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2. When giftedness masks need : systemic support and organizational conditions for twice-exceptional studentsVanja Riccarda Kiswarday, Tamara Rudolf, Mojca Kukanja-Gabrijelčič, 2026, izvirni znanstveni članek Opis: This study investigated the identification, understanding, and support of twice-exceptional students—learners demonstrating above-average abilities alongside learning, emotional, or behavioural challenges—in Slovenian primary schools, with a focus on systemic and organizational conditions shaping support practices. A cross-sectional quantitative study was conducted using an online survey administered to 115 educational professionals, including classroom teachers, special education teachers, inclusive pedagogues, and school counsellors. Data were analyzed using descriptive and inferential statistical methods. Findings indicate that cognitive characteristics of twice-exceptional students are most consistently recognized, whereas socio-emotional and behavioural traits are frequently underestimated. Approximately 50–60% of students remain unidentified, primarily due to insufficient professional training, limited diagnostic tools, and fragmented institutional coordination. Current support practices focus predominantly on remediating learning difficulties, while fostering students’ strengths remains inconsistent. Participants emphasized the need for structured professional development, clearer administrative guidelines, strengthened interdisciplinary collaboration, and more coherent institutional frameworks. The results highlight the importance of systemic and organizational capacity-building in establishing comprehensive, strengths-based support systems, including early identification procedures, differentiated instruction, inter-professional coordination, and the development of national policy guidelines and diagnostic instruments to promote the full potential of twice-exceptional students.
Ključne besede: twice-exceptional students, systemic support, inclusive education, student identification, professional development, differentiated instruction
Objavljeno v RUP: 30.06.2026; Ogledov: 187; Prenosov: 6
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3. Impact of the INDUSAC project through co-creation between students and industryDuško Odić, Urška Mrgole, Robert Premk, Špela Kunej, Marjeta Trobec, 2026, strokovni članek Opis: The Horizon Europe inDUsaC project, coordinated by the Jožef Stefan Institute in Ljubljana, Slovenia, introduced an innovative mechanism for facilitating knowledge transfer between companies and students from diverse disciplinary backgrounds. During the project, students and re searchers across Europe were given the opportunity to address compa ny-defined challenges through short-term co-creation projects lasting between four and eight weeks. In total, 303 individuals, organised into 159 international teams, success fully completed their projects, with students receiving financial compen sation for their contributions. This paper provides an overview of the addressed company challenges, which spanned a wide range of domains, including health, education and nutrition; modern living; products and accessories; energy and environment; industrial processes and engineer ing; and business solutions. This diversity demonstrates the breadth of the project’s impact, with ap proximately half of the participating companies being small enterprises with up to 10 employees, and with strong participation from eU Widen ing countries. By presenting 159 successful collaborations that generated valuable outputs for companies and enabled students to acquire practical skills, the inDUsaC project demonstrates: (i) tangible social impact; (ii) the feasibility of an effective and attractive mechanism that provides compa nies with innovative ideas while offering students meaningful incentives to gain experience and strengthen their professional networks; and (iii) the critical role of a public research organisation in facilitating such exchanges.
