As digital technologies rapidly integrate into Health Professions Education (HPE), understanding cyberethics is increasingly crucial. This scoping review explores the pedagogy of cyberethics in HPE, highlighting a significant gap in explicit definitions and conceptualizations. Additionally, the absence of specific theoretical frameworks in most documents raises concerns about research progression. Only four articles introduce educational interventions in cyberethics, indicating a promising avenue for future research. While comprehensive search methods are employed, limitations, including language biases, exist. Future investigations should broaden the discourse to encompass ethical implications of emerging technologies within HPE. Cultivating comprehensive, culturally sensitive, and inclusive guidelines is vital for ethical digital practices in the health care community.

Journal of Medical Internet Research - International Scientific Journal for Medical Research, Information and Communication on the Internet #Preprint #PeerReviewMe: Warning: This is a unreviewed preprint. Readers are warned that the document has not been peer-reviewed by expert/patient reviewers or an academic editor, may contain misleading claims, and is likely to undergo changes before final publication, if accepted, or may have been rejected/withdrawn. Readers with interest and expertise are encouraged to sign up as peer-reviewer, if the paper is within an open peer-review period. Please cite this preprint only for review purposes or for grant applications and CVs (if you are the author). Background: Telehealth training is increasingly incorporated into educational programs for health professions students and practicing clinicians. However, many health care professionals remain uncertain about how to foster empathetic connections during video conferencing visits (VV). Existing competencies and standards primarily address VV logistics, diagnostic modifications, and etiquette, often lacking comprehensive guidance on adapting interpersonal skills to convey empathy, cultural humility, and trust in virtual settings. Building rapport in VV requires specific knowledge, skills, and attitudes, supported by teaching strategies that promote relationship-based care. Objective: This study aimed to establish consensus on the knowledge, skills, and attitudes required for health professions students and clinicians to build rapport with patients in telehealth VV, and to identify teaching strategies that best support these educational goals. Methods: An e-Delphi study was conducted using a panel of 12 interprofessional experts in telehealth and telehealth education. Round 1 involved interviews, followed by anonymous surveys in Rounds 2-4 to build consensus. Results: All 12 experts participated in Rounds 1-3. In Round 1, 19 themes related to rapport-building (e.g., empathy, virtual communication) and 75 specific curriculum items were identified. Two additional items emerged in Round 2, resulting in 77 items, all achieving the established level of consensus. Conclusions: Using a competency-based education framework, this study offers a practical resource for health professions educators. Organizing the findings by cognitive (knowledge), psychomotor (skills), and affective (attitudes) domains enhances their applicability for integration into existing telehealth curricula. Future research is needed to test the feasibility, acceptability, and effectiveness of curricula based on these competencies. Additionally, evaluating the effectiveness of the recommended teaching strategies, particularly in relation to the three learning domains, is essential. Clinical Trial: Registration in Open Science Framework (OSF) completed on January 22, 2025.

Background: Resilience supports nursing students as they transition into professional practice, yet limited evidence describes how resilience evolves over time. Understanding these experiences, including the influence of socioeconomic and cultural factors, may help inform strategies to promote workforce retention. Purpose: To explore facilitators and barriers to resilience in nursing students as they transition from school to clinical practice, and to describe how socioeconomic and cultural factors impact resilience. Methods: Using a multimethod, longitudinal, qualitative study design, online photovoice and virtual focus groups were employed with 62 nursing students nationally, collecting data at (1) baseline (final semester), (2) 4-5 months into practice, and (3) 8-9 months into practice. Results: Four themes emerged: (1) cultural duality, (2) discovery of nursing realities, (3) evolution of adaptation, and (4) financial implications. Conclusions: New graduate nurse resilience evolves over time and is shaped by various factors. Findings offer insights for nurse educators and leaders on promoting resilience.

The COVID-19 pandemic has put postsecondary students across the world at risk of psychological distress, negatively impacting their basic psychological well-being, including self-determination. Although the concept of self-determination has been widely discussed in literature, it is poorly understood within the context of postsecondary students during the COVID-19 pandemic. This study aimed to examine the concept of self-determination (SD) as it relates to postsecondary students amid the COVID-19 pandemic. The Rodgers’ evolutionary method of concept analysis was used. PubMed, CINAHL, PsycINFO, and ERIC were electronically searched using the keywords “postsecondary students” “coronavirus pandemic” and “self-determination.” The historical, legal, educational, and health science literature were investigated to generate a holistic definition of SD in the past. This analysis has identified the antecedents, attributes, and consequences of self-determination in postsecondary students during this global health crisis. This analysis adds to the knowledge base regarding the evolution, significance, and application of the concept of SD in the context of postsecondary students amidst the COVID-19 pandemic. Implications for future research were also explored, such as using strategies to promote SD in postsecondary students to develop resilience during the pandemic.