Background: Wound healing competence is implied in the nursing profession, but there is no standardized content regulation for wound care in university curricula. The primary objective of this study was to identify the barriers to the acquisition of knowledge about skin integrity impairment. Methods: A quasi-experimental pre-test and post-test study with an ad hoc questionnaire involved 304 students (control: 165; intervention: 139) from June to July 2023. A 10-h educational intervention focused on skin integrity assessment and treatment was conducted. Results: The control group, scoring 17 ± 0.22 out of a maximum of 61, achieved a significantly lower final test score (p < 0.001) compared to the wound care educational intervention group, with the pre-test group scoring 30 ± 0.76 and the post-test group scoring 43 ± 0.61. The educational intervention in wound care program improved nursing students’ knowledge of prevention, assessment/diagnosis, treatment, lower limb wounds, and wound bed preparation by replacing the number of "Don’t know" answers in the post-test group with correct answers. Conclusions: The barriers identified to the acquisition of knowledge about skin integrity impairment in nursing studies are the following: the transversality of teaching, the teaching and evaluation system, and the variability in the training of professionals and teachers in charge of their education. The educational intervention can be used to consolidate knowledge and to enhance students’ self-confidence in caring for patients with wounds.

This study presents a technological alternative for the digital representation of historical buildings, leveraging drones and aerial photogrammetry. The research was conducted on the Parish of San Jerónimo, located in Huandacareo, Michoacán, to construct a detailed three-dimensional model to support structural analysis and heritage documentation. The methodological process included flight path planning, systematic image acquisition using a DJI Mini 2 SE drone, and subsequent processing in Agisoft Metashape. This workflow enabled the generation of accurate 3D models derived from point clouds and digital meshes. The resulting model was validated by comparing its dimensions with real-world measurements, achieving high fidelity with a maximum deviation of ±0.15 cm per meter. The main contribution of this work is to demonstrate that accessible technological tools can effectively support the conservation and documentation of heritage structures, while reducing costs and minimising fieldwork risks.

Objectives: This pilot study evaluated the feasibility, acceptability, and preliminary outcomes of the Up-Res school-based resilience intervention designed for immigrant and refugee students in European secondary schools (Germany and Greece). Methods: A sequential explanatory mixed-methods design was implemented across four pilot schools in Germany and Greece. In the quantitative phase, 57 immigrant and refugee students (aged 12–15 years; 63.2% male) completed the 25-item Connor–Davidson Resilience Scale (CD-RISC-25) across three time points (PreTest, PosTest after Module 1, and final PosTest), with longitudinal changes analyzed using Friedman and post hoc Wilcoxon tests. In the qualitative phase, inductive thematic analysis was applied to teacher analytical reports, authorized student interview recordings, and digital reflection journals to evaluate implementation conditions and mechanisms of change. Results: Statistically significant longitudinal gains were observed across all resilience sub-dimensions (all p < 0.001), with overall resilience scores increasing from baseline (60.44 ± 12.72) to mid-intervention (68.88 ± 15.67) and final post-test (74.51 ± 15.90, W = 0.64). The qualitative findings supported these improvements through five key themes: growing student engagement, high contextual relevance of migration-sensitive materials, perceived skill gains (coping, emotion regulation, positive thinking), strengthened trust and willingness to seek adult help, and key practical considerations (pacing and group size). Conclusions: The Up-Res intervention is a feasible, acceptable, and contextually meaningful framework for enhancing psychosocial resilience and social connectedness among displaced youth. Translating abstract concepts into concrete, participatory activities, as well as adopting a strengths-based approach, can facilitate implementation in European educational settings.

Biometrics Face-Justice is a facial biometric identification system designed to identify individuals with criminal records. In situations of criminal recidivism, the system allows comparison of the individual's identity against a specialised database. This procedure enables accurate verification, facilitating the reclassification of the severity of the individual's crimes and informing more informed decision-making when determining sentences. Its objective is to establish and control criminal databases aligned with the National Public Security System (SNSP). It is designed in accordance with the Guidelines of the Federal Government's Biometric Identification System, utilising facial recognition, and complies with the legal foundations established by the SNSP. It is the only system proposed for application in the area of criminal recidivism in the state of Michoacán, and one of the few proposed nationwide.

University students are currently exposed to high levels of academic stress, which negatively affects mental health and psychological well-being. Stress perception depends on individual appraisal processes and coping strategies, as well as emotional resources such as emotional intelligence, resilience, and self-esteem. However, few studies have jointly examined these variables across different academic disciplines. This study aimed to address the gap in comparative research between health sciences and computer engineering regarding academic stress and its emotional correlates. A cross-sectional study was conducted with a convenience sample of 277 1st-year students from a private university in Spain. Data were collected using validated scales (Academic Stress Coping Scale, Ryff, Connor-Davidson Resilience Scale, Rosenberg, and Trait Meta-Mood Scale 24). The study was approved by the Catholic University of Murcia Ethics Committee (code CE022402). Participants completed a battery of validated questionnaires assessing perceived stress, coping strategies, emotional intelligence, resilience, self-esteem, and psychological well-being. Group comparisons and correlation analyses were performed using nonparametric tests. Health Sciences students reported significantly higher stress levels than computer engineering students ( P < .05). Specifically, 37.25% of medicine students reported experiencing “a lot” of stress, compared to only 10.2% of computer engineering students. Nursing students showed the highest levels of psychological well-being, self-esteem, and resilience. Significant negative relationships were found between stress and positive reappraisal ( r = −0.32, P < .01), resilience ( r = −0.29, P < .01), self-esteem ( r = −0.26, P < .01), and self-acceptance ( r = −0.24, P < .01 mainly among nursing and physiotherapy students. Medicine students displayed lower emotional clarity (21.7 ± 7.7), which was positively associated with stress ( r = 0.28, P < .05). The findings highlight discipline-specific differences in stress and emotional resources, underscoring the need for targeted university interventions. Specific programs to enhance resilience are recommended for physiotherapy students, while medicine students specifically require emotional clarity training to improve their coping skills and psychological well-being.