Ključne besede: INDUSAC project, co-creation, students, industry, knowledge transfer
Objavljeno v RUP: 09.06.2026; Ogledov: 245; Prenosov: 6
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4. Physical activity, body appreciation, and perceived stress in relation to life satisfaction among university studentsVojko Vučković, Tanja Kajtna, Klemen Širok, 2026, izvirni znanstveni članek Opis: first_pagesettingsOrder Article Reprints Open AccessArticle Physical Activity, Body Appreciation, and Perceived Stress in Relation to Life Satisfaction Among University Students by Vojko Vučković 1,*ORCID,Tanja Kajtna 1ORCID andKlemen Širok 2ORCID 1 Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia 2 Faculty of Health Sciences, University of Primorska, 6310 Izola, Slovenia * Author to whom correspondence should be addressed. Healthcare 2026, 14(11), 1572; https://doi.org/10.3390/healthcare14111572 Submission received: 31 March 2026 / Revised: 29 May 2026 / Accepted: 2 June 2026 / Published: 4 June 2026 (This article belongs to the Special Issue The Role of Physical Activity and Sports in Enhancing Psychological Well-Being and Quality of Life) Downloadkeyboard_arrow_down Versions Notes Abstract Background: University students experience increased psychological distress during academic transitions, yet modifiable lifestyle determinants of their subjective well-being remain incompletely understood within integrated analytical frameworks. Methods: A cross-sectional survey (N = 194 undergraduates; 52.6% women; M age = 21.9 years) used validated instruments: the Satisfaction with Life Scale (SWLS), Perceived Stress Scale (PSS-10), Body Appreciation Scale-2 Short Form (BAS-2SF), Brief Resilience Scale (BRS), International Physical Activity Questionnaire Short Form (IPAQ-SF), and single-item measures of financial security and screen time. Physical activity (PA) was log-transformed (MET_log). Multiple simultaneous regression and structural equation modelling (SEM) were conducted. Results: Perceived stress was the strongest negative predictor of life satisfaction (B = −0.561, p < 0.001), while financial security was a significant positive predictor (B = +0.171, p = 0.023). SEM showed that body appreciation was associated with life satisfaction primarily through lower perceived stress (indirect effect = 0.107; consistent with indirect-only association pattern), while PA showed a significant direct association with life satisfaction (β = +0.143, p = 0.030), independent of the stress pathway. The indirect effect of PA via stress was not significant in the SEM. Model fit was acceptable (CFI = 0.951; RMSEA = 0.067). Conclusions: Perceived stress was statistically associated with the relationship between body appreciation and subjective well-being, while PA showed a direct statistical association with well-being that was independent of the stress pathway. Given the cross-sectional nature of this study, these findings suggest that university health promotion programmes may consider integrating positive body image and stress management components alongside PA promotion to support student psychological well-being.
Ključne besede: physical activity, life satisfaction, perceived stress, body appreciation, university students, structural equation modelling, well-being
Objavljeno v RUP: 07.06.2026; Ogledov: 272; Prenosov: 8
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5. Effective Technology-Enhanced Learning Methods of Increasing Knowledge and Practical Skills among Nursing StudentsMartin Červený, Kemal Elyeli, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The utilisation of Technology-Enhanced Learning (TEL) methods in the field of nursing education provides students with the opportunity to engage in riskfree practice of clinical skills through the utilisation of interactive simulations and virtual laboratories. The incorporation of digital tools, such as e-learning modules and online assessments, facilitates enhanced knowledge retention and offers flexible learning opportunities that are tailored to the individual learning pace of the student. This literature review aims to summarize, analyze, and evaluate the effectiveness of TEL methods for developing knowledge and practical skills among nursing students. This literature review will assess methods utilized to enhance TEL skills among nursing students. Scientific publications in English languages published between 2013 and 2023 will be analyzed. Searches will be conducted in electronic databases including PubMed, Wiley library, SCOPUS, and Web of Science. The findings of seven studies were subjected to analysis. The findings of the review suggest that the utilisation of TEL learning methodologies has a beneficial impact on the skills and knowledge acquisition of nursing students. The integration of TEL educational interventions into nursing education has been demonstrated to be an effective approach for developing the knowledge and competencies of nursing students. The incorporation of digital educational interventions in nursing education has been demonstrated to result in higher knowledge scores and a reduction in cognitive load, thereby enabling students to engage more fully with the learning material.
Ključne besede: digital methods, nursing, students, skills, knowledge
Objavljeno v RUP: 22.12.2025; Ogledov: 633; Prenosov: 1
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6. Effective Teaching and Learning in Digital Education for Czech Students with Diverse NeedsBarbora Bazalová, Dana Zámečníková, Veronika Včelíková, Pavla Pitnerová, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The authors describe different aspects of using information and communication technologies to promote effective teaching and learning for students with diverse needs in inclusive schools. The review of current research in each described area follows the theoretical concepts, as well as the description of hardware, software and other special aids that can be used at schools. A wide range of digital tools, suitable for children with special educational needs and thus diverse needs in education, can – and should – be used in education to reach each student’s potential and, therefore, enable a maximum degree of inclusion. Technologies also play an essential role in communication. However, the benefits of technology are not limited. Still, they can also be used as a tool for social inclusion and the development of relationships at school since social comfort is one of the critical aspects of school success.
