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The Erasmus+ 2021-2027 programme encompasses a diverse array of internationalization initiatives and fosters a comprehensive network of opportunities for collaborative learning. Among these, Blended Intensive Programmes (BIPs) stand out as innovative educational models that merge physical and virtual mobility to create transformative learning experiences for university students and academic staff. These programs offer two main advantages: the development of disciplinary expertise alongside the cultivation of essential life skills and soft skills, which are very valuable in today’s interconnected world. This paper examines the implementation of a BIP focusing on informal adult education in prisons, undertaken through a partnership between the University of Siena (Italy), Malta University (Malta), Debrecen University (Hungary), and European Cyprus University (Cyprus). The analysis evaluates both the strengths and challenges of the initiative. The paper aims to contribute to the refinement of future BIP designs and to enhance cooperation among multiple stakeholders involved in such educational endeavors.   Il valore educativo dei BIP (Blended Intensive Programme) e l’impatto sulla collaborazione degli stakeholders. Il programma Erasmus+ 2021-2027 offre un’ampia gamma di iniziative di internazionalizzazione e promuove un’ampia rete di opportunità di apprendimento collaborativo. Tra queste, i Blended Intensive Programme (BIP) si distinguono come modelli educativi innovativi che combinano la mobilità fisica e virtuale per creare esperienze di apprendimento trasformative per gli studenti universitari e il personale accademico. Questi programmi offrono due vantaggi principali: lo sviluppo di competenze disciplinari e il potenziamento delle life skills e delle competenze trasversali, molto preziose nel mondo interconnesso di oggi. Questo articolo analizza l’esperienza di un programma BIP sul tema dell’educazione informale degli adulti in carcere, svolto in collaborazione tra l’Università degli Studi di Siena (Italia), la Malta University (Malta), la Debrecen University (Ungheria) e la European Cyprus University (Cipro). L’analisi valuta sia i punti di forza che le sfide dell’iniziativa. L’elaborato si propone di contribuire al perfezionamento dei futuri progetti di PIF e di migliorare la cooperazione tra i diversi stakeholder in questo tipo di iniziative educative.

Background Student mobility programmes aim to enhance academic competence and personal growth. However, non-academic reasons are decisive for students’ decisions not to participate in exchange programmes abroad. Short exchange programmes are becoming increasingly popular among both institutions and students, addressing some of the non-academic reasons to not participate in exchange programmes. The aim of the study was to gain insight into nursing students’ motivation for, and experiences from, participating in a short-term exchange programme focused on mass casualty incidents. Method A qualitative study was conducted using focus group interviews with 30 nursing students from Norway, the Netherlands, Spain, and Italy. The data were analysed using content analysis. Results Three main categories were identified. These were “motivation”, “learning experiences” and “barriers and coping”. The two main motivational factors identified were the academic subject of mass casualty and the opportunity to experience international encounters. The learning experiences encompassed perspectives on nursing, cooperation and teamwork along with measurable academic outcomes related to the learning outcomes of the blended intensive programme. The participants expressed language and communication challenges and professional discrepancies as barriers in the learning process. Nevertheless, they also reported a feeling of coping and achievement after completing the programme and provided insights into various aspects of the learning climate during the blended intensive programme. Conclusions Driven by students’ academic interest and motivation for international encountering, the BIP demonstrated educational and personal benefits, emphasizing the potential value of short-term international programmes in nursing education. The programme fostered important competencies such as emergency preparedness, intercultural communication and interprofessional collaboration. Coping with language barriers and professional discrepancies contributed to personal and professional growth.

Online mobility—learning activities where students engage online with other institutions abroad, while physically remaining at their home institution—has been of interest for several decades in Europe and at KU Leuven. This article describes the journey KU Leuven is going through to bring this form of learning into their mainstream offering to their 60,000+ students. Framed in Educational Design Research, this article presents a study where the authors explore the core needs regarding didactic support and student administration to devise interventions facilitating the university-wide uptake of online mobility. They reflect on the steps taken towards policy-level strategic vision development as well as micro-level sustainable support structures.

