Background: Menopause is a significant phase in a woman’s life, typically occurring between the age of 45 and 55, with physical, physiological, social and psychological effects on a woman’s well-being. Objective: This study aimed to develop and validate a Menopausal Health Education and Training Program (MHETP), and to determine its effects on the knowledge, attitudes and health-promoting lifestyle behaviours of women. Methods: This was a descriptive analytical study conducted with school teachers in Pakistan. In Phase I of the work, the MHETP was designed. In Phase II, face and content validity were assessed by nine experts from women’s health physiotherapy and gynaecology. Pilot testing occurred in Phase III with n = 24 menopausal women assigned to experimental and control groups, receiving supervised education sessions and written materials versus written printed materials only. Outcomes were measured at baseline, week 2 and week 4 and were assessed using the Menopause Knowledge Questionnaire(MKQ), the Menopause Attitude Scale (MAS), the Health-Promoting Lifestyle Profile II (HPLP II) and the Menopause Rating Scale (MRS). Results: A content validity index was calculated for the 28 sections of the MHETP content. There was no significant difference in MKQ, MAS, HPLP II and MRS scores ( p > .05) between groups over the three time periods, although there was a significant within-group improvement ( p < 0.05) in these scores from baseline to weeks 2 and 4. Conclusion: In this pilot study, a validated MHETP significantly improved knowledge, attitudes, lifestyle behaviours and symptom scores in menopausal women. The initial findings support the significance and applicability of a culturally adapted menopause education programme for women in Pakistan but indicate the need for further research to confirm the findings documented here and the programme’s potential for wider use.

Objectives and Background: Digital platforms, particularly YouTube, are increasingly used to deliver home dialysis education. However, the quality and reliability of these videos varies substantially, raising concerns regarding patient safety, treatment adherence and the continuing education of healthcare professionals. This study aimed to evaluate the educational value of YouTube dialysis training videos by assessing their accuracy, audiovisual quality, scientific consistency and instructional effectiveness. Design and Methods: A systematic search of YouTube was conducted between 22 October and 22 November 2025, using the keywords Dialysis Education, Peritoneal Dialysis and Hemodialysis. Videos lasting longer than one minute, with adequate audiovisual clarity and explicit educational purpose, were included. In total, 102 videos met the inclusion criteria. Three independent reviewers evaluated each video using DISCERN, JAMA benchmarks, the Global Quality Scale (GQS) and the Patient Education Materials Assessment Tool (PEMAT). Statistical analyses examined the associations between educational quality and video characteristics such as uploader type, country of origin, duration and presence of verbal narration. Results: Of the 102 videos analysed, 40.2% were uploaded by individuals and 59.8% by institutions. DISCERN classification revealed very low (13.7%), low (26.5%), moderate (30.4%), high (26.5%) and very high (2.9%) quality videos. Institutional uploads demonstrated significantly higher educational quality and reliability than individual uploads ( p < .001). Videos uploaded in the USA scored higher across all metrics. Longer videos (>10 minutes) and those including verbal explanations were associated with significantly higher DISCERN, JAMA, GQS and PEMAT scores ( p < .05). Popularity indicators, such as subscriber numbers and views, showed weak correlations with quality. Conclusion: YouTube provides accessible dialysis education, yet content quality remains inconsistent. It was observed that institutional and US-uploaded videos generally were perceived as having higher educational quality, and that longer video duration supported by spoken/oral explanations were associated with greater instructional effectiveness. Ongoing evaluation of online materials is essential to ensure accuracy, reliability and pedagogical quality.

Background/Objectives: The objective of this study was to determine the efficacy and effectiveness of video education in a neonatal intensive care (NICU) setting and examine family engagement and satisfaction with video interventions. Currently, the families of preterm infants in Aotearoa New Zealand receive verbal and written information during their NICU stay. Parental stress and low health information fluency can prevent family members from connecting with the resources. Educational videos have been successfully used in other patient care settings and could be used in NICU to support the provision of oral and written information. Methods: The PRISMA-ScR model was followed to conduct this review. A literature search was conducted using Scopus, Academic Search Complete, PubMed and Google Scholar. Studies that examined videos used in NICU settings for family education, published from 2009 to 2025 and available in English, were included. Results: Initially 9,422 studies were identified, and eight full-text studies met the inclusion criteria. The studies were published between 2012 and 2022 and were primarily conducted in North America. Four studies used qualitative methods, and four used quantitative methods. The eight studies had a variety of foci – breastfeeding, infant care and needle puncture procedures – and investigated the effects of educational videos on family knowledge, confidence, implementation of taught strategies and how they received the education. The results suggested that video education can be effective when used in an NICU setting. Conclusion: Video education interventions in NICU have the potential to increase family knowledge, family implementation of taught strategies and satisfaction. Further research is required however to determine the impact of video education on infant outcomes and ongoing engagement with healthcare systems. To maximise efficacy, creating resources that are culturally relevant is essential.

