) in healthcare are vital to successful educational outcomes.
To investigate the relationship between registered nurses' perspectives on e-learning and their self-directed online learning competencies in shaping their views on ICT integration in healthcare.
The quantitative study was based on data collected via a cross-sectional survey.
A Singapore-based nursing degree conversion program welcomed 120 registered nurses, a convenience sample.
A survey, completed anonymously online by 120 participants, included three validated instruments: the Information Technology Attitude Scale for Health (ITASH), Attitudes towards e-learning, and the Online Self-regulated Learning Questionnaire. In order to draw meaningful conclusions, descriptive and inferential statistical analyses were conducted.
Participants' e-learning attitudes were positively linked to their online self-regulated learning abilities, yielding a strong correlation (r = 0.663) with a p-value less than 0.0001. E-learning attitudes (mean 704, SD 115) correlated positively with the ITASH scores, as reflected in the correlation coefficient R.
Although a statistically powerful relationship was found (p<0.0001), online self-regulated learning was not a predictor of attitudes towards ICT in healthcare.
Prior to implementing strategies for developing online self-regulation skills, educators involved in online learning should focus on strategies that promote positive attitudes toward e-learning and ICT. learn more An in-depth study of workplace ICT requirements and online learning applications is imperative.
Prior to implementing strategies for developing online self-regulation skills, educators involved in online learning should focus on strategies designed to foster positive attitudes toward e-learning and ICT. Future studies ought to investigate the evolving demands of online learning and the required ICT capabilities in the workplace.

We undertook this study to assess and quantify the efficacy of an optional breastfeeding course for multidisciplinary undergraduate healthcare students, with the aim of providing practical recommendations for educational improvements, derived from students' characteristics and learning feedback.
Breastfeeding's rising global profile calls for a proactive educational approach with undergraduate healthcare students as a key target group for its promotion. This report, the first from mainland China, investigates the effects of education and puts forth a plan for future enhancement and development.
A quasi-experimental research design, employing a pretest-posttest strategy on a single group, was utilized.
An eight-topic breastfeeding course, adhering to the principles of the Health Belief Model, was offered to multidisciplinary students at a medical college as an optional component of their studies. The Breastfeeding Promotion Intention Scale, in conjunction with the Breastfeeding Knowledge Questionnaire and Iowa Infant Feeding Attitude Scale, was employed to compare breastfeeding perspectives pre- and post-education. To ascertain statistical significance, the Wilcoxon signed-rank test, Mann-Whitney U test, Kruskal-Wallis test, and chi-square test were applied. lethal genetic defect Calculations of class average normalized gain and individual student normalized gains were undertaken to ascertain learning effectiveness.
In 2021, spanning the months of March through November, 102 students, majoring in nursing, clinical medicine, medical imaging technology, and midwifery, undertook and completed this program. The class average normalized gains for knowledge, attitudes, and intention were 810%, 523%, and 706%, respectively, reflecting statistically significant improvements in these areas (Z = 870, 872, and 764, respectively, p < .001). Gender and field of study did not correlate with any substantial differences in student outcomes (p > .05). A substantial increase in individual normalized gains was observed among first-year students, a statistically significant finding (p<.05). Feedback analysis concerning course improvement strongly supported a 755% greater emphasis on real-world application and experience.
Students pursuing a multidisciplinary healthcare degree, who elected to take the breastfeeding course, observed moderate to considerable enhancement of their learning. Medical colleges are urged to introduce independent breastfeeding education programs for their multidisciplinary students, applying behavioral theory. Practical experience and diligent practice can enhance the value of such educational pursuits.
Undergraduates in multidisciplinary healthcare fields experienced a noticeable improvement in their learning, from moderate to high, by completing this voluntary breastfeeding course. The implementation of independent breastfeeding education programs, founded on behavioral theory, is highly recommended for multidisciplinary students within medical colleges. Educational worth can be further enhanced by including practical sessions and diverse experiences.

To create a sustainable framework for disaster preparedness training targeted at nurses, highlighting its key elements.
Nursing education and training programs, focused on disaster preparedness, have sought to bolster nurse expertise in all stages, encompassing mitigation, preparedness, response, and recovery. Although a restricted program is in place, it incorporates the skills of nurses for each of the four disaster phases within a unified educational platform. In addition, no training regimen is currently available to sustain the program's effectiveness in disaster prevention.
The model's development involved three distinct methodologies: (1) a comprehensive literature review, (2) in-depth focus group discussions, and (3) consultation with an expert panel. Seven participants engaged in the focus group discussion, whereas the expert panel discussion was attended by only five. Participants fulfilling diverse criteria were sought out for the focus groups and expert panels. Data collection extended throughout August and September of 2022. The data was examined and analyzed via a qualitative, descriptive strategy.
This model involves a three-stage training process, starting with (1) master of trainer training (MOT), continuing with (2) training of trainer (TOT), and culminating in (3) training of providers (TOP). Professional governance forms the essential nexus that binds these three distinct training levels together. The model rests on six foundations: leadership, resources, intervention, a cultural and spiritual approach, motivation, and policy alignment.
In disaster nursing training, educational interventions' continuity might be aided by a potential conceptual framework, offered by the sustainable disaster risk reduction training model.
A sustainable disaster risk reduction training model furnishes a potentially useful conceptual framework that could contribute to sustaining disaster nursing training educational interventions.

For healthcare providers, retaining cardiopulmonary resuscitation skills is paramount to delivering effective treatment for patients experiencing cardiac arrest. Yet, the aspects influencing the maintenance of cardiopulmonary resuscitation proficiency among healthcare providers have not been comprehensively investigated.
A scoping review was undertaken to delineate the elements impacting cardiopulmonary resuscitation skill retention amongst healthcare providers.
An investigation into the literature involved a database search across Web of Sciences, Scopus, Cochrane, Google Scholar, and PubMed. Antibiotic combination Inclusion criteria stipulated original publications from 2018 to 2022, complete English texts, and evidence of sustained cardiopulmonary resuscitation knowledge and capabilities.
The 14 publications within this study involve three cross-sectional surveys, two prospective research projects, one each of prospective descriptive-analytical, randomized controlled, interventional, and prospective interventional studies, one prospective pre-post study, one retrospective study, a cluster randomized controlled trial study, and a randomized educational trial study. Retention of cardiopulmonary resuscitation skills experience is influenced by four major themes, as revealed in the thematic analysis: training type, frequency of training, prior experience, and other related factors. The primary theme, derived from the research, underscored the vital roles of infrastructure access, evidence-based practice review meetings, and the educational preparation of healthcare providers.
Maintaining expertise in cardiopulmonary resuscitation requires healthcare providers to be regularly updated and trained on the most up-to-date cardiopulmonary resuscitation guidelines.
Regular retraining and updates on cardiopulmonary resuscitation guidelines are essential for healthcare providers to uphold and maintain their CPR proficiency.

The COVID-19 pandemic’s effect on traditional face-to-face instruction meant that nursing programs were obligated to switch to remote or hybrid learning methods to support their students. Using the Student Stress Inventory-Stress Manifestations (SSI-SM), this study validated the Korean version and analyzed the relationship between stress levels induced by the COVID-19 pandemic and self-directed learning abilities among nursing students.
The methodology of this research involved a cross-sectional study design.
In South Korea, the study, conducted between December 2020 and January 2021, employed a convenience sample of 172 nursing students from the third and fourth grades.