Entrepreneurship plays an important role in the economic development of the nations by driving innnovation, economic efficiency, and job creation. On the other hand, entrepreneurship education and international education seem to be an important antecedent for entrepreneurship intentions. In this context, universities and campuses have an important role in fostering entrepreneurial activities, namely extra curricular and curricular programs that empower young and nascent entrepreneurs to develop skills, attitudes and competencies that can later be applied to business creation. The main objective of this study is to present the extra curricular program, EXIT program, and confirm its impact on entrepreneurial skills, attitudes and competencies acquired or developed by students. This study employs a mixed research approach that includes both qualitative and quantitative methods. The results reveals that EXIT program effectively contributes to the development of various attributes associated with student resilience. It notably boosts critical thinking, creativity, initiative, problem-solving, proactivity, responsibility, cooperation, social responsibility, and a balanced mix of ambition, optimism, and realism. EXIT’s impact on student skills development underscores its substantial positive influence, especially in domains like teamwork and communication. Feedback from the focus group discussions attested to the overall positive reception of EXIT by participants. The program demonstrated its effectiveness in improving their entrepreneurial skills, facilitating multicultural experiences, and encouraging collaborative efforts.

Background Non-technical skills (NTS) are social, cognitive and psychological skills that are related to safety and efficiency in the healthcare process. These skills have an important role in the intensive care once are closely related to the occurrence of safety incidents. This study aims to examine the effectiveness of NTS training programs in intensive care units using Kirkpatrick’s evaluation model, encompassing reaction, learning, behaviors, and organizational results. Method We conduct a systematic review of original articles in the following databases: Pubmed (Medline), Scopus, Web of Science, Science Direct, CINHAL (EBSCOhost), EMBASE (Elsevier), and PsycINFO. We include randomized clinical trials, quasi-experimental studies, and those employing a before-and-after design. Two pairs of independent reviewers selected and assessed the studies, with any discrepancies resolved by a fifth reviewer. Risk of bias and quality assessments were performed using Cochrane Risk of Bias 2, Risk of Bias in Non- randomized Studies of Interventions and Quality Assessment Tool developed by the National Heart, Lung, and Blood Institute. Results Fourteen studies were included, with 11 employing a before-and-after design. Overall study quality was assessed as moderate or low. Simulation training was the main teaching strategy of the training programs. In the reaction dimension, participants (502 participants) generally perceived the training programs as beneficial, despite variations in teaching strategies. Only two studies evaluated the impact on the learning dimension (383 participants), with small improvements. A positive correlation was identified between the adoption of NTS training programs and improved teamwork (413 participants and 183 direct observations), situational awareness (444 participants and 183 direct observations), leadership (183 participants and 155 direct observations), and communication (183 participants and 1141 direct observations). Organizational results showed no significant changes in patient safety culture, length of stay or mortality rates (15776 patients). However, there was a reduction in response time to cardiopulmonary resuscitation and lower adjusted mortality and complications rates (7721 patients). Conclusion The implementation of NTS training programs in intensive care units may improve healthcare professionals’ performance, especially in teamwork, situational awareness and communication. However, it is necessary to conduct more robust experimental studies to establish causality and explore broader impacts on patient safety and costs. Registration CRD42021244769.

Background Interprofessional Education (IPE) is essential in improving patient outcomes by promoting teamwork and collaboration among healthcare professionals. This study aimed to assess the impact of IPE on developing clinical competencies and collaborative practices in Egyptian intensive care units (ICUs). The core modules focused on managing antibiotic resistance, venous thromboembolism (VTE), and mechanical ventilation (MV), chosen for their high prevalence in Egyptian ICUs and significant impact on patient outcomes. Methods The IPE program was implemented across seven governorates, involving 16 hospitals and multidisciplinary ICU teams. It was conducted in two consecutive four-month waves, each covering the three core modules. Participants included physicians, clinical pharmacists, and ICU nurses. To enhance efficacy, a blended learning approach combined virtual webinars, case-based discussions, and in-person workshops. Data collection included pre- and post-tests, a post-training satisfaction survey, and the Interdisciplinary Education Perception Scale (IEPS) to assess competency improvements. Results The IPE program included 157 participants, with 79 in wave 1 and 78 in wave 2. Physicians were mostly male (47.2%) and older (> 40 years), while clinical pharmacists and ICU nurses were younger and predominantly female (89.6% and 75.7%, respectively). For exam performance, clinical pharmacists had the highest excellence rate (22.4%), while ICU nurses had the highest failure rate (40.5%). Post-training, interprofessional competence improved significantly, with physicians showing the greatest competency gains ( p  < 0.05) and clinical pharmacists playing a key role in antibiotic resistance management ( p  = 0.029). Overall satisfaction was high across modules, increasing from 79.8% in Module 1 to 90.5% in Module 3. Higher satisfaction was observed among females (up to 89.5%), participants aged 30–40 (92.6% in Module 2), and those who received sufficient program information ( p  = 0.011), with lecturers median score rated consistently 5.0, while material satisfaction median score varied (4.0–4.8). Conclusions The IPE program improved interprofessional collaboration and clinical competency, despite challenges such as participant dropout, scheduling conflicts, and engagement in virtual sessions. By addressing issues like antimicrobial resistance and critical care management, it provides a practical model for improving healthcare outcomes, particularly in resource-limited settings. This program is a preliminary step, with plans to expand to more hospitals in Egypt and conduct further research on its long-term impact on patient outcomes and potential for replication in healthcare systems worldwide. Clinical trial number Not applicable.