Purpose: Mental fatigue resulting from prolonged cognitive activity leads to tiredness and decreased performance, particularly among university students. Active breaks (ABs) are short exercise sessions designed for use in the classroom, helping to alleviate stress and counteract the effects of prolonged sitting. This study aimed to evaluate the effectiveness of an AB programme on the psychological determinants of academic performance (motivation, attention, mood and mental fatigue) among university students. Method: A quasi-experimental design with pre- and post-repeated measurements was conducted with 96 undergraduate students (73.6% male, 26.4% female) in Mallorca, Spain. The intervention involved 3- to 5-minute ABs over 10 weeks, with two breaks per week. The order of conditions (AB/without AB) was counterbalanced. A visual analogue scale was used at the beginning, middle and end of the class to assess relevant psychological determinants. Results: All mid-class measurements were significantly better in the AB condition compared to the condition without ABs. The AB condition had higher mean scores than the non-AB condition for motivation (7.07 vs 5.91), attention (6.83 vs 5.90) and mood (7.19 vs 6.41). The AB condition also showed less mental fatigue (4.80 vs 5.38). Conclusion: ABs are efficacious in improving attention, motivation and mood while reducing mental fatigue among university students. These beneficial effects seem to be immediate but temporary, suggesting that ABs should be integrated into classroom routines on an ongoing basis in order to maintain their impact on psychological performance.

Objective: This study developed and evaluated MEDILEGACY, a gamified learning platform designed to improve medical terminology education by enhancing knowledge retention and learner motivation. Method: A randomised controlled trial with 68 nursing and medical students compared MEDILEGACY with a traditional textbook-based study over 4 weeks. Learning outcomes were assessed with a 30-item multiple-choice test, while usability and engagement were evaluated using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). Results: Students using MEDILEGACY achieved significantly higher post-test scores than a control group ( p < .001), with a large effect size. Usability ratings confirmed the platform’s ease of use, and user experience measures indicated strong motivation and engagement. Conclusion: MEDILEGACY demonstrates the potential of gamified platforms to make medical terminology learning more effective and enjoyable. Beyond improving short-term outcomes, the findings support the integration of gamification into medical curricula and highlight opportunities for future research on long-term retention and adaptive AI-driven personalisation.

Background: Teachers’ knowledge and awareness of childhood type 1 diabetes remains limited. Aim: To evaluate the effect of diabetes education on classroom teachers’ knowledge and awareness of type 1 diabetes. Methods: This quasi-experimental study with a pre-test and post-test included 87 classroom teachers (intervention = 42, control = 45) from six public primary schools in Türkiye. Diabetes education materials developed by the International Diabetes Federation as part of the Kids and Diabetes in Schools project were translated into Turkish and used in the study. Data were collected using a Teacher Information Form, the Type 1 Diabetes Knowledge Test for Teachers, and the Type 1 Diabetes Awareness Scale for Teachers. Data were analysed using descriptive statistics, the Shapiro–Wilk test, the Chi-square test, the Mann–Whitney U test, the Wilcoxon signed-rank test, the Student’s t -test. Results: Post-test mean ranks on the Type 1 Diabetes Knowledge Test for Teachers were significantly higher in the intervention group than those in the control group ( p < .001). Similarly, post-test mean ranks on the total and sub-dimensions of the Type 1 Diabetes Awareness Scale for Teachers were significantly higher in the intervention group than in the control group ( p < .001). Conclusion: Diabetes education significantly improved classroom teachers’ knowledge and awareness of type 1 diabetes. All school personnel – especially teachers – should receive education on diabetes and its management, and the Kids and Diabetes in Schools project educational materials may be useful as part of training interventions.

