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Background: Young adults not in education, employment, or training (NEET) represent a significant global issue, with varying challenges across different countries. Research indicates a strong association between NEET status and negative outcomes such as mental health difficulties, low self-esteem, and social exclusion, though the direction of causality is often complex and bidirectional. This scoping review aimed to provide a comprehensive mapping of international research on NEETs, including risk factors, characteristics, and effective interventions to inform future policy and practice. Methods: This scoping review was conducted following the Joanna Briggs Institute (JBI) framework, incorporating the PRISMA-ScR checklist. The review included six key stages: identifying the research question, identifying relevant studies, selecting studies, charting the data, collating, Summarizing, and reporting the results, and consultation. A systematic search was conducted in PubMed, Scopus, and Web of Science, covering literature from 2021 to April 2024. Eligibility criteria were established using the population-concept-context (PCC) framework. Results: A total of 159 studies were included, classified into 11 topics. The review identified a diverse range of factors that influence the status of NEET, including individual, family, and systemic elements. Key determinants such as cognitive abilities, noncognitive skills, and socioeconomic background were highlighted. Psychological issues, including mental health problems and low self-esteem, were prevalent among NEETs. Social issues such as inequality, discrimination, and social exclusion were also significant. The review found that NEET status is associated with long-term socioeconomic disadvantages, including lower educational attainment, higher unemployment rates, and increased mental health risks. The effectiveness of the interventions varied, some showing positive outcomes in terms of employment and mental health, while others had limited impact. Conclusions: The NEET phenomenon is complex and requires a holistic approach that integrates the health, welfare and work life sectors. Effective interventions should be tailored to the specific needs of NEET individuals, considering their mental health, self-esteem, and social connections. Policymakers should focus on developing comprehensive support systems that address the diverse challenges faced by NEETs, ensuring sustainable transitions to education, employment, or training. More research is needed to explore the long-term effectiveness of various interventions and to identify best practices to support NEETs worldwide. © The Author(s) 2025.

Objective: This study was to understand the experiences of nursing students in vocational colleges whose clinical nursing procedures were refused by patients, providing reference for the management of nursing students. Methods: Using purposive sampling, nursing students and patients were recruited at a certain tertiary hospital in Xiangyang City from June 2023 to April 2024. Data were collected through in-depth face-to-face interviews and analyzed using Colaizzi’s seven-step analysis. Results: A total of 37 interviews were conducted in this study, and by the time the 35rd interview was conducted, the data reached saturation. Finally, 17 nursing students and 16 patients were included. A total of 3 themes and 10 subthemes were identified: educational background (educational discrimination; educational duration restrictions), patient factors (psychological shadow; stereotypical thinking about interns; patient’s emotional state; severity of the patient’s condition; fear of invasive procedures), and nursing student factors (low professional identity; lack of proficiency in procedures; poor coping skills). Conclusion: The refusal of patients to allow nursing students to perform procedures was influenced by a variety of factors. It is necessary to analyze the causes, explore solutions, and take measures to improve the efficiency of nursing students’ clinical internships. © The Author(s) 2025.

Clinical training preparedness is defined as the degree of competency of a veterinary student to work and learn at an expected level. The aim of this study was to quantitatively investigate the level of importance and agreement attached to each of 91 clinical training preparedness factors by practice-based clinical supervisors and faculty veterinary academics in three veterinary programmes with remote distributed models of workplace-based clinical training. The data was collected using an online questionnaire from academics and preceptors at the School of Veterinary Medicine, University of Surrey; the College of Veterinary Medicine, University of Arizona; and the College of Veterinary Medicine, Western University of Health Sciences. The participants were requested to rate each factor according to an ordinal five-point impact Likert scale. Impact was defined as how much effect a factor would have on a student being able to learn and participate. There were 115 preceptor and 44 academic responders. There was a high level of agreement between the preceptors and academics within, between and across each of the three schools for the factor rating mean, median and mode values. The impact on learning and engagement were all rated moderate or higher. The outcomes of this quantitative survey provide strong evidence that the student preparedness factors investigated were considered important by the preceptors and the academics. When adopting the preparedness framework within the curriculum it is important that academics, preceptors and students share a common understanding of what preparedness for clinical training means. © 2025 Elsevier Ltd

