Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study aimed to evaluate the performance of a clinical ladder system in a tertiary hospital by examining how nurses' clinical competence and perceptions of the system affect organizational commitment. Methods: The study involved 394 nurses working at a tertiary hospital. Data were collected from May 3 to July 10, 2023, using a self-reported questionnaire. Statistical analyses, including descriptive statistics, independent t-tests, one-way ANOVA, Kruskal-Wallis test, Scheffé post-hoc test, Pearson correlation, and hierarchical regression analysis, were performed using SPSS 27.0. Results: Nurses who applied for promotion to the CN III level and current CN III nurses reported higher clinical competence, perceptions of the clinical ladder system, and organizational commitment than those who did not and those at lower levels (p<.001). A positive correlation existed among all independent variables.Controlling for general characteristics, the effects of clinical competence and perceptions of the clinical ladder system explained 49% of organizational commitment variance (Adjusted R 2 =.49, F=33.43, p<.001). Conclusion Greater clinical competence and positive perceptions of the clinical ladder system are likely to enhance organizational commitment, emphasizing its effectiveness in fostering better organizational outcomes.

Background: We evaluated severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2)-specific humoral and cellular responses for up to 6 months after the 3rd dose of ancestral coronavirus disease 2019 (COVID-19) vaccination in people living with HIV (PLWH) and healthy controls (HCs) who were not infected with COVID-19. Methods: Anti-spike receptor-binding domain IgG (anti-RBD IgG) concentrations using chemiluminescence immunoassay and neutralizing antibodies using focus reduction neutralization test (FRNT) were assessed at 1 week after each dose of vaccination, and 3 and 6 months after the 3rd dose in 62 PLWH and 25 HCs. T-cell responses using intracellular cytokine stain were evaluated at 1 week before, and 1 week and 6 months after the 3rd dose. Results: At 1 week after the 3rd dose, adequate anti-RBD IgG (> 300 binding antibody unit /mL) was elicited in all PLWH except for one patient with 36 CD4 T-cell count/mm3 . The geometric mean titers of 50% FRNT against wild type (WT) and omicron BA.5 strains of SARS-CoV-2 in PLWH with CD4 T-cell count ≥ 500 cells/mm3(high CD4 recovery, HCDR) were comparable to HC, but they were significantly decreased in PLWH with CD4 T-cell count < 500/mm3 (low CD4 recovery, LCDR). After adjusting for age, gender, viral suppression, and number of preexisting comorbidities, CD4 T-cell counts < 500/mm3 significantly predicted a poor magnitude of neutralizing antibodies against WT, omicron BA.5, and XBB 1.5 strains among PLWH. Multivariable linear regression adjusting for age and gender revealed that LCDR was associated with reduced neutralizing activity (P = 0.017) and interferon-γ-producing T-cell responses (P = 0.049 for CD T-cell; P = 0.014 for CD8 T-cell) against WT, and strongly associated with more decreased cross-neutralization against omicron BA.5 strains (P < 0.001). Conclusion HCDR demonstrated robust humoral and cell-mediated immune responses after a booster dose of ancestral SARS-CoV-2 vaccine, whereas LCDR showed diminished immune responses against WT virus and more impaired cross-neutralization against omicron BA.5 strain.

Purpose: This study aimed to evaluate the performance of a clinical ladder system in a tertiary hospital by examining how nurses' clinical competence and perceptions of the system affect organizational commitment. Methods: The study involved 394 nurses working at a tertiary hospital. Data were collected from May 3 to July 10, 2023, using a self-reported questionnaire. Statistical analyses, including descriptive statistics, independent t-tests, one-way ANOVA, Kruskal-Wallis test, Scheffé post-hoc test, Pearson correlation, and hierarchical regression analysis, were performed using SPSS 27.0. Results: Nurses who applied for promotion to the CN III level and current CN III nurses reported higher clinical competence, perceptions of the clinical ladder system, and organizational commitment than those who did not and those at lower levels (p<.001). A positive correlation existed among all independent variables.Controlling for general characteristics, the effects of clinical competence and perceptions of the clinical ladder system explained 49% of organizational commitment variance (Adjusted R 2 =.49, F=33.43, p<.001). Conclusion Greater clinical competence and positive perceptions of the clinical ladder system are likely to enhance organizational commitment, emphasizing its effectiveness in fostering better organizational outcomes.

