Introduction: The mental health of nursing professionals is an escalating global concern, particularly due to the inherently challenging work conditions they frequently encounter. This study aimed to investigate the prevalence of Minor Mental Disorders (MMD) and resilience levels among nursing professionals, analyzing the relationship between these constructs and identifying resilience’s potential protective role. Methods: This was a quantitative, descriptive, correlational, and cross-sectional study. The sample consisted of 203 nursing professionals (including nursing assistants, technicians, and nurses) from two healthcare institutions in the interior of São Paulo, Brazil. Data were collected between August and October 2019. Instruments utilized included a sociodemographic and professional questionnaire, the Self-Report Questionnaire (SRQ-20) for MMD screening, and the Wagnild & Young Resilience Scale. Results: The overall prevalence of MMD in the studied sample was 31.0%. Mean scores for the SRQ-20 domains were observed as follows: Depressive/Anxious Mood (1.33), Somatic Symptoms (1.63), Reduced Vital Energy (1.77), and Depressive Thoughts (0.39). A key finding indicated that resilience did not demonstrate a significant direct predictive role on MMDs when the effect of quality of life was controlled. However, resilience showed a significant positive correlation with Quality of Life (QoL) (coef. = 0.515; p < 0.001). Furthermore, QoL emerged as a robust and statistically significant negative association with all dimensions of MMD. Discussion: These findings suggest that resilience may function as an indirect moderator or precursor to QoL, with QoL, in turn, exerting a more direct and substantial influence on the reduction of MMDs. This integrated perspective aligns with the understanding that resilience contributes to a more adaptive assessment of stressors and, consequently, to better QoL, thereby minimizing the detrimental effects of stress on mental health. Conclusion: This study reaffirms the high prevalence of Minor Mental Disorders among nursing professionals, highlighting Quality of Life as a primary target for interventions aimed at promoting mental well-being. It also emphasizes resilience as a valuable individual resource that indirectly supports mental health by enhancing QoL. A holistic understanding of occupational stressors, psychosocial, and biological mechanisms is crucial for developing effective and targeted support strategies for these essential professionals.

Nursing students frequently experience considerable stress, impacting their mental well-being and preparedness for professional practice. Psychological resilience is paramount in navigating these demands. This scoping review synthesized studies on resilience levels in nursing students, particularly those in their entry year, utilizing the Wagnild and Young Resilience Scale within the Latin American academic context. Following JBI methodology and PRISMA guidelines, a systematic search identified six relevant studies. Findings indicate that newly enrolled nursing students often exhibit low to moderate resilience, which may decline during the first academic year. Importantly, resilience acts as a protective factor against psychoemotional stress, depressive symptoms, and poor sleep quality. Family support, engagement in leisure activities, and course satisfaction positively correlate with higher resilience. These findings underscore the imperative for educational institutions to actively integrate resilience-building strategies, such as curricular adjustments and psychoeducational programs, to bolster student well-being and cultivate competent future professionals. Further longitudinal research is essential to deepen understanding and evaluate intervention efficacy.

