The study focuses on addressing fatigue among healthcare workers in Emergency Room (ER), vital in delivering health services but prone to worker fatigue. Using objective measures like cardiovascular load (%CVL) and Bourdon Wiersma test, it evaluates physical and mental fatigue. Leveraging the System Engineering Initiative for Patient Safety 2.0 (SEIPS 2.0) model, it comprehensively analyzes factors affecting fatigue. Data collection includes surveys and statistical analysis through Structural Equation Modeling-Partial Least Squares (SEM-PLS). Results show all workers experience fatigue, with physical fatigue affected by age and gender, and mental fatigue influenced by workload. The outer model analysis confirms convergent and discriminant validity, and reliability of the constructs. The inner model analysis reveals the work system significantly affects fatigue, while the process does not. The study emphasizes the importance of addressing fatigue to improve worker well-being and enhance patient care in ER, providing actionable insights for healthcare organizations.

The purpose of this article was to discusses the application of lecture collaboration as an effort to improve the pedagogical competence of lecturers and teaching practitioners in the Professional Ethics course in the Biology Education Study Program. The research method used is classroom action research, which involves a cycle of planning, implementing, observing, and reflecting in order to improve teaching practices. This research was conducted in the context of the Biology Education Study Program, involving lecturers and teaching practitioners as research subjects. The classroom action research cycle consists of the stages of planning lecture collaboration, implementing lecture collaboration, observing the process and results of collaboration, and reflection to formulate subsequent improvements. The results showed that the application of lecture collaboration was effective in improving the pedagogic competence of lecturers and teaching practitioners. Collaboration allows them to share experiences, knowledge, and effective teaching strategies. In the context of Professional Ethics courses, lecture collaboration also increases student involvement and motivation in learning. These findings support the study's hypothesis and are also in line with the related literature on the benefits of collaboration in education. The implication of this research is the importance of implementing lecture collaboration as an effective teaching strategy in improving the pedagogical competence of lecturers and teaching practitioners, especially in the Professional Ethics course in the Biology Education Study Program