Tuberculosis accompanied by comorbidities in patients also has an impact on psychological conditions. Module-based health promotion is provided so that the patient's family plays a role in supporting the patient's mental health. The purpose of this study was to analyze the effect of module-based health promotion on improving family knowledge and attitudes regarding mental health of comorbid TB patients. This study was a quasi-experimental study using a pre-test and post-test quasi-experimental design, comparing the control group and the intervention group. that based on the Mann Whitney test, there was an increase in knowledge and attitudes in terms of health literacy and social support with a p value = 0.000 < 0.05, which means there was a difference in knowledge scores between the pre-test and post-test after being given intervention in both the intervention group and the control group. However, there was a difference in knowledge and attitude scores in the intervention group and the control group, which showed a significant difference between the two groups.
The position of Standard Arabic as a unifying linguistic and cultural code has been increasingly undermined by the spread of vernacular varieties across Arab societies. This study explores the sociolinguistic factors driving this shift, drawing on classical philological sources, contemporary sociolinguistic theory, and recent empirical research. Using a descriptive-analytical approach, the paper identifies key influences, including the gap between home and school language practices, the dominance of vernaculars in media and education, the accelerated borrowing of foreign terms, and the rise of hybridized communication in digital spaces. Despite the efforts of language academies, educators, and policymakers, responses have been fragmented and inconsistently applied. The study concludes that safeguarding the vitality of Standard Arabic requires integrated strategies that link education, media discourse, and digital policy, supported by strong political will. The implications extend to language planning and policy design, underscoring the urgency of coordinated interventions to preserve Standard Arabic in the context of globalization and technological disruption.
Mixed Reality (MR) is rapidly emerging as a transformative tool in medical informatics education, offering immersive and interactive learning experiences that extend far beyond traditional teaching methods. This paper explores how MR technologies can be integrated into healthcare training to support the development of both theoretical knowledge and practical skills. By enabling students to visualize and manipulate three-dimensional models of complex anatomical structures, MR bridges the persistent gap between abstract concepts and real clinical practice. The study emphasizes the pedagogical value of MR, particularly its capacity to foster active engagement, critical thinking, and learner autonomy in simulated yet realistic environments. Moreover, we highlight how MR can help overcome common challenges in medical education, such as limited access to cadaveric material and the high costs of specialized equipment. Through examples of interactive exercises and medical simulations, our findings suggest that MR is not simply an enhancement of existing teaching approaches but a catalyst for a more dynamic, student-centered, and technologically aligned curriculum. Ultimately, this research underlines the potential of MR to reshape healthcare education by creating safer, more flexible, and highly engaging pathways for professional training.
