UNASSIGNED: The intersection of work-family dynamics and job contentment has become a pivotal area of investigation within the higher education landscape, drawing scholarly attention, especially in the Chinese context. This study delves into the intricate relationship between work-family culture and job satisfaction, with a particular spotlight on the mediating influence of perceptions of organizational fairness. The impetus behind this emphasis lies in the burgeoning acknowledgment of organizational justice as a pivotal force shaping employee attitudes and conduct within academic establishments.
UNASSIGNED: This research was conducted using two distinct groups. The first group consisted of 1,075 faculty members at Chinese universities, while the second group comprised 972 administrative and technical employees at these institutions.
UNASSIGNED: The mediational analyses provided in this study offer an enhanced comprehension of the intricate relationships under discussion. Significantly, the findings reveal that Work-Family Culture plays a crucial predictive role in influencing perceptions of Organizational Justice among both faculty and administrative staff. More importantly, the study uncovers that Work-Family Culture indirectly affects Job Satisfaction through its impact on Organizational Justice.
UNASSIGNED: This insight underscores the importance of harmonious work-family interactions as a determinant of job-related attitudes and satisfaction levels.

In recent years, with the unremitting advancement of higher education reform, academics have been experiencing stress associated with conducting scientific research. In this study focusing on university teachers in China, we adopted a stepwise regression method and reviewed related literature to construct a mechanism of academic stress and occupational burnout. Specifically, we tested job satisfaction and relative deprivation as mediating and moderating variables and conducted empirical research on 1239 teachers from 15 universities in eastern, central, and western China. Our findings show that: (1) academic stress has a significant positive effect on occupational burnout; (2) job satisfaction has a partial role as the intermediary agent between academic stress and occupational burnout; and (3) relative deprivation positively moderates the relationship between academic stress and job satisfaction, indicating that teachers in universities and colleges are also affected by relative deprivation and the perception of inequity. These findings have significant value in the management of higher education and academic research.

Stress can be a double-edged sword. Given the intricacy of the innovation process, the link between job stress and individual innovation behavior remains uncertain. To clarify the relationship between challenge stressors and the innovative behavior of higher education teachers, this study was based on the conservation of resources (COR) theory and adopted the structural equation modeling method to explore the impact of challenge stressors on the innovative behavior of higher education teachers and reveal its influencing mechanism and boundary conditions. By analyzing the data from 208 questionnaires of higher education teachers, the findings reveal that challenge stressors positively influence innovative behavior, with task crafting serving as a critical bridge. Additionally, a favorable employment relationship climate enhances the positive impact of challenge stressors. Gender dynamics are also explored, adding nuance to the understanding of this relationship. These results shed light on the inherent mechanisms governing the relationship between challenge stressors and innovative behavior among higher education teachers, and underscore the significance of task crafting. In addition, the discoveries provided fresh insights and ideas for investigating how organizational climate affects individual innovative behavior.

Phenomenon: The increase in clinical and teaching workload has brought enormous pressure to clinical teachers. Clinical teachers play an extremely important role in the quality of higher medical education and the cultivation of medical talents. However, few studies have examined the attitudes and practices of clinical teachers regarding the role of teachers in China. This study aimed to investigate clinical teachers\' perceptions about their roles and current practices at affiliated hospitals of medical universities in China. Approach: Responses from 312 Chinese clinical teachers were included in the analyses. The data were collected using the questionnaires of perception and practice regarding the role of teachers which consisted of 12 items rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), and scored by calculating the mean. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp). Findings: The mean score of perception of clinical teachers regarding the role of teachers was 4.51 (SD = 0.72), and the mean score of practice was 3.69 (SD = 1.17). Multivariable binary logistic regression model showed that undertaking very few/few clinical teaching workload, \'thinking it is my obligation to carry out teaching work seriously\' and \'thinking it is my duty to train medical talents\' were not only significant determinants of good perception but also good practice. Additionally, \'thinking hospital attached great importance to clinical teaching\' was the significant determinant of good perception. Insights: Chinese clinical teachers demonstrate less positive perception and practice regarding the roles of teacher than clinical teachers in developed countries. Affiliated hospitals of medical universities should hold training sessions regularly and take targeted intervention measures to enhance clinical teachers\' perception and practice regarding the roles of teacher.