Background: A growing body of research has indicated the importance of implementing community mental health initiatives in universities to promote student mental health and well-being. Designing and implementing community-based initiatives on campus can facilitate improved student well-being in a cost-effective way. Purpose: This paper provides a description of the implementation of a graduate-level university course grounded in a community mental health framework, which gave students the opportunity to become peer-mentors for other students within the university in exchange for course credit. Approach: The course took place over two semesters. In the first half of semester one, students engaged with theoretical and practical content that teaches them how to be a peer-mentor and support students’ needs. In the second half of the first semester, and over the course of the second semester, students used what they have learned to engage in experiential learning, where they acted as peer-mentors to their fellow university students. Conclusion: This university course provided mental health and well-being benefits to university students in a cost-effective manner while providing hands-on experience to students enrolled on the course to be peer-mentors. Implications: Experiential learning opportunities can be used to support student well-being while reducing the need for more specialist forms of mental health service provision.

Background: Full-Service Community Schools seek to integrate health, well-being, and academic services in schools by partnering with local community services. Establishing and maintaining community partnerships represents a significant operational challenge for schools. However, limited literature exists that explores the process of establishing a Full-Service Community School with community partners. Objectives: This paper explores the process of engaging with initial community partners to develop of Full-Service Community School through the perspective of the coordinator. Methods: Using an autoethnographic approach, the paper documents the learning process of the coordinator as they engaged with key health and education professionals as stakeholders in a Full-Service Community School. Data were analysed using reflexive thematic analysis and interpreted using social learning theory. Results: Four themes were developed: principles of Full-Service Community Schools are known and valued; integration in Full-Service Community Schools is challenging but critical; coordinators are needed to develop Full-Service Community Schools; developing a Full-Service Community School is a journey. Conclusion: While there may be shared enthusiasm among stakeholders for the potential of a Full-Service Community School, there are logistical matters to consider relating integration and coordination which need to be resolved. By focusing on the learning journey of one Full-Service Community School coordinator, insights can be gained for others wanting to implement this model in their school.

Objectives and Setting: Schools are becoming more and more complex work environments, in turn impacting teachers’ well-being. This study aimed to better understand how one teacher’s well-being could be impacted when offered consistent opportunities to attend to their own personal wellness during school hours through monthly ‘unstructured wellness time’. Design and Methods: Using autoethnography, the research is an account of first author’s personal experiences as an educator. Data collection and analysis was an iterative and holistic examination of critical incidents, reflective journal entries and photographs to allow for ‘meaning-making’ and to convey the first author’s personal experiences throughout the ‘unstructured wellness times’. A Comprehensive School Health framework was also used to reflect on and interpret data throughout this study. Results: Findings showed that being offered consistent time throughout the school year to attend to teacher wellness led to an increase in feeling that first author’s health was of more value within the workplace. Conclusion: Key conclusions drawn from the study contribute to the growing amount of literature on teacher well-being and identify that with the proper supports in place, the concept of ‘unstructured wellness time’ could be an effective tool to improving teachers’ health within school workplace settings.

Background: School bullying is a social problem that is receiving increasing scientific attention, with physical education (PE) emerging as a domain in which to address perpetration and victimisation. Objective: This study aimed to assess the efficacy of the Prevention of Bullying in Physical Education (PREBULLPE) programme, and cooperative learning, in reducing bullying perpetration and victimisation over the course of six PE classes. Design and setting: A total of 293 students aged 11–16 participated in the study, assigned to two experimental groups: the first with a focus on cooperative learning ( n = 92), and the second which participated in the PREBULLPE programme ( n = 115). The study also included a control group ( n = 86). Method: The Spanish language version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure school bullying. Potential differences between the groups were assessed using paired-samples t -test. In addition, an analysis of covariance (ANCOVA) with adjusted marginal means using Bonferroni correction was conducted, with baseline, gender, school attended and age as covariates. Results: Findings revealed a decrease in perpetration in the PREBULLPE group compared to the control group at post-test ( F = 4.086; p = .044; η p 2 = .022), although no differences were observed in victimisation. Regarding gender, girls in the PREBULLPE group exhibited a significant reduction in perpetration ( F = 5.616; p = .005; η p 2 = .076) compared to the control and the cooperative learning groups. However, all group differences dissipated after the 13-week intervention. Conclusion: PREBULLPE proved efficacious in reducing perpetration, especially in girls, although these effects diminished in the medium term. Cooperative learning did not produce significant reductions compared to the control group in any of the assessed variables.