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Purpose: The purpose of this review was to evaluate the effects of physical activity on children's free recall, cued recall, and recognition episodic memory and to explore potential moderating factors. Methods: The following databases were searched: PubMed, ERIC, APA Psych Info, CINHAL, SPORTDiscus, and Google Scholar. Studies were included if: (1) participants were aged 4–18 years, (2) participants were typically developed, (3) participants were randomized to groups, (4) interventions employed gross movements, (5) sedentary group was used for control, (6) memory tests were quantitative, and (7) employed acute or chronic intervention. Results: 14 studies met inclusion criteria resulting in the analysis of data from 7 free recall, 7 cued recall, and 8 recognition memory tests. Physical activity was found to have a positive influence on tests free (g = 0.56), cued recall (g = 0.67), and no influence on tests of recognition (g = 0.06). While some moderator analyses were significant, the authors do not consider these results to be meaningful in application. Conclusions: The effects of acute and chronic physical activity enhance specific aspects of long-term episodic memory. These findings suggest physical activity interventions developed for children may be expected to benefit some, but not all, types of memory processing. [ABSTRACT FROM AUTHOR]

This systematic review synthesized the literature on digital health interventions for the promotion of physical activity (PA) among people with intellectual disabilities and/or autism. From an initial screening of 553 records, 10 studies underwent full-text review. Data were extracted relating to study, intervention, and sample characteristics and PA-related findings. Methodological quality was evaluated using the Crowe Critical Appraisal Tool. There were mixed findings pertaining to the effectiveness of digital health interventions for promoting PA among these populations. Positive results were reported for three of five active-video-game interventions, two of three social-media-based interventions, and one of two e-learning/multicomponent interventions. Digital health interventions can potentially be effective for promoting PA among people with intellectual disabilities and/or autism. However, the large variation in the samples and intervention types and a reliance on pre- and quasi-experimental research designs suggest that inferences should be made with caution and additional research is needed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities. [ABSTRACT FROM AUTHOR]

Background: Today, the human population faces an increasing array of emerging environmental challenges. Despite its importance, nurses often neglect ecological issues, which can compromise patient health. While the ecological nursing perspective has the potential to lead to innovative care approaches that benefit patients, the nursing profession, and the environment, the concept of ecological care lacks a clear definition and its dimensions remain unclear. This study aimed to analyze and clarify the concept of 'ecological care' in the nursing discipline. Methods: Walker and Avant's analysis method was used to identify descriptions, antecedents, consequences, and empirical referents of the concept of 'ecological care' in nursing. We searched the databases (PubMed, Scopus, PsycINFO, CINAHL, ERIC, SID, and IranDoc) using the keywords "ecological," "nurse," and "nursing" using Boolean operators "AND" and "OR" in the title and abstract fields both in English and Persian to identify relevant literature on ecological care in nursing. Results: Ecological care, as a multidimensional concept, encompasses ecological thinking, ecological attitude, ecological awareness, ecological sensitivity, and ecological literacy. This entails the optimal utilization of environmental factors to provide patients with high-quality care and preserve ecological sustainability through environmentally friendly behaviors. Conclusions: The findings highlight the need to elucidate, endorse, and solidify ecological thinking in all aspects of nursing care including nursing management, education, and research, which can lead to improved care quality, patient safety, and sustainability. Within this framework, nursing educators could play an essential role in integrating ecological care into nursing education. The study emphasizes the need to integrate ecological thinking into all aspects of nursing. [ABSTRACT FROM AUTHOR]

Adolescents with callous unemotional (CU) traits are at risk for poor quality-of-life outcomes such as incarceration, suicide, and psychopathy. It is currently unknown which treatments are implemented with CU adolescents specifically and which elements make up these interventions. A narrative systematic review was used to identify the treatments and common elements used with CU adolescents (12–18 years). Eligible studies were randomized controlled trials and quasi-experimental studies evaluating psychosocial interventions, delivered within a clinical context, and directed towards the adolescent or their family. Eight studies with 1291 participants were included. Significant decreases in CU traits were demonstrated only in a minority of studies. The most utilized practice elements were set goals for treatment, practice interpersonal/communication skills, prepare for termination, and teach parents skills and strategies; the most utilized process elements were formal therapy, practice exercises, important others, and flexible/adaptive. A majority of the studies did not report an implementation element. While theoretical frameworks for CU children are employed with CU adolescents, there is still uncertainty regarding their suitability for this age group. Given the limited empirical evidence, there is a critical need for further exploration. [ABSTRACT FROM AUTHOR]

Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings. [ABSTRACT FROM AUTHOR]

Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children's development when receiving these services. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention's congruence with families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. Therefore, we conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the receipt of Naturalistic Developmental Behavioral Intervention services neither improved nor worsened family and family member quality of life. For those involved in the provision of Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children's improvements will likely not translate into improvements in family quality of life (osf.io/3ua5f). Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children's development following the receipt of these interventions. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention's integration within families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. We conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the provision of a Naturalistic Developmental Behavioral Intervention neither improved nor worsened family or family member quality of life. For those involved in delivering Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children's improvements will likely not translate into improvements in family quality of life. [ABSTRACT FROM AUTHOR]

