Background: Parents in the neonatal intensive care unit (NICU) face stress, anxiety and isolation, which affect their mental health and involvement in the care of their infants. Aim: To analyse, summarise and compare the most recent scientific evidence on interventions in NICU aimed at parents in order to improve their emotional state. Study Design: A scoping review was conducted using the Arksey and O'Malley methodology and the PRISMA‐ScR list. Methodological quality was assessed using the Critical Appraisal Skills Programme (CASP) for Randomised Controlled Trials (RCTs), cohort and qualitative studies and the Joanna Briggs Institute (JBI) for quasi‐experimental studies. PubMed, CINAHL Plus and Scopus (2022–2024) were searched for studies according to predefined criteria. Results: A total of 27 studies were selected, the majority of which were RCTs, quasi‐experimental and qualitative. It was shown that low‐complexity family‐centred interventions, alternative therapies and communication and training strategies for parents are effective in improving emotional health and family well‐being, increasing parental self‐efficacy, strengthening family cohesion and facilitating adaptation to NICU. Conclusions: During hospitalisation in NICU, it is essential to address the emotional health of the family. It is key to apply individualised interventions that integrate psychological support, care education and effective communication. Involving all family members strengthens their emotional well‐being and improves their ability to cope. Relevance to Clinical Practice: Interventions to improve neonatal health are highlighted, focusing on humanised care, family involvement and communication. Nursing, with its holistic approach, is key, so managers should promote strategies that strengthen the emotional health of families and the quality of care in the NICU.

Background: Childhood obesity is a growing global public health concern influenced by early-life conditions and broader environmental factors. Although industrial food systems shape dietary patterns, cross-national ecological evidence on how these environments influence childhood obesity through population-level pathways related to women’s health remains limited. Objective: This study aims to examine whether industrial food systems influence childhood obesity through population-level pathways involving women’s health, and to assess whether female obesity mediates the association between national sugar availability and childhood obesity prevalence. Methods: A cross-national ecological study was conducted using publicly available data from 46 countries (2015–2020). Childhood obesity (ages 5–19 years) and female obesity (≥18 years) were obtained from the WHO Global Health Observatory. Food system indicators were derived from FAOSTAT, and socioeconomic variables from the World Bank. Pearson correlations, multivariable regression models, and mediation analysis with bootstrapping (5000 resamples) were performed. Results: Female obesity was strongly associated with childhood obesity prevalence (r = 0.71, p < 0.001), explaining approximately 50% of its variance. Sugar availability was positively associated with both female obesity and childhood obesity (r = 0.49 for both associations; p < 0.001). In multivariable models, female obesity remained the only significant predictor (β = 0.61, p < 0.001), with the model explaining 59% of the variance (R² = 0.59; adjusted R² = 0.49). Mediation analysis showed a significant indirect effect of sugar availability on childhood obesity through female obesity (B = 0.013, p = 0.003), with no significant direct effect. Conclusions: These findings support a population-level framework in which industrial food systems may influence intergenerational obesity through pathways involving women’s health. Female obesity may act as an integrative marker linking food environments to childhood obesity risk.

Background: Low-intake dehydration is frequent among institutionalised older adults and is associated with high morbidity–mortality and healthcare costs. Its prevention requires effective strategies and professional and institutional coordination. Objective: This study aims to explore the knowledge on the identification and prevention of dehydration, as well as the management of hydration by healthcare professionals and management in a nursing home. Methods: This exploratory qualitative study with a phenomenological approach convened two focus groups with 18 nurses and assistants alongside two semi-structured interviews with managers. The content analysis addressed five dimensions: knowledge; identification of dehydration; prevention of dehydration; barriers and facilitators; and actions proposed to improve hydration. Results: Participants recognised the importance of hydration but reported barriers including limited training, absence of specific protocols, and imprecise record systems. Facilitators included hydration reminders, improved accessibility to water, sensorial resources, promotion of independence, social activities, and institutional support for preventive strategies. Conclusions: These findings show that preventing and managing dehydration in nursing homes is complex and can be influenced by organisational and structural factors. The nursing team plays a central role in detecting dehydration early and implementing personalised strategies to promote fluid intake, while managerial support strengthens their effectiveness. Improving staff training, developing practical guidelines, and refining record systems may help address the identified barriers and enhance person-centred hydration management aligned with residents’ needs.