Aim This paper describes the development of the training programme for South African professional nurses on how to manage critically ill COVID‐19 patients in intensive care units and repurposed general wards. Design and methods The Analysis, Design, Development, Implementation and Evaluation educational instructional design model guided the development of the training programme. A case‐based study approach and blended learning were used to deliver the six modules. Results The training programme was developed, reviewed and validated by the coordinating team of facilitators involved in the initiative. Implementation of the training programme and the result thereof will not be discussed as part of this manuscript. Conclusion The training programme aimed to enhance the knowledge of professional nurses in the management of critically ill patients with COVID‐19. As the pandemic evolves, a need for training and ongoing support was identified, which might address the need for surge capacity and hospital readiness planning.

With increasing needs for evidence-based practice, the well-designed EBP education is necessary to enhance the critical thinking and decision-making skills of nursing undergraduates. This study is to evaluate the effectiveness of an evidence-based practice education program with blended learning on undergraduate nursing students. In this preliminary experimental study, 45 senior nursing undergraduates were recruited from a university in Seoul, Korea. Self-selection was used to create two groups: an intervention group and a control group consisting of 21 and 24 students, respectively. The intensive 30-hours evidence-based practice education program was provided to the intervention group. Evidence-based practice knowledge, self-efficacy, and evidence utilization were evaluated as outcome variables at baseline and two months after the intervention. There were no significant differences between the intervention and control groups on the background characteristics and outcome variables (p > .05). There were significant increases in evidence-based practice knowledge (Z = −5.28), self-efficacy (t = −6.42), resource utilization (Z = −2.60), and databases utilization (t = −2.98) in the intervention group, when compared with the control group (p < .01). Further studies are recommended to develop the evidence-based practice train-the-trainer program for nursing educators and to maximize the effectiveness of utilizing blended learning in evidence-based practice education. •Evidence-based nursing is an essential competency for nurses to provide high quality care.•Various educational efforts to enhance nurses' evidence-based practice are ongoing internationally.•Evidence-based practice curriculum can be combined and integrated with core nursing courses.•Implementing blended learning in EBP education among undergraduate students is effective.

The aim of this research was to design a blended in-service training program for developing technopedagogical skills (B-INSET for TPD) in teaching English. 12 lecturers in an intensive English language program at a state university formed the study group in the research. In the design-based research, the expectations of the administrators, lecturers, and students about technology integration in the school where the research was conducted were identified. The program that was designed according to the principles of adult education, social constructivism, and blended learning was later improved based on the views of specialists from different fields, tested for ten weeks in the 2018-209 academic year fall semester, and evaluated by its participants. Questionnaire forms, semi-structured interviews, materials that were produced by the participants, face-to-face video sessions, and a research diary were utilized as data collection tools. The data were analyzed using descriptive statistics, descriptive analysis, and content analysis. At the end of the research, it was concluded that the participants found opportunities for interaction, collaboration, discussion, and hands-on practice when an eclectic teacher training model with the principles of adult education, social constructivism, and blended learning was utilized; and that the participants found adequate trainer support and all of their expectations were met.

As fully-online classes continue to grow in popularity, administrators of language programs in higher education settings are increasingly responsible for implementing and overseeing online language teaching classes and curricula. However, few language program administrators have extensive experience in online education, and little training exists at the administrative level for this field. In this mixed-methods study, survey and interview data with Intensive English Program (IEP) administrators in the United States show that less formal training and experience in online education are correlated with lower perceived self-efficacy among IEP administrators faced with managing online programs, and that IEP administrators overwhelmingly believe additional training would be beneficial. This study examines the needs described by participants and provides recommendations for future training options based on the needs identified.