This study addresses persistent challenges in traditional talent cultivation models, including misalignment with industry demands, outdated instructional content, and limited depth in school-enterprise collaboration. To overcome these issues, the study proposes an innovative approach by integrating Back Propagation Neural Network (BPNN) technology from the field of artificial intelligence to construct a multimodal, integrated teaching quality evaluation system. By aggregating diverse data sources—including classroom performance, online learning behaviors, and hands-on practice videos—the study builds a comprehensive digital representation of the teaching process. An enhanced BPNN model is introduced, optimized by determining the ideal number of hidden nodes to improve evaluation performance. The method employs a hybrid fusion strategy, in which features from different data modalities are extracted independently, processed through dedicated neural networks, and fused at the decision level. This design enhances the model’s adaptability to complex instructional environments and improves predictive accuracy. Empirical validation uses 1,500 samples collected from 18 public courses offered by Nanjing Institute of Industry Technology. The experimental results show that the improved BPNN model significantly outperforms baseline models in both prediction accuracy and convergence speed. Specifically, it achieves a prediction accuracy of 92% for teaching quality rated as “excellent” and 90% for those rated as “very good.” This study provides a novel and effective solution for evaluating teaching quality in vocational education, fostering deeper integration between industry and education, advancing talent development, and supporting broader goals of industrial transformation and upgrading. © The Author(s) 2025.

“Philosophectomy”—the systematic removal of philosophy from health curricula—is our core concept. This intellectual amputation disarms future professionals, unpreparing them for the ethical and existential challenges posed by AI and advanced technology in healthcare. Reintegrating philosophy is key to preserving humanistic healthcare practice. © 2025 John Wiley & Sons Australia, Ltd.

Background: When using ePortfolios in healthcare education, the collection and processing of personal data from various stakeholders, also known as data subjects (e.g., students, mentors, supervisors) is inevitable. This is why it is crucial to identify the stakeholders who need to comply with legal obligations imposed by data protection law, and to assess the legal grounds for processing personal (health) data. Research on the legal aspects of such ePortfolios is lacking. Therefore, the aim of this study was to identify and document the data protection requirements for ePortfolios in clinical healthcare education that apply in the EU. Methods: Desk research based on a traditional legal analysis of legislation, policy documents, guidelines, case law, and legal doctrine was performed during a multidisciplinary ePortfolio research project. Results: The analysis resulted in a description of the relevant EU data protection requirements covering the Charter of Fundamental Rights and the General Data Protection Regulation, a translation of these legal requirements into the context of ePortfolios in clinical healthcare education and the formulation of recommendations for data protection compliance based on these insights: (1) the duties and responsibilities of educational institutions and the healthcare student must be clarified in an agreement before the start of an internship, (2) ‘(substantial) public interest’ is the most appropriate legal basis for the processing of health data in ePortfolios, and (3) adequate and appropriate measures to protect the fundamental rights and interests of the data subjects must be provided. Conclusion: This study contributes to the limited literature on the legal aspects of the use of digital technologies, such as ePortfolios, in healthcare education. There is a need for rigorous evidence on how to design legally compliant ePortfolios for healthcare education. © The Author(s) 2025.

Employers and universities globally subsidise access to mindfulness-based programmes (MBPs) for their employees and students to improve work performance, despite unclear evidence. This paper offers the highest quality synthesis of MBPs' impact on work performance in academic and occupational settings to date (PROSPERO #191756). On 2nd August 2024, we searched eight databases. The primary outcome was task performance—the quantity and quality of completed tasks assigned to the individual. Secondary outcomes were contextual performance, adaptive performance, and counter-productive behaviour. Two independent reviewers selected studies, extracted data, and appraised risks of bias. We conducted pairwise random-effects meta-analyses of 99 studies (N = 16,054). MBPs were found to improve task performance at post-intervention compared to passive control groups (k = 22, Hedges' g = 0.25, 95% CI 0.06–0.44, p = 0.01, I2 = 81.48%) but not compared to active control groups (k = 4, Hedges' g = 0.12, 95% CI −0.3–0.55, p = 0.43, I2 = 62.87%). MBPs improved adaptive performance and contextual performance. Effects may last several months. Confidence in the review results, per Grading of Recommendations Assessment, Development and Evaluation (GRADE), is very low. © 2025 The Author(s). Stress and Health published by John Wiley & Sons Ltd.