Focused ethnography (FE) is an emerging method for social work researchers who examine social justice issues within specific sub-cultures and service systems. FE methods may include researchers with background knowledge, specific research questions, and the use of intensive, short-term data collection methods in time-limited settings. Although relevant to applied studies in social work, FE methods remain underspecified. This scoping review examines the extent, variety, and characteristics of FE in social work research. The protocol follows the PRISMA Extension for Scoping Reviews Checklist and Explanation (PRISMA-ScR). We searched Social Science databases between 2018 and 2022. The critical appraisal of articles is guided by published FE methodology and American Psychological Association (APA) journal reporting standards for qualitative research. Researchers justified the use of FE in relation to their ethnographic goals, research populations, and specific questions. However, they were inconsistent in their discussion of the integration of theory and reflexive processes in research methods. While most studies used thematic analysis or coding of qualitative data, some lacked the recommended elements outlined in the journal reporting standards for qualitative research. In particular, they lacked transparency when discussing the impact of background knowledge and positionality on data analytic processes and findings. In this review, we discuss the strengths and limitations of FE for social work research and offer recommendations for methodological improvement. To enhance understanding and trustworthiness of reported findings, we recommend transparency in discussions of data analytic and reflexive processes, as well as uniform reporting in accordance with APA standards for qualitative research. [ABSTRACT FROM AUTHOR]

This scoping review aims to describe the range of research studies using arts-based data collection methods with immigrant and racialized older adults. A secondary aim is to identify challenges and strengths of using these approaches with this population. This review uses Arksey and O'Malley's five-stage scoping review framework with a final number of 16 references included for the study. Enhanced social connectedness, increased transparency and quality of findings, and self-empowerment were key strengths of using arts-based approaches for data collection. Challenges identified included resource limitations, cultural and language barriers, and barriers to meaningful engagement. Only a small number of studies have utilized arts-based methods with immigrant and racialized older adults. Arts-based approaches require unique methodological adaptations with this population but have the potential to increase engagement in research activities, authenticity of research findings and empowerment of older adults. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Neoadjuvant cisplatin-based combination chemotherapy (NAC) followed by radical cystectomy is the standard of care for cisplatin-fit patients harboring muscleinvasive bladder cancer (MIBC). Prediction of response to NAC is essential for clinical decision-making regarding alternatives in case of non-response, and bladder-sparing in case of complete response. This research aimed to assess the performance of machine learning in predicting therapeutic response following NAC treatment in patients with MIBC. METHODS: A systematic review adhering to the PRISMA guidelines was conducted until July 2023. The study integrated articles relating to artificial intelligence and NAC response in MIBC from various databases. The quality of articles was evaluated using the Quality Assessment Tool for Diagnostic Accuracy Studies 2 (QUADAS-2). A meta-analysis was subsequently performed on selected studies to determine the sensitivity and specificity of machine learning algorithms in predicting NAC response. RESULTS: Of 655 articles identified, 12 studies comprising 1523 patients were included, and four studies were eligible for meta-analysis. The sensitivity and specificity of the studies were 0.62 (95% confidence interval [CI] 0.50–0.72) and 0.82 (95% CI 0.72–0.89), respectively, with a heterogeneity score (I²) of 38.5%. The machine learning algorithms used computed tomography, genetic, and anatomopathologic data as input and exhibited promising potential for predicting NAC response. [ABSTRACT FROM AUTHOR]

Purpose: Equitable representation of children with hearing loss who are members of marginalized or minority groups in behavioral intervention studies enhances inclusivity in the scientific process and generalizability of results. The goal of this systematic review was to ascertain the percentage of studies conducted in the United States in the past 2 decades that reported relevant demographic variables. Method: Studies were searched across eight databases and clinical trial registries in October 2022. Variations of the following search strings were used to retrieve peer-reviewed published studies and unpublished clinical trials: children, hearing loss, and intervention. Results: Thirty-nine intervention studies met the inclusion criteria. The selected studies were reviewed and coded for the following demographic variables: area and type of intervention, participant age, hearing technology data, sample size, gender, race/skin color and ethnicity, primary/home language(s), additional disabilities, parental education, family income, and parental occupation. Results revealed that many demographic variables were remarkably underreported, with parental education, family income, and parental occupation variables being the least reported data. Conclusions: Demographic data can be an important tool for changing disparities related to intervention outcomes. This systematic review suggests that inclusive research practices should be extended to low-literacy or low-economic resources, non-White, and non--English-speaking groups. Inclusion practices coupled with sufficient sample sizes will ultimately aid in identifying hearing health disparities. [ABSTRACT FROM AUTHOR]

Purpose: This review aimed to investigate the effectiveness of digital school-based mental health interventions for adolescents in Sub-Saharan Africa. Method: The authors conducted a comprehensive search of digital school-based mental health interventions to identify studies conducted in Sub-Saharan Africa targeting adolescents between the ages of (10–19) years. Peer-reviewed studies published in English between 2009 and May 2023 were obtained through electronic bibliographic databases. Result: Only one study met the full inclusion criteria for this review. The included study tested a digital mental health intervention ("Shamiri Digital") for treating depression, anxiety, and well-being in adolescents. The "Shamiri Digital" intervention demonstrated positive outcomes on depressive symptoms within the full sample. Discussion: The dearth of studies investigating digital mental health solutions for adolescents in low-income countries demonstrates a critical gap in intervention and research for adolescent mental health in resource constrictive settings [ABSTRACT FROM AUTHOR]

Currently there is a severe lack of research on autism and Indigenous people in Canada. This scoping review explores this literature gap and assesses the same literature from an Indigenous perspective. Scoping reviews are an effective means to explore the literature in a specific area, in this case, autism and Indigenous people in Canada. We explored existing literature as it pertains to Indigenous populations and autism in Canada. To support this review, the Indigenous Quality Assessment Tool (QAT) was adapted to appraise the quality of literature. In total, there were a total of 212 articles identified of which 24 met the inclusion criteria: (1) some focus on autism, (2) a component specific to Indigenous people, and (3) specific to Canada. Of the 24 articles and reports, 15 were peer-reviewed and the rest considered grey literature. Most articles focused on program delivery with some literature using primary data (quantitative and/or qualitative). Overall, the quality of the research was appraised as poor, as determined by the QAT. Findings reaffirm the critical need for research that addresses autism in Indigenous communities within Canada and show the importance of having research done in full partnership with, or led by, Indigenous people. [ABSTRACT FROM AUTHOR]