UNASSIGNED: With the increase in the number of male nursing staff, more and more highly educated male nursing staff are joining the nursing higher education industry. Nevertheless, male nursing teachers in China are still a very small group in the education industry, but they have made important contributions to nursing education in China. Work experience is a key factor in the stability of the professional team and the quality of education. However, there is little research on the professional feelings of Chinese male nursing teachers.
UNASSIGNED: Explore the true feelings of male nursing teachers in Chinese universities about their work, understand their actual work difficulties, their sources of work stress and methods of coping with stress under the Chinese cultural background, and combine their professional expectations to provide ways to solve these problems, and help male nursing educators better apply nursing education work.
UNASSIGNED: This study uses an interpretive and exploratory qualitative research design method, in which the participants of male nursing teachers are selected from 30 universities with nursing majors in Zhejiang Province by the method of purpose sampling, and semi-structured in-depth interviews were used to collect data. A Van Manen process was used for data analysis. The 10th respondents were saturated.
UNASSIGNED: Five themes were extracted in this study, namely realistic difficulties of career, positive feelings of career, sources of occupational stress, coping methods for occupational stress, and career development expectations.
UNASSIGNED: Male nursing teachers in universities can actively adjust their thoughts and behaviors and face negative professional feelings due to gender factors. But they still need more comprehension and support from educational institutions and society. The support of leaders and universities can help them better adjust to professional development and maintain a rational and stable nursing teacher team.

OBJECTIVE: To provide a scoping review of the existing literature regarding academic-practice partnership in evidence-based nursing education, with the goal of gathering evidence to support the establishment of such partnerships.
BACKGROUND: Academic-practice partnerships play a crucial role in overcoming separation of theory and practice in evidence-based nursing education and promoting the adoption of evidence-based nursing practice. However, there is a lack of scoping review of related literature.
METHODS: This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist.
METHODS: We conducted a comprehensive search in PubMed, Web of Science, SCOPUS, Cochrane Library, CINAHL, EMBASE, Educational Resource Information Centre (ERIC) and five gray websites between November and December, 2022. A total of 10515 articles were retrieved, 26 articles were included in the scoping review. Two reviewers reviewed the articles, screened literature, and extracted data, independently. A third researcher was involved when consensus is needed. Practice-academic partnership logic model was used to analysis and synthesis the results.
RESULTS: Main themes included inputs (time, instructional resources, partnership agreement, key stakeholder commitment, shared mission, leadership support, common vision, instructional design, mutual respect, and instructional objectives), activities (ongoing communication and shared decision-making), outputs (action plan: evidence-based nursing project plans and educational resources), outcomes (improved evidence-based nursing competency, enhanced quality of nursing care, career advancement and personal development, increased evidence-based nursing projects, improve evidence-based nursing education, heightened academic achievement, increased engagement in evidence-based nursing, increased networking opportunities, and improved staff satisfaction), facilitators (sufficient inputs, effective activities, and clear partnership structure, ongoing feedback, and positive outcomes), and barriers (insufficient inputs).
CONCLUSIONS: Inputs and activities could lead to outputs and outcomes. Facilitators and barriers could influence the degree of outputs and outcomes. Academic-practice partnerships can overcome the barriers of disconnection between theory and practice in evidence-based nursing education, and further promote education and research by leveraging the strengths of both parties, resulting in a mutually beneficial collaboration.

UNASSIGNED: As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs.
UNASSIGNED: Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning.
UNASSIGNED: A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists\' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists\' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management.
UNASSIGNED: This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies.