Background/Objectives: This methodology article describes the development and application of a structured planning instrument for community health education interventions. Community health education can strengthen population preparedness against respiratory threats beyond COVID-19 by improving knowledge, attitudes, and practices. The aim was to describe the development and implementation of the Eight-Stage Health Education Planning Instrument as applied in a community health education intervention aimed at improving preventive behaviors against COVID-19. Methods: A systematic, theory-based, and practice-oriented process was followed. Planning was guided by an Eight-Stage Health Education Planning Instrument. Conceptual models (ASE model, TTM, and I-Change model) were used to identify target determinants, and the Behavior Change Wheel guided the mapping stage from determinants to intervention functions and techniques. Results: The community health education intervention, developed using the Eight-Stage Health Education Planning Instrument, was named “Rethinking COVID-19” and consisted of a two-hour, in-person workshop combining brief didactic content with interactive components across three blocks: hand hygiene, healthy lifestyle, and emotional coping. Delivery procedures were predefined to ensure fidelity. The first two workshops served as formative pilots, allowing for the refinement of materials and procedures. Adjustments were guided by facilitator observations, immediate debriefs, participant satisfaction data, and one-word feedback descriptors. Conclusions: This methodology article presents the Eight-Stage Health Education Planning Instrument, a structured yet adaptable framework for the design, implementation, and evaluation of community health education programs. Its systematic stages provide an effective means of integrating theory, evidence, and community context. The “Rethinking COVID-19” intervention illustrates how the instrument standardizes planning while remaining responsive to local needs and emerging challenges. By incorporating behavioral models and clearly distinguishing between evaluation and follow-up, it strengthens methodological rigor and supports institutionalization.

To explore nursing students' generative artificial intelligence (GenAI) related practices during Bachelor Thesis (BT) preparation and to analyse their levels of technology integration, links with learning, and perceived barriers and facilitators. This descriptive qualitative study adopted a constructivist approach. Participants were 66 final-year nursing students who reported using GenAI tools during the preparation and defense of the BT. Data were collected using a qualitative open-ended questionnaire and analysed using thematic analysis. Findings were interpreted using the SAMR model (Substitution, Augmentation, Modification and Redefinition). GenAI use spanned different levels of technology integration. At the Substitution and Augmentation levels, it primarily supported language correction, refinement of academic tone, and reference management. At the Modification and Redefinition levels, it supported critical reflection, knowledge reorganisation, integration of complex information, and co-creation of student-produced artefacts, with reports of a transformed learning experience. Nevertheless, students expressed concerns about the reliability of the information generated, the need for verification, and the ethical implications of using these tools. GenAI significantly shapes how nursing students construct knowledge and develop academic practice in the BT. When integrated more fully, it may support autonomy and critical thinking, provided its use remains reflective, ethically grounded and aligned with the discipline's educational objectives. These findings have implications for curriculum design, academic supervision and pedagogical approaches that encourage responsible GenAI use in nursing education.

Purpose: This study aims to develop a conceptual and methodological framework for the systemic integration of ethics and sustainability into institutional accreditation in higher education. Design/methodology/approach: The study follows a three-stage conceptual design. First, a critical review identified theoretical foundations and relevant international benchmarks. Second, the study compared the Catalan institutional accreditation framework, developed in accordance with the European Standards and Guidelines (ESG), with selected international accreditation frameworks to identify integration gaps. Third, a context-sensitive methodological proposal was developed to operationalize ethics and sustainability principles through assessable indicators aligned with the ESG. Findings: Among the frameworks reviewed, only two international accreditation frameworks formally recognize ethics and sustainability as independent accreditation dimensions. The proposed framework translates these dimensions into indicators across nine key areas, including governance, teaching and learning, research and digitalization. The analysis also identifies artificial intelligence (AI) ethics as an emerging dimension of institutional integrity and as an area not currently addressed in the accreditation documents reviewed. Research limitations/implications: The framework is a first-stage conceptual and methodological proposal and has not yet been empirically validated. Its applicability is primarily situated in Catalan and European contexts and further testing is needed to assess its feasibility, reliability and transferability across diverse higher education settings. Originality/value: The article’s main contribution is methodological; it moves beyond normative statements to offer a methodologically transparent, rubric-based framework. It is also among the first studies to propose a structured approach for integrating generative AI ethics into institutional quality assurance.