This scoping review aims to identify and synthesize the available literature describing the use of the gender approach in research and nursing clinical practice related to hypertension. The review was conducted following the scoping review framework recommended by Arksey and O'Malley. Elements related to content were chosen following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Data were extracted using a predesigned table and were presented narratively after the content analysis. The PubMed, CINAHL, Web of Science, PsycINFO, Cochrane, Scopus, ScienceDirect and ERIC databases were consulted between March 2022 and June 2024. Reference lists from all sources and gray literature were also reviewed to identify additional publications. A total of 18 studies were finally included in this scoping review. Most of the studies (83 percent) represent gender as a biological variable (sex), and only a few of them (22 percent) analyzed psychological or social differences. In addition, several studies include unequal representations of each sex, most of them use the terms "sex" and "gender" as incorrect or interchangeable, which makes it difficult to evaluate the results from a gender perspective. There is still a substantial gap in the literature related to nurses' intervention with a gender approach in patients with hypertension. Future studies should focus on improving health interventions by considering gender to improve equality and efficiency in health outcomes associated with hypertension and other cardiovascular risk factors. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to examine the effects of mentoring programs on undergraduate nursing students’ mental health. BACKGROUND The study of nursing has been cited as stressful, with negative effects on academic and physical wellbeing and mental health in nursing students. METHOD An integrative review of the literature using the method of Whittemore and Knafl was performed on mentoring programs designed to mitigate student stress. Electronic databases searched included CINAHL, Medline, PubMed, Embase, ERIC, and Scopus. RESULTS The eight studies included in this review suggest that mentoring has positive impacts on nursing students’ mental health, reducing stress and anxiety and enhancing well-being and sense of belonging. CONCLUSION Mentoring programs have positive effects on mental health outcomes in undergraduate nursing students. Implementation of structured programs at the start of undergraduate studies can facilitate increased mental and physical well-being and decrease stress and anxiety. [ABSTRACT FROM AUTHOR]

Aims: To systematically explore the clinical supervision (CS) experience for nurses transitioning to advanced practice. Design: A qualitative systematic review using Joanna Briggs Institute meta‐aggregation following an a priori protocol published on PROSPERO (CRD42023426658). Data Sources: Qualitative studies obtained from Medline, CINAHL, PsycINFO, Scopus, Emcare and ERIC databases and ProQuest dissertations and theses for peer‐reviewed, published and unpublished studies from inception to July 2023. Review Methods: Two authors conducted data screening and abstraction. Quality was appraised using the Critical Appraisal Skills Programme tool and reporting followed the Enhancing Transparency in Reporting the Synthesis of Qualitative Research checklist for systematic reviews. Results: Sixteen studies contributed to five synthesized findings: CS that is beneficial requires structure and commitment, trusting relationships are foundational for learning, lifting burdens and preventing burnout, learning through reflection, critical thinking and feedback and barriers to CS. Conclusions: This review provides a meaningful exploration of CS to support nurses transitioning to advanced practice. Well‐structured supervision offers a safe space to share work‐related concerns and develop an advanced practitioner identity. Sharing experiences helps alleviate work‐related burdens and reduce professional isolation and burnout. Implications for the Profession: Peer‐support networks are vital for successful transition to advanced practice. Impact: This review highlighted the impact of effective supervisory relationships in forming professional identity and possible links with nursing retention. Public Contribution: No direct patient contributions are included as it forms part of a research degree. [ABSTRACT FROM AUTHOR]

Participation is a fundamental human right, and being able to communicate is an essential component of participation in various life situations, such as at school, with peers, and in the community. Augmentative and alternative communication (AAC) interventions aim to facilitate communication and social interaction, independence, and participation in all aspects of life. The purpose of this study was to summarize and map the AAC intervention outcomes for children with complex communication needs onto the Family of Participation-Related Constructs (fPRC) framework. The scoping review identified 270 studies for inclusion, and the data gathered was extracted and mapped onto the fPRC framework. The results indicate that although many studies have reported on participation-related constructs such as activity competence and context, there is still insufficient focus on attendance and involvement, sense of self, and environment constructs. Hence, future research in the field of AAC is needed on the various constructs of participation proposed by the fPRC framework. [ABSTRACT FROM AUTHOR]

Introduction: Discourse analysis has been used as an approach to conducting research in health professions education (HPE) for many years. However, because there is no one 'right' interpretation of or approach to it, quite what discourse analysis is, how it could or should be used, and how it can be appraised are unclear. This ambiguity risks undermining the trustworthiness and coherence of the methodology and any findings it produces. Method: A meta‐study review was conducted to explore the current state of discourse analysis in HPE, to guide researchers engaging using the methodology and to improving methodological, analytical and reporting rigour. Structured searches were conducted, returns were filtered for inclusion and 124 articles critically analysed. Results: Of 124 included articles, 64 were from medical education, 51 from nursing and 9 were mutli‐disciplinary or from other HPE disciplines. Of 119 articles reporting some sort of data, 50 used documents/written text as the sole data source, while 27 were solely based on interview data. Foucault was the most commonly cited theorist (n = 47), particularly in medical education articles. The quality of articles varied: many did not provide a clear articulation what was meant by discourse, definitions and methodological choices were often misaligned, there was a lack of detail regarding data collection and analysis, and positionality statements and critiques were often underdeveloped or absent. Discussion: Seeking to address these many lacunae, the authors present a framework to facilitate rigorous discourse analysis research and transparent, complete and accurate reporting of the same, to help readers assess the trustworthiness of the findings from discourse analysis in HPE. Scholars are encouraged to reflect more deeply on the applications and practices of discourse analysis, with the ultimate aim of ensuring more breadth and depth when using discourse analysis for understanding and constructing meaning in our field. Discourse analysis in #HPE lacks clarity and consistency, risking its trustworthiness. This meta‐study revealed quality and methodological misalignments, leading to a framework to enhance rigor and transparency. [ABSTRACT FROM AUTHOR]