Background: Health inequities represent a persistent and multifaceted challenge, particularly pronounced for individuals with intellectual and developmental disabilities (IDDs), including Down syndrome (DS). This population frequently faces systemic barriers to care and is at higher risk of adverse health outcomes . Despite advances, gaps persist in health care professionals’ training for caring for this population. Undergraduate medical education constitutes a crucial component in addressing these disparities and promoting inclusive care, especially through practical experiences for future physicians. Objective: This study aims to map and synthesize evidence regarding undergraduate medical education for the care of individuals with DS and other IDDs in medical schools, identifying gaps and opportunities for enhancement in curricula and educational programs, including pedagogical strategies and experiential learning opportunities. Methods: A scoping review following the methodological frameworks by Arksey and O’Malley, Levac et al, and the Joanna Briggs Institute will be conducted. The search will be performed in electronic databases and gray literature sources using descriptors in English, Portuguese, and Spanish. Study selection will involve undergraduate medical students as the target population. Two independent reviewers will perform study selection following predefined inclusion and exclusion criteria. Data will be extracted using a standardized form and synthesized narratively, with qualitative (thematic) and descriptive quantitative analyses where appropriate. This protocol has been registered with the Open Science Framework and will adhere to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results: A comprehensive overview of current undergraduate medical education regarding the care of individuals with DS and other IDDs will be provided, informing the development of more effective and inclusive interventions and yielding insights into existing pedagogical strategies, practical learning opportunities, and medical students’ knowledge and attitudes toward this population, providing a foundation for evidence-based recommendations. Conclusions: This review will address an important gap in the literature, providing insights for the improvement of undergraduate medical education and clinical practice in caring for individuals with DS and other IDDs, contributing to the development of more capable and empathetic professionals. By systematically mapping the current landscape and identifying specific needs, this protocol lays the groundwork for transformative changes in medical curricula worldwide, ultimately enhancing health outcomes for this vulnerable population.

Applied Behavior Analysis (ABA) stands at an inflection point, expanding its robust technical framework to embrace the growing demand for humanization and relational excellence. This study, a scoping review, investigated the emergent integration of compassion and related relational/interpersonal skills into ABA practice, justifying its methodology by the need to map a multifaceted and rapidly evolving field. By analyzing 13 articles published between 2020 and 2024, the research revealed a notable acceleration in interest in the topic (76.9% of publications between 2022 and 2024), primarily concentrated in the USA. It was identified that, while the importance of these “soft skills” is valued, there is a gap in formal training. However, Behavioral Skills Training (BST) emerged as an effective and scientifically validated tool for teaching and measuring compassion and relational skills, with positive impacts on both professionals and caregivers. Conceptual articles paved the way for their operationalization. It was concluded that compassion and interpersonal skills are crucial pillars for the evolution of ABA, promoting more effective, ethical, and person-centered interventions. This review not only synthesized current knowledge but also highlighted generalization challenges and directed future research toward an even deeper and culturally relevant impact.

Background: Applied behavior analysis (ABA) is a scientific approach that applies principles of learning and motivation to assess, design, implement, and evaluate social and environmental modifications to produce meaningful changes in human behavior. It has been widely used in various settings, particularly in the treatment of individuals with autism spectrum disorders and other developmental disabilities. Recently, compassion has emerged as a topic of growing scientific interest within ABA. To improve socially relevant behaviors, it is essential to explore how behavior analysts can provide maximum support to clients and promote significant changes through compassionate care. Although compassion skills have been studied by ABA researchers, the literature still presents gaps in understanding how these skills can be effectively integrated into ABA practice. Objective: This study aimed to map, identify, and provide data available in the existing literature on compassion skills and applied behavior analysis. Methods: This scoping review will follow the methodological framework of Arksey and O’Malley with previously proposed refinements. The search strategy will use combinations of descriptors and their synonyms according to the Health Sciences Descriptors and MeSH (Medical Subject Headings) terms, using the PCC (population, concept, and context) mnemonic, combined with the Boolean operators AND Mesh OR. The electronic databases to be searched include Embase, Index Psicologia, Lilacs, PubMed, Scopus, and Web of Science. Studies published between 2020 and 2024 in English, Portuguese, and Spanish will be included. Two independent reviewers will screen titles, abstracts, and full texts, with a third reviewer resolving any disagreements. Results: As this is a protocol, results are pending. The review will synthesize definitions of compassion in ABA, map compassionate skills, analyze existing interventions, and identify outcomes associated with compassionate ABA practice. Conclusions: This scoping review is expected to contribute to the evolution of ABA toward a more compassionate and holistic approach, potentially leading to improved outcomes for clients and practitioners. The findings may inform the development of compassion training programs and influence care policies in ABA. Trial Registration: OSF Registries 10.17605/OSF.IO/F3A6H; https://osf.io/f3a6h International Registered Report Identifier (IRRID): PRR1-10.2196/66399