Identifying the constraints hindering industry-education integration (IEI) in vocational education is a critical prerequisite for promoting its high-quality development. However, existing research has yet to establish a systematic solution to this core issue. Therefore, this study takes Shenzhen, China, as a case study and adopts an empirical research approach to construct an analytical framework of “factor identification-mechanism analysis-strategy formulation,” aiming to thoroughly investigate the key constraints on IEI development in vocational education. First, based on a literature review and questionnaire survey, the study identifies 12 critical constraining factors of IEI. Subsequently, through expert interviews and Interpretative Structural Modelling (ISM), it reveals the underlying mechanisms of these constraints, classifying the 12 factors into five hierarchical levels. These factors form 16 constraint pathways, with inadequate policies, weak foundations for school-enterprise collaboration, insufficient institutional commitment, and ineffective communication mechanisms identified as critical bottom-level factors. These indirectly influence intermediate factors such as hardware/software conditions, alignment of talent cultivation philosophies, education-market demand matching, collaboration channel efficiency, and stakeholder interest fulfillment. Consequently, they diminish corporate engagement enthusiasm, blur responsibility-rights boundaries between stakeholders, and dampen faculty participation motivation, ultimately impeding IEI progress. Finally, the study proposes targeted countermeasures, emphasizing tripartite collaboration among the government, vocational institutions, and enterprises. Key strategies include strengthening legal safeguards, consolidating industry-education collaboration foundations, and proactively fulfilling educational responsibilities. The findings resolve the dilemmas constraining IEI development, providing policymakers with evidence-based references and offering practical guidance for deeper collaboration between vocational institutions and enterprises. This study holds significant theoretical and practical value for advancing high-quality vocational education. © 2025 Yu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Introduction: Teacher engagement (TE) is crucial since it substantially impacts students' academic achievement, personal growth, and general well-being. While extensive research has explored TE in various university settings, there is a noticeable gap in studies focusing on the context of health professions education (HPE). In HPE, TE is key in fostering/developing clinical competencies, critical thinking, communication, and teamwork skills essential for effective healthcare delivery. However, the literature on TE in HPE is fragmented and controversial, with conflicting findings regarding its relationship to student outcomes and professional satisfaction. Our scoping review aims to explore and address these gaps. Methods: This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) methodology. Seven online databases were used to identify relevant literature. Out of 249 articles, 18 were selected for analysis. Results: Studies on TE used varied dimensions and measurement tools, making it challenging to understand the concept consistently. Also, five studies employed the Utrecht Work Engagement Scale (UWES-9), two used the Engaged Teacher Scale (ETS), another two used a Chinese adaptation of the work engagement scale, and one used both the UWES-17 and a faculty engagement questionnaire. Qualitative studies highlighted key factors such as job satisfaction, feedback, autonomy, and professional development opportunities. The outcomes were categorized into personal satisfaction, teaching practices, student engagement, self-efficacy, job satisfaction, retention, and teaching performance. Conclusion: The analysis demonstrates a growing interest in TE within HPE, though there is a notable lack of consistency in how it is defined and measured. Further research is essential to deepen this understanding and to develop targeted strategies that cultivate a mutually beneficial and sustainable teaching and learning environment. © The Author(s) 2025.

This study aims to investigate the effectiveness of mind mapping in the standardized training and education of internal medicine resident physicians in nephrology. Sixty trainees undergoing rotations in the Nephrology Department at Chengdu University Affiliated Hospital between January 2021 and December 2023 were randomly assigned to control and observation groups, each comprising 30 trainees. The observation group received mind mapping teaching, while the control group received traditional teaching methods. The clinical thinking training of the two groups was then compared. The observation group outperformed the control group in all aspects of the Mini-CEX assessment, including medical interviews, humanistic care, clinical judgment, communication skills, overall performance, and total score, with statistical significance (P < 0.05). However, there were no statistically significant differences between the two groups in the areas of physical examination and organizational effectiveness (P > 0.05). Furthermore, the observation group achieved higher scores than the control group in the final theory exam, skill exam results, and satisfaction, with statistically significant differences (P < 0.05). Mind mapping not only aids in the consolidation of fundamental memorized knowledge but also enhances clinical thinking skills, thereby playing a pivotal role in assisting resident physicians in establishing a comprehensive knowledge base in nephrology and improving the effectiveness of their training. © The Author(s) 2025.