Background and purpose: Physical therapist (PT) education programs seek to identify applicants who will be academically successful in the program and pass the licensure examination. Part one of this systematic literature review aimed to understand the value of cognitive variables in PT education admissions. Methods: The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 31 reported on cognitive measures. Results: Seven studies identified one or more sections of the Graduate Record Examination (GRE) as significant predictors of students' academic performance in PT programs. Ten studies reported that one or more sections of the GRE predicted National Physical Therapy Exam (NPTE) performance, wheres 4 studies found no significant relationship. Undergraduate grade point average (GPA) predicted academic performance in the PT program and on the NPTE in more than 10 studies, whereas 4 found no significant relationship. Other components of the academic record, such as prerequisite course grades, undergraduate institution quality, undergraduate degree, and retaking prerequisite courses, had varying relationships with academic and NPTE performance. Discussion and conclusion: These outcomes appear to inform the policies and processes for admissions into PT education programs, evidenced by customary use of applicants' GRE scores and GPAs in admission decisions. The inclusion of both cognitive measures in admission decisions may help ensure that admitted students successfully manage the academic rigor of doctoral education and pass the NPTE. [ABSTRACT FROM AUTHOR]

Importance: Large educational transitions occur when students enter and exit school or move between grades or divisions within the kindergarten to Grade 12 (K–12) school system. For students with disabilities, the quality of large educational transitions affects academic and postschool outcomes, which is germane to school-based occupational therapists. Objective: To explore the school-based occupational therapy literature to describe the roles of occupational therapists in supporting large educational transitions and to identify relevant terminology. Data Sources: We searched six databases (CINAHL, EMCare, Embase, ERIC, MEDLINE, and PsycINFO) for peer-reviewed publications in English with no date limitations. Study Selection and Data Collection: We included articles focused on children and youth with disabilities and school-based occupational therapy services supporting large transitions within K to 12 education. Using directed content analysis, we reported on publication characteristics, occupational therapy roles, and terminology. Findings: We included 46 publications spanning 37 yr that addressed transitions into school (n = 3), within K to 12 grades or divisions (n = 10), or to exit secondary education (n = 33). Occupational therapists assumed many roles in supporting large transitions, some much more frequently than others; 125 transition terms were used across included articles with few terms explicitly defined. Conclusions and Relevance: School-based occupational therapists' involvement in educational transitions is extensive, with potential for expansion. Consistency in terminology would support future research and practice. Plain-Language Summary: A large educational transition occurs when students move between a school, grade, or division as part of their K to 12 education. For students with disabilities, the quality of a large educational transition affects their academic and postschool outcomes. This review provides an understanding of how school-based occupational therapists support educational transitions for youth with disabilities. The review found that occupational therapists took on many roles, with the potential for expanding their roles. The review also identified 125 transition terms that were used across the literature review and found that few terms were explicitly defined. Consistency in terminology would support future research and expanded occupational therapy practice in this area. This review explored literature to describe school-based occupational therapists' roles in supporting students with disabilities who experience large educational transitions. [ABSTRACT FROM AUTHOR]