Improving the job satisfaction of vocational education teachers (VET) is necessary for maintaining the stability of the vocational education teaching force and is an essential support for enhancing the professional attractiveness and ensuring the quality of VET. Unlike previous studies, firstly, in terms of groups, the particular group of teachers in this study focuses on VET, which in reality is often overlooked compared to other groups of teachers due to the low level of recognition of vocational education (VE) in China. Secondly, this phenomenon is more prominent and less researched regionally in economically underdeveloped areas due to the uneven and disparate economic development between the East and West of China. In terms of sample size, previous studies have lacked large samples, making it difficult to obtain convincing and realistic results. Finally, most previous studies considered teachers\' job satisfaction (TJS) in terms of external or internal factors alone. However, this study considers a combination of the external factor of the school climate (SC) in which VET works and the internal factor of teachers\' self-efficacy (TSE) to explore the relationship with TJS and its impact. Based on data from a survey of 1035 teachers in China, a structural equation model estimation method was used to explore and analyze the impact of SC and TSE on their TJS and the specific role of the relationship. The research found that VET-perceived SC is positively predicting TJS; VET-perceived SC is positively predicting TSE; TSE is positively predicting TJS; TSE significantly mediates the relationship between SC and TJS. This study provides a theoretical perspective that integrates the external organizational influences of SC and introduces the internal psychological factor of TSE as a mediating variable to understand TJS. In practice, it helps raise the importance of VET and provides empirical data and intellectual support to the relevant government departments in improving TJS.

The medical and health care and services in China were highly developed in the period of the Republic of China, and the healthcare service system also improved. The staff and students in medical colleges or universities, as implementers and practitioners, left their indelible marks in this period. They undertook their historical mission and embraced their responsibility in the special period by popularising medical diagnosis and treatment, reforming public health, advertising knowledge about women, infants and children, supporting the needs for war and popularising academic research. They combined theories and practice, traditional education and wartime education and academic research and social service. These services and activities of medical faculty and students provided historical references for today\'s medical universities in terms of undertaking social missions and promoting the spirit of dedication.
民国时期是中国医疗卫生事业蓬勃发展的时期，同时也是中国医疗卫生服务体系不断完善的时期。医学院师生作为社会服务的主要承担者，其特色医疗服务为近代医疗事业的发展留下了浓墨重彩的一笔。他们通过一系列医疗服务活动，将理论与实践、传统教育与战时教育、学术研究与社会研究充分结合，出色地展现了特殊时期高校医学院师生的历史使命与责任担当。通过研究高校医学院师生的特色医疗服务活动，可以为当今医学高校承担社会使命弘扬奉献精神提供历史借鉴。.

Transnational public and global health programs in China have rapidly expanded over the past 20 years, and have potential to make important contributions to China\'s global health workforce. However, there has been sparse if any literature specific to transnational public and global health higher education in China. In response, this perspective article aims to: (1) outline current transnational public and global health programs in China, and (2) delineate opportunities and challenges for transnational public and global health programs to enhance China\'s global health workforce. Based on internet searches, eight active transnational public and global health programs in China were identified in September 2022 (one Bachelors; four Masters; three doctorate). Degree awarding institutions are located in Australia, Portugal, the United Kingdom, and the United States. Courses for stand-alone transnational programs were co-delivered by faculty from the Chinese and foreign sponsoring institutions. The earliest and latest programs were respectively established in 2001 and 2022, and the average year of establishment was 2013. The endurance of some programs (three programs operating ≥ 10 years) indicates the potential sustainability of transnational public and global health programs in China. However, opportunities for cross-cultural engagement appear to be constrained by lack of English (or other language) requirements in some programs, limited recruitment of international students, pandemic travel restrictions, and a dearth of funding for global health research outside China. In addition, students enrolled at transnational universities in China are currently ineligible for China Scholarship Council funding. As China\'s need for global health capacity grows amid a rapidly shrinking population of younger citizens, strategic investments in transnational public and global health programs may be of increasing value.