The healthcare sector represents a major source of waste production, and healthcare workers (HCWs) are crucial in waste management. Educational interventions (EIs) can be delivered through a single component (mono-component) or by combining different components (multi-component); although they have a potential impact on the sustainability of healthcare, their effectiveness in waste management still needs to be identified. The aim of this systematic review and meta-analysis was to describe EIs to improve waste management knowledge, attitudes, and practices among HCWs and provide an estimate of their effectiveness. Six relevant databases were searched; 24 articles were included, and 19 were meta-analyzed. These were mainly from low-income countries and did not consider EIs for recycling, reducing, and reusing. Compared to the mono-component EIs, the multi-component Eis showed a higher statistically significant positive post-intervention effect on knowledge, with greater retention in the medium–long term, and on practices, particularly among non-hands-on HCWs. The effects of the EIs on attitudes were not significant. Our results suggest that multi-component EIs should be preferred to improve waste management standards in the healthcare sector. Given the heterogeneity found among EIs, the standardization of types, content, duration, and assessment methods should be considered. Finally, their harmonization at a global level could influence international and national policies on sustainability.

Background/Objectives: Higher education institutions must improve the attractiveness and retention of the nursing profession to address the widespread shortage. This pilot multimethod study aimed to preliminarily understand the relationship between motivations for enrolment and dropout among first-year undergraduate nursing students. Methods: A two-step approach was conducted among first-year nursing students from five Italian universities involving: (a) a baseline quantitative online survey collecting their characteristics and motivations for enrolment; (b) a follow-up semi-structured interview qualitative data collection among students who dropped out. Descriptive and inferential statistics were used to describe the motivations for enrolment and differences between universities. Dropout motivations emerged from inductive content analysis, with data categorisation according to Urwin’s framework. Results: A total of 759 students completed the online survey. Primary motivations for enrolment included the desire to be useful (88.8%), help suffering people (84.3%), and find employment (74.2%); 22.3% cited unsuccessful admission to another university as motivation for enrolment. Of the 141 students who discontinued, 31 were interviewed (22%). Eleven categories and three themes were identified. More than half of the participants dropped out due to interest in other courses and lack of aptitude, while a smaller number cited personal circumstances. Other motivations for dropout were related to negative learning environments or feelings and difficulties related to course characteristics. Conclusions: This study provides an initial insight into these complex phenomena that will be instrumental in understanding data from an Italian multicenter cohort study. The findings can inform recommendations and strategies to strengthen the future nursing workforce.

Sexually transmitted infections (STIs) are frequently underdiagnosed, representing a serious public health concern, especially during adolescence and in more vulnerable communities. Aim: to describe the last ten years of emergency department (ED) visits for STIs among adolescents. Methods: a retrospective cross-sectional observation was carried out in the Piedmont region in Italy. Data were retrieved through the Italian National Information System database. ED visits related to specific ICD-9-CM codes carried out on 11 to 19-year-old youths between 2011 and 2020 were investigated. Age-specific, crude, and standardized rates and admission ratios, with 95% confidence intervals (CIs), were calculated to estimate the STI trend. Results: from a total of 1,219,075 ED visits, 339 were related to STIs, representing an increasing ratio of 28 per 100,000 visits, primarily in females. Most infections occurred in girls (83.5%) and among 17 to 19-year-olds (71.5%). A drop in both ED visits and STI cases was observed in 2020. Genital Herpes and Genital Warts were more frequent in girls while Gonorrhea was more frequent in boys. Conclusions: the increasing trend of ED visits for STIs, particularly in girls, represents an emerging relevant public health issue that needs to be urgently tackled.

To translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Active Empathic Listening Scale (AELS-It) for first year students on a Bachelor degree in nursing. Active and empathic listening is characterised by the active and emotional involvement of the listener and is particularly important for nurses to understand and address patients' needs. When nurses demonstrate to patients that they are active and empathic listeners, it leads to deeper engagement and trust, strengthens the nurse-patient relationship and enhances the quality of care. Consequently, it is essential to incorporate active and empathic listening into nursing education, as it equips future nurses to communicate and respond to patients' needs effectively. AELS is a tool that measures active and empathic listening styles. To the best of our knowledge, no study has validated and psychometrically tested AELS among nursing students and no studies have examined the application of the AELS scale within the Italian context. A three-phase validation study. The tool was first translated and adapted into Italian. A panel of 12 experts in nursing education evaluated the face and content validity. The psychometric properties of the Italian AELS (AELS-It) were assessed in a sample of nursing students. The dimensionality and construct validity of the tool were tested through exploratory and confirmatory factor analyses. Reliability was estimated using both traditional and composite methods. A total of 207 students were included. The overall content validity index was 0.9. The exploratory factor analysis confirmed a three factor structure. Confirmatory factor analysis showed a second-order factor structure with adequate fit indices. The reliability of the second-order factor analysis for the scale was adequate, with Cronbach's α (0.877) and Composite-ω (0.875). The Italian version of AELS-It proved to be a reliable tool to test active empathic listening in Italian nursing students and it could be a useful instrument in nursing education.

The global nursing shortage poses critical challenges for healthcare systems. Understanding nursing student dropout, particularly which factors contribute to this process and when they emerge during the curriculum, is crucial for developing timely and effective retention strategies that support workforce sustainability. Despite growing concern, no systematic reviews have examined the reasons for dropout through a time-sensitive approach. To understand the factors contributing to dropout from undergraduate nursing curricula with specific attention to the year of attendance. A mixed-methods systematic review was conducted following the Joanna Briggs Institute methodology, adopting a convergent segregated approach. Data Sources: PubMed, CINAHL, EMBASE, PsycINFO, and Scopus databases were searched from October 2023 to March 2025, according to PRISMA guidelines, without date restrictions. Sixteen articles were included. Thirteen examined early dropout (588 students), mainly during the first year, while three explored addressed late dropout (37 students, third-fourth year). Across 36 primary findings, six overarching factors emerged, supported by qualitative and quantitative evidence: individual, lack of preparedness, unmet student expectations, negative emotional experiences, structural characteristics of the course, and political/professional. Negative emotional experiences and structural characteristics of the course were the most consistent contributors to both early and late dropout. Conversely, factors specific to the early years included family commitments, financial difficulties, low self-efficacy or self-esteem, poor academic performance, unmet expectations regarding clinical placements, course content and workload, restricted social life, and commuting distance. The six identified factors confirm the multifaceted nature of dropout, offering insights to design tailored, time-specific strategies and structural reforms. Rationalising course curricula and strengthening tutor support may enhance engagement and reduce the theory-practice gap. Reinforced orientation could support students' evolving needs, fostering retention and transition to the profession. Future research should explore longitudinal predictors of dropout, particularly the roles of tutorial support and clinical placements.