Ključne besede: information and communication technologies, special educational needs, inclusive education, digital education, students with diverse needs
Objavljeno v RUP: 22.12.2025; Ogledov: 804; Prenosov: 0
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7. Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature reviewMelita Peršolja, 2025, pregledni znanstveni članek Opis: Aim/objective: To analyse and synthesise current evidence on educational strategies for teaching evidence-based practice (EBP) to undergraduate nursing students, with a specific focus on non-native English-speaking learner populations. Background: Teaching EBP in non-native English-speaking settings presents distinct challenges, including language proficiency barriers, limited access to research literature and variability in pedagogical approaches. Despite the range of educational strategies introduced in the literature, a universally accepted or recommended method has yet to be established. Design: An integrative literature review was conducted to examine peer-reviewed empirical studies on EBP education published between 2015 and 2025, with a focus on educational strategies. The review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Methods: Twelve studies met the inclusion criteria. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. An inductive thematic analysis was employed to synthesise the findings. Results: All reviewed studies employed quantitative methodologies with a pre-post or quasi-experimental design. Thematic analysis identified five key categories in teaching EBP: educational methods, technology integration, clinical focus, collaboration, intervention duration and outcomes. The studies showed that various educational methods demonstrated effectiveness in enhancing nursing students’ EBP competencies, as reflected in improved knowledge, attitudes and skills. Conclusions: Diverse and scaffolded teaching methods enhance EBP competencies in non-native English-speaking nursing students. A longitudinal, multimodal and flexible approach emphasising collaboration, integration and practice orientation with technological support, appears most effective. Internationally informed guidelines are needed to ensure consistent development of core EBP competencies globally.
Ključne besede: evidence-based practice, nursing students, nursing education, teaching strategies
Objavljeno v RUP: 05.08.2025; Ogledov: 1265; Prenosov: 22
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8. Nursing students’ views on men in nursing : a gender diversity challenge in the healthcare workforceMirko Prosen, Tamara Čekada, 2025, izvirni znanstveni članek Opis: Background Nursing remains a female-dominated profession, with men often facing societal stereotypes and professional challenges that limit their representation. Gender-based misconceptions about caregiving roles and masculinity influence the perception of men in nursing, posing barriers to inclusivity. This study explores nursing students’ perceptions of men in nursing, focusing on the prevalence of gender stereotypes, their potential impact on career decisions and the ethical implications of such misperceptions. Methods A descriptive cross-sectional survey was conducted on a convenience sample of 184 nursing students in Slovenia. Data were collected through an online questionnaire using the GEMINI (Gender Misconceptions of Men in Nursing) Scale. Internal consistency of the adapted scale was confirmed with a Cronbach’s alpha of 0.859. Results Findings reveal that while some gender stereotypes persist, most students hold neutral or positive attitudes toward men in nursing. The overall median GEMINI score was 33.00, significantly lower than the theoretical median of 51 (p < 0.001), indicating generally low levels of gender-based misconceptions. Postgraduate students reported lower misconceptions (Me = 30.50) compared to undergraduates (Me = 33.50). Male students had a slightly higher median score (34.50) than female students (33.00), suggesting they may hold slightly more stereotypical views. Challenges included societal biases, limited mentorship, and struggles with professional identity, particularly in clinical settings and specialties perceived as traditionally female-dominated. Students with family members in nursing reported a median of 33.50, compared to 33.00 among those without, suggesting a modest exposure effect, although not statistically significant. Conclusions Addressing gender-based misconceptions through education and public awareness is critical for fostering diversity and creating a more inclusive nursing workforce. Future efforts should focus on redefining nursing as a gender-neutral profession. Curricula should incorporate discussions about diversity, gender equity, and professional identity development, fostering inclusivity and reducing stereotypes early in students’ careers. Targeted mentorship programs, increased male representation in nursing leadership, and reframing nursing as a profession that values both technical expertise and emotional intelligence are essential strategies for breaking down persistent stereotypes and improving gender diversity in the field.
Ključne besede: gender diversity, nursing students, stereotypes
Objavljeno v RUP: 02.07.2025; Ogledov: 1503; Prenosov: 9
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