Background: Homework is a common educational task given to students around the world. It demands mental exertion, but staying focused can be challenging, especially for K‐12 students. Too much homework can increase their cognitive load and mental fatigue, leading to decreased motivation and performance. This can cause boredom with homework and learning. To lessen their load and make homework more effective, it is important to establish the connection between homework duration and academic achievement. Objectives: To evaluate the relationship between homework time and academic performance among K‐12 students. Search Methods: On November 5, 2021, we retrieved articles from a variety sources. Firstly, we searched 10 electronic databases for related publications, including Academic Search Premier, APA PsycArticles, APA PsycInfo, Business Source Premier, Education Resources Information Center (ERIC), Journal Storage (JSTOR), Learning and Technology Library (LearnTechLib), OCLC FirstSearch, Social Sciences Citation Index (Web of Science), and Teacher Reference Center. We also searched two publisher platforms: ScienceDirect and Taylor & Francis Online Database. Secondly, we consulted five educational organization website such as, American Educational Research Association, Best Evidence Encyclopedia, Education Endowment Foundation, European Educational Research Association, What Works Clearinghouse, and the Open Grey database for unpublished studies. We then searched Open Dissertations and ProQuest Dissertations & Theses Global databases to locate the relevant dissertations and theses. Additionally, we hand‐searched seven educational journals to identify unpublished documents, reports, and potential studies not indexed in the databases. Lastly, we searched Campbell Library to identify relevant reviews and primary (and nearly eligible studies) in these reviews. We also searched Google Scholar for related studies and checked the citations of eligible studies as well as their bibliographies. Selection Criteria: Studies with the following criteria were included: −Population: K‐12 school students with no disabilities or not attending special education schools;−Intervention: Homework assigned regularly by schoolteachers to students to complete during non‐school hours;−Comparison: Different time spent on the homework;−Outcomes: Academic performance was the primary outcome. The secondary outcomes were academic motivation and the quality of homework;−Study design: Treatment‐control group design or comparison group design studies. Data Collection and Analysis: We reviewed the titles, abstracts, and full texts of the retrieved records. Our team extracted and coded all relevant information from the studies that met our inclusion criteria. To evaluate the risk of bias, we used the Cochrane Risk of Bias tool for randomized controlled trials and ROBINS‐I for non‐randomized controlled trials. A random‐effect meta‐analysis was conducted to determine the effect of homework on academic achievement as compared to no homework. A funnel plot, trim‐and‐fill method and Egger's test were used to test for any publication bias. Due to the insufficient data on homework duration and academic achievement, we analyzed these data using qualitative synthesis. Main Results: Eleven publications were identified that examined the relationship between homework duration and academic outcomes using an experimental design. Based on their focus, we categorized them into two groups: comparisons of homework with no homework and comparison of homework with less homework. There were 10 articles with 14 independent reports that compared academic performance between students who did homework and those who did not. Overall, the meta‐analysis revealed that the students who did homework had better academic performance than that those who did not (n = 14; g = 0.45, 95% confidence interval [CI]: 0.24–0.66; Q = 454.30, I2 = 71.30%, τ2 = 0.11), especially in arithmetic computation (n = 5; g = 0.46, 95% CI: 0.17–0.75; Q = 13.03, I2 = 69.29%, τ2 = 0.07) and arithmetic problems solving (n = 6; g = 0.17, 95% CI: 0.02–0.33; Q = 6.87, I2 = 27.17%, τ2 = 0.01), but not in arithmetic concepts (n = 3, g = −0.02, 95% CI: −0.22–0.18; Q = 1.46, I2 = 0.00%, τ2 = 0.00). Two experiments explored the effectiveness of homework moderated by homework time. In Koch (1965), the effects of long daily homework (20–30 min) and short daily homework (10–15 min) were compared. The authors found that achievement in arithmetic concepts was higher with long homework assignments every day. Recently, Dolean and Lervag (2021) confirmed the effect of homework on writing skills, and their findings were consistent with those of Koch (1965), who found that increasing time spent on homework was associated with greater writing achievement (average 20 min each time). Authors' Conclusions: Homework could be used as a supplement to enhance the academic performance of primary school students. However, the optimal amount of time they should dedicate each day to homework to achieve the best results remains uncertain. More high‐quality experiments are needed to determine the ideal homework duration for these students. Furthermore, additional research is required to understand the impact of homework on secondary school students. [ABSTRACT FROM AUTHOR]