Background: We evaluated severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2)-specific humoral and cellular responses for up to 6 months after the 3rd dose of ancestral coronavirus disease 2019 (COVID-19) vaccination in people living with HIV (PLWH) and healthy controls (HCs) who were not infected with COVID-19. Methods: Anti-spike receptor-binding domain IgG (anti-RBD IgG) concentrations using chemiluminescence immunoassay and neutralizing antibodies using focus reduction neutralization test (FRNT) were assessed at 1 week after each dose of vaccination, and 3 and 6 months after the 3rd dose in 62 PLWH and 25 HCs. T-cell responses using intracellular cytokine stain were evaluated at 1 week before, and 1 week and 6 months after the 3rd dose. Results: At 1 week after the 3rd dose, adequate anti-RBD IgG (> 300 binding antibody unit /mL) was elicited in all PLWH except for one patient with 36 CD4 T-cell count/mm3 . The geometric mean titers of 50% FRNT against wild type (WT) and omicron BA.5 strains of SARS-CoV-2 in PLWH with CD4 T-cell count ≥ 500 cells/mm3(high CD4 recovery, HCDR) were comparable to HC, but they were significantly decreased in PLWH with CD4 T-cell count < 500/mm3 (low CD4 recovery, LCDR). After adjusting for age, gender, viral suppression, and number of preexisting comorbidities, CD4 T-cell counts < 500/mm3 significantly predicted a poor magnitude of neutralizing antibodies against WT, omicron BA.5, and XBB 1.5 strains among PLWH. Multivariable linear regression adjusting for age and gender revealed that LCDR was associated with reduced neutralizing activity (P = 0.017) and interferon-γ-producing T-cell responses (P = 0.049 for CD T-cell; P = 0.014 for CD8 T-cell) against WT, and strongly associated with more decreased cross-neutralization against omicron BA.5 strains (P < 0.001). Conclusion HCDR demonstrated robust humoral and cell-mediated immune responses after a booster dose of ancestral SARS-CoV-2 vaccine, whereas LCDR showed diminished immune responses against WT virus and more impaired cross-neutralization against omicron BA.5 strain.

Purpose: This study aimed to evaluate the performance of a clinical ladder system in a tertiary hospital by examining how nurses' clinical competence and perceptions of the system affect organizational commitment. Methods: The study involved 394 nurses working at a tertiary hospital. Data were collected from May 3 to July 10, 2023, using a self-reported questionnaire. Statistical analyses, including descriptive statistics, independent t-tests, one-way ANOVA, Kruskal-Wallis test, Scheffé post-hoc test, Pearson correlation, and hierarchical regression analysis, were performed using SPSS 27.0. Results: Nurses who applied for promotion to the CN III level and current CN III nurses reported higher clinical competence, perceptions of the clinical ladder system, and organizational commitment than those who did not and those at lower levels (p<.001). A positive correlation existed among all independent variables.Controlling for general characteristics, the effects of clinical competence and perceptions of the clinical ladder system explained 49% of organizational commitment variance (Adjusted R 2 =.49, F=33.43, p<.001). Conclusion Greater clinical competence and positive perceptions of the clinical ladder system are likely to enhance organizational commitment, emphasizing its effectiveness in fostering better organizational outcomes.

Background: We evaluated severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2)-specific humoral and cellular responses for up to 6 months after the 3rd dose of ancestral coronavirus disease 2019 (COVID-19) vaccination in people living with HIV (PLWH) and healthy controls (HCs) who were not infected with COVID-19. Methods: Anti-spike receptor-binding domain IgG (anti-RBD IgG) concentrations using chemiluminescence immunoassay and neutralizing antibodies using focus reduction neutralization test (FRNT) were assessed at 1 week after each dose of vaccination, and 3 and 6 months after the 3rd dose in 62 PLWH and 25 HCs. T-cell responses using intracellular cytokine stain were evaluated at 1 week before, and 1 week and 6 months after the 3rd dose. Results: At 1 week after the 3rd dose, adequate anti-RBD IgG (> 300 binding antibody unit /mL) was elicited in all PLWH except for one patient with 36 CD4 T-cell count/mm3 . The geometric mean titers of 50% FRNT against wild type (WT) and omicron BA.5 strains of SARS-CoV-2 in PLWH with CD4 T-cell count ≥ 500 cells/mm3(high CD4 recovery, HCDR) were comparable to HC, but they were significantly decreased in PLWH with CD4 T-cell count < 500/mm3 (low CD4 recovery, LCDR). After adjusting for age, gender, viral suppression, and number of preexisting comorbidities, CD4 T-cell counts < 500/mm3 significantly predicted a poor magnitude of neutralizing antibodies against WT, omicron BA.5, and XBB 1.5 strains among PLWH. Multivariable linear regression adjusting for age and gender revealed that LCDR was associated with reduced neutralizing activity (P = 0.017) and interferon-γ-producing T-cell responses (P = 0.049 for CD T-cell; P = 0.014 for CD8 T-cell) against WT, and strongly associated with more decreased cross-neutralization against omicron BA.5 strains (P < 0.001). Conclusion HCDR demonstrated robust humoral and cell-mediated immune responses after a booster dose of ancestral SARS-CoV-2 vaccine, whereas LCDR showed diminished immune responses against WT virus and more impaired cross-neutralization against omicron BA.5 strain.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.