Background: Societal changes have led to greater isolation and higher levels of loneliness particularly for older generations. Loneliness is a significant public health challenge leading to increased levels of poor mental health. Depression and anxiety are also increasing in prevalence amongst children and young people. Intergenerational activities are interventions designed to bring together older and younger generations with the purpose of allowing participants to utilise their experiences and skills, and to give participants a chance to experience the pleasure and excitement that occurs with the transmission of knowledge and skills from one generation to another. Intergenerational activities are therefore potential interventions that can address the growing problems associated with loneliness and lack of wellbeing. Objectives: This systematic review aims to examine the impact of intergenerational interventions on the wellbeing and mental health in children and adolescents, and potential harmful effects. It also aims to identify areas for future research as well as key messages for service commissioners. Search Methods: We searched an evidence and gap map published in 2022 (comprehensive searches conducted July 2021 and updated June 2023) to identify randomised controlled trials of intergenerational interventions that report mental health and wellbeing outcomes for children and young people. Selection Criteria: Randomised controlled trials of intergenerational interventions that involved unrelated younger and older people with at least one skipped generation between them and reported mental health or wellbeing outcomes for children and young people were included in this review. Data Collection and Analysis: We used standard methodological procedures expected by The Campbell Collaboration. We conducted data extraction and Cochrane risk of bias assessments in EPPI reviewer. Main Results: While we identified 500 evaluations of intergenerational interventions, where the impact on participating children and/or young people was evaluated this was most often limited to assessing their impact on attitudes to aging. We identified five studies evaluating five different types of intergenerational interventions which included one‐off sessions to ones that spanned a year measuring their impact on the mental health and wellbeing of children and/or young people. The purposes of the interventions differed, which included promoting social skills, preventing harmful behaviour and promoting learning. The ages of children also varied across the five studies, with one targeting younger children, two targeting younger teenagers and two targeting older teenagers. One study included socioeconomically disadvantaged children, and in the other studies the socioeconomic backgrounds of the children and young people were not described. The outcome measures used to evaluate the interventions varied with none of the studies measuring the same outcomes. One study showed improvements in wellbeing measures, and this was an intervention delivered to children in deprived neighbourhoods, where the intervention duration was for a year allowing the development of a greater depth of relationship between the younger and older participants. Four studies found no....... The included studies were at high risk of bias therefore raising uncertainty in the reliability of the findings. Underpinning theories that supported the development of the interventions and explained the mechanisms of effect were poorly described. Authors' Conclusions: The evidence for the effectiveness of intergenerational interventions on the mental health and wellbeing of children and young people is limited and inconclusive. Few evaluations have sought to measure how intergenerational interventions impact children and young people and where this impact is measured the focus is usually limited to attitudes to aging. The evidence that has been collected is too heterogenous to allow synthesis of the findings. The underpinning theories to support their development are poorly described with no follow‐up data to ascertain if benefits are maintained. Intergenerational interventions show promise but researchers have failed to measure how they impact on the mental health and wellbeing of children and young people. This is a serious limitation of the evidence base that needs to be addressed in robust and rigorous evaluations. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 pandemic, caused by the SARS‐CoV‐2 virus, has resulted in illness, deaths and societal disruption on a global scale. Societies have implemented various control measures to reduce transmission of the virus and mitigate its impact. Individual behavioural changes are crucial to the successful implementation of these measures. One commonly recommended measure to limit risk of infection is face covering. It is important to identify those factors that can predict the uptake and maintenance of face covering. Objectives: We aimed to identify and synthesise the evidence on malleable psychological and psychosocial factors that determine uptake and adherence to face covering aimed at reducing the risk of infection or transmission of COVID‐19. Search Methods: We searched various literature sources including electronic databases (Medline ALL, Child Development & Adolescent Studies, ERIC, PsycInfo, CINAHL & Web of Science), web searches, conference proceedings, government reports, other repositories of literature and grey literature. The search strategy was built around three concepts of interest including (1) context (terms relating to COVID19), (2) behaviour of interest and (3) terms related to psychological and psychosocial determinants of COVID Health‐Related Behaviours and adherence or compliance with face covering, to capture malleable determines. Searches capture studies up until October 2021. Selection Criteria: Eligibility criteria included observational studies (both retrospective and prospective) and experimental studies that measure and report malleable psychological and psychosocial determinants and handwashing at an individual level, amongst the general public. Screening was supported by the Cochrane Crowd. Studies titles and abstracts were screened against the eligibility criteria by three independent screeners. Following this, all potentially relevant studies were screened at full‐text level by the research team. All conflicts between screeners were resolved by discussion between the core research team. Data Collection and Analysis: All data extraction was managed in EPPI‐Reviewer software. All eligible studies, identified through full‐text screening were extracted by one author. We extracted data on study information, population, determinant, behaviour and effects. A second author checked data extraction on 20% of all included papers. All conflicts were discussed by the two authors until consensus was reached. We assessed methodological quality of all included studies using an adapted version of the Joanna Briggs Institute Quality appraisal tool for cross‐sectional studies. Main Results: Our initial searches yielded 23,587 results, of which 23 were included in this review. The included studies were cross‐sectional in design, came from nine countries and had a combined sample of 54,401 participants. The vast majority of studies had samples from the general public, with five of the studies focusing on specific samples. All included studies considered people over the age of 18. The quality of 10 of the studies was rated as unclear, 10 were rated as low, and 3 rated high risk of bias, predominately due to lack of reporting of recruitment, sample characteristics and methodology. Ten studies were included in the meta‐analysis and 16 in the narrative synthesis. Findings from the meta‐analysis indicated that knowledge of COVID‐19 (0.341, 95% confidence interval [CI] = 0.06, 0.530, I2 = 100%) was the malleable determinant most associated with face covering behaviour. Perceived susceptibility of COVID‐19 (r = 0.088, 95% CI = −0.004, 0.180, I2 = 80%) and COVID‐related worry and anxiety (r = 0.064, 95% CI = −0.066, 0.191, I2 = 93% had little to no effect on face covering behaviour. In the narrative synthesis, the strongest association was found between perceived benefits and effectiveness of behaviours and mask wearing behaviour. Authors' Conclusions: Understanding the effects of various malleable determinants on COVID‐related face covering can aid in the development and implementation of interventions and public health campaigns to promote face covering behaviour in potential new waves of COVID‐19 or other respiratory infections. Knowledge of COVID and perceived benefits of face coverings warrant further consideration in future research and policy. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 pandemic, caused by the SARS‐CoV‐2 virus, has resulted in illness, deaths and societal disruption on a global scale. Societies have implemented various control measures to reduce transmission of the virus and mitigate its impact. Individual behavioural changes are crucial to the successful implementation of these measures. One commonly recommended measure to limit risk of infection is frequent handwashing. It is important to identify those factors that can predict the uptake and maintenance of handwashing. Objectives: We aimed to identify and synthesise the evidence on malleable psychological and psychosocial factors that determine uptake and adherence to handwashing aimed at reducing the risk of infection or transmission of COVID‐19. Search Methods: We searched various literature sources including electronic databases (Medline ALL, Child Development & Adolescent Studies, ERIC, PsycInfo, CINAHL and Web of Science), web searches, conference proceedings, government reports, other repositories of literature and grey literature. The search strategy was built around three concepts of interest including (1) context (terms relating to COVID‐19), (2) behaviour of interest and (3) terms related to psychological and psychosocial determinants of COVID Health‐Related Behaviours and adherence or compliance with handwashing, to capture malleable determines. Searches capture studies up until October 2021. Selection Criteria: Eligibility criteria included observational studies (both retrospective and prospective) and experimental studies that measure and report malleable psychological and psychosocial determinants and handwashing at an individual level, amongst the general public. Screening was supported by the Cochrane Crowd. Titles and abstracts were screened against the eligibility criteria by three independent screeners. Following this, all potentially relevant studies were screened at full‐text level by the research team. All conflicts between screeners were resolved by discussion between the core research team. Data Collection and Analysis: All data extraction was managed in EPPI‐Reviewer software. All eligible studies, identified through full‐text screening were extracted by one author. We extracted data on study information, population, determinant, behaviour and effects. A second author checked data extraction on 20% of all included papers. All conflicts were discussed by the two authors until consensus was reached. We assessed methodological quality of all included studies using an adapted version of the Joanna Briggs Institute Quality appraisal tool for cross‐sectional studies. Main Results: Our initial searches yielded 23,587 results, of which 56 studies were included in this review. The included studies were cross sectional in design, came from 22 countries and had a combined sample of 199,376 participants. The vast majority of studies had samples from the general public, with eight of the studies focusing on specific samples. All included studies considered people over the age of 18. The quality of the majority of the studies was good (n = 30 rated low risk of bias), with 8 rated high risk of bias, predominately due to lack of reporting of recruitment, sample characteristics and methodology. Thirty‐four studies were included in the narrative synthesis and 28 in the meta‐analysis. Findings indicated that emotions about COVID‐19 (worry [0.381, confidence interval [CI] = 0.270–0.482, I2 = 92%) and anxiety (0.308, CI = 0.154–0.448, I2 = 91%]), knowledge of COVID‐19 (0.323, CI = 0.223–0.417, I2 = 94%), and perceived social norms (0.303, CI = 0.184–0.413, I2 = 92%) were among the malleable determinants most associated with handwashing. Perceived severity (0.006, CI = ‐0.011–0.023) and susceptibility of COVID‐19 (0.041, CI = −0.034 to 0.115) had little to no effect on handwashing behaviour. Authors' Conclusions: Understanding the effects of various malleable determinants on COVID‐related handwashing can aid in the development and implementation of interventions and public health campaigns to promote handwashing behaviour in potential new waves of COVID‐19 or other respiratory infections. Emotions about COVID, knowledge of COVID and perceived social norms warrant further consideration in future research and policy. [ABSTRACT FROM AUTHOR]

Aim: To explore the link between nurse professional competence and various educational components within nursing education based on empirical evidence. Design: A scoping review. Methods: A comprehensive literature search was conducted from 1999 to 2024 using the Academic Search Premier, Business Source Complete, CINAHL, Education Research Complete, ERIC, and PubMed databases. Data were analysed using thematic analysis. Results: Thirty relevant studies met the inclusion criteria. The identified competencies were grouped into three main categories: management, nursing intervention, and societal and social competencies. Educational components were divided into two main categories: directive-regulated curricula and optional educational components. Most nurse competencies were linked to one or more educational components. Conclusion: This review found that competencies such as patient care initiation, interprofessional teamwork and nurse leadership received more research attention than others. The most frequently studied educational components were study modules / training in nursing curricula and clinical placements. However, no clear link was found between nurse competence and educational components for graduate nurses. [ABSTRACT FROM AUTHOR]

Social media use is an integral part of people's daily routine nowadays. Obviously, individuals with visual impairment are not excluded and use social media as well, even though they still face accessibility issues. The purpose of this review was to provide an overview of the existing literature on social media used by individuals with visual impairment and of the ways social media have been conceptualized throughout it. A literature search took place in the databases EBSCOhost, ERIC, Scopus and ResearchGate as well as the search engine Google Scholar. A total of 13 studies, published from 2011 to 2022 met our criteria and were included in this scoping review. According to our results, Facebook is the most used social media website by individuals with visual impairment as it was referenced in almost every single one of the studies reviewed and was recognized as the most used by individuals with visual impairment in the majority of them. Twitter is the second most popular social media website among individuals with visual impairment, followed by YouTube, WhatsApp, LinkedIn, Instagram, and Skype. Consequently, the statement that Facebook is the most popular social media website based on the number of its users is also confirmed with regard to users with visual impairment. However, the fact that an instant messaging service, such as WhatsApp, is recognized among researchers as a social medium when various social media definitions in the existing literature exclude this type of services showcases the confusion prevailing among researchers in this field. Thus, the literature would greatly benefit if researchers proposed a more thorough and robust definition for the widely, often inaccurately, used term social media. [ABSTRACT FROM AUTHOR]

This integrative literature review examined how assistive technology (AT) can help students with visual impairment (VI) in middle primary and secondary schools (aged 11–18 years) engage in learning Mathematics. To collate the relevant findings across studies, an integrative literature review approach was employed and supported by an evidence-based synthesis method. Automatic search phrases were used to find research articles related to the topic in the Google Scholar, Web of Science, Scopus, and Springer Link databases. A total of 628 articles were identified during the initial search of which only 11 were included after putting them under rigorous selection criteria. In addition, a mixed-method appraisal technique (MMAT) was used to examine the methodological quality of the papers that were included. The synthesis result came up with three overarching themes: the availability of AT to support learning mathematics, the usability of AT in mathematics classes, and the role of AT in the inclusion of visually impaired students. The findings based on the results of the 11 academic articles published from 2007 to 2021 revealed that effective engagement of students with VIs in Mathematics instruction is achieved by providing students with VI equitable access to the swiftly evolving AT, addressing issues related to affordability, testing the usability and appropriateness of existing AT and enhancing accessibility of AT for all by breaking the social stigma against students with VI in using AT. It is concluded that easily affordable and accessible assistive technologies with multiple non-visual display formats that enable students with VI to access mathematical symbols, notations, expressions, and tactual contents should be in place to actively engage students with VI in learning mathematics. [ABSTRACT FROM AUTHOR]

Introduction: Early identification of developmental dysplasia of the hip (DDH) is necessary to minimize its negative effects. Ultrasound screening is useful for detecting DDH in hospitals. Awareness about community-based screening systems is low in Japan. Despite established nationwide home visiting services and child health checkups in the country, more than 10% of DDH patients are diagnosed at the age of ≥1 year. This review aimed to clarify the status of universal ultrasound screening for DDH among infants in community settings in Japan. Methods: The electronic databases of Igaku Chuo Zasshi, MEDLINE, CHINAL, ERIC, and APA PsycInfo were searched for articles published between 2002 and 2022. Articles were evaluated with the reach, effectiveness, adoption, implementation, and maintenance framework. Results: In total, 148 articles were identified. Two articles were manually added, and 67 articles were excluded through abstract reviews, of which 20 were duplicates. Finally, 18 articles were included in the analysis. There are two types of universal ultrasound screening in community settings: municipality-led and hospital-led. Since 1992, municipality-led screening has been conducted during public infant health checkups in five municipalities. Six hospitals implemented ultrasound screening. The participation rate was around 90%. The Graf method is typically used for this purpose. The prevalence of abnormal hips was 3.6%–16.6%. Owing to limited human resources and skills in ultrasound, all studies mentioned the necessity of a universal screening system for the early detection of DDH. Conclusion: Embedding universal ultrasound screening in community health checkup systems enables collaboration between healthcare professionals and caregivers to improve health inequities and ensure early detection of DDH cases. [ABSTRACT FROM AUTHOR]

Introduction: Cadaver dissection in anatomy, a cornerstone of medical school education, has been replaced by digital technologies. This study aimed to determine the learning outcomes nursing students could achieve through cadaveric dissection practice (CDP). Methods: This scoping review was carried out using the checklist outlined in the Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews through August 2023. Articles from PubMed, ERIC, and CINAL were included. This scoping review included studies that focused on the learning effects of nursing students' experiences with cadaver dissection, written in English, and covered all study types. Results: The cadaveric dissection exercise resulted in a strong interest in the human body and a thorough understanding of anatomy and physiology. It also allows for creating an image of care for the patient before death, the meaning of existence after death, acceptance that death is not frightening, and an understanding of the afterlife. Furthermore, the cadaveric dissection exercise has been reported to improve confidence in patient care, lead to a better understanding of what other professions practice, and involve the development of professional identity. Conclusions: Studies on the learning effects of CDP have differed in subject matter and educational methodologies. In the future, while determining how the experience of CDP is related to nursing practice of nursing students and graduates, we must explore effective CDP and develop educational methodologies that can achieve similar learning effects. [ABSTRACT FROM AUTHOR]

Introduction: Dysmenorrhoea affects many adolescents with significant impacts on education and well-being. In the UK, most of the adolescents who seek care (and many never do), will do so through general practice (primary care). Knowing how best to care for adolescents reporting menstrual pain is an area where UK general practitioners would like better guidance and resources. Methods: This mixed-methods narrative synthesis collates community and specialist evidence from 320 papers about adolescent dysmenorrhoea, with a UK general practice community health perspective. Results: We report a narrative summary of symptoms, cause, consequences and treatments for adolescent dysmenorrhoea. We highlight areas of tension or conflicted evidence relevant to primary care alongside areas of uncertainty and research gaps identified through this synthesis with input from lived experience advisers. Discussion: There is little evidence about primary care management of adolescent dysmenorrhoea or specific resources to support shared-decision making in general practice, although there are evidence-based treatments to offer. Primary care encounters also represent potential opportunities to consider whether the possibility of underlying or associated health conditions contributing to symptoms of dysmenorrhoea, but there is little epidemiological evidence about prevalence from within community health settings to inform this. The areas where there is little or uncertain evidence along the care journey for adolescent dysmenorrhoea, including at the interface between experience and expression of symptoms and potential underlying contributory causes warrant further exploration. [ABSTRACT FROM AUTHOR]

In a fast-paced digital and global environment, sexual education must keep up with young people's sexual health needs. Social marketing is an approach that has been used in sexual health promotion for young people. The objective of the scoping review is to identify and map the use of social marketing in sexual health promotion for young people. Specifically, the content, delivery methods and effects of interventions on sexual health were researched. Six databases were systemically searched to capture the relevant peer-reviewed quantitative, qualitative and mixed methods articles without time restrictions that provided evidence of sexual health-related social marketing interventions targeting young people aged 11–25. An inductive and deductive content analysis was performed. Nineteen studies were included in the data. The content of interventions was dominated by sexual risks and risk prevention, focusing particularly on sexually transmitted diseases, unwanted pregnancies and sexual violence. Additionally, interventions included topics of morals of sexual relationships and changes in the body. The delivery of interventions occurred through various media channels, events and activities, while the effects of interventions were monitored as improvements in sexual perceptions and sexual behaviour, limited gender-related effects, limited evidence of intervention attributed to behaviour and effects in different age groups. The social marketing approach was mostly preventive and concentrated on the risks, whereas the delivery methods were diverse and creative, combining modern and already well-established channels. Sexuality should be seen comprehensively, and interventions should respond to the full range of young people's needs. [ABSTRACT FROM AUTHOR]

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Regardless of the type of residential care context, entering in care is an impactful event that involves the separation of young people from their relatives, as well as the need to adapt to a new context. This adaptation might be facilitated by the quality of relationships with professionals in these settings, which in turn may positively impact young people's psychological adjustment. Purpose: The current systematic review aims to identify the factors that might be associated with quality relationships in residential homes (i.e., generalist care, therapeutic care, juvenile justice settings) at different ecological levels. Method: A systematic electronic search was conducted in eight databases: Academic Search Complete, APA PsycArticles, APA PsycINFO, Psychology and Behavioral Sciences Collection, ERIC, MEDLINE, Web of Science and Scopus, using a combination of words related with quality relationship, residential care, children, and adolescent. Based on the PRISMA statement, 919 manuscripts were yielded, and thirteen studies met the inclusion criteria. Results: Child (e.g., gender or age), professionals (e.g., professionals' characteristics, behaviors, and skills), organizational (e.g., Ratios of children to professionals on staff) and cross-cutting factors (e.g., time spent together, length of relationship) were found to be associated with quality relationships between professionals and young people in care. Discussion: The residential care settings should be able to provide appropriate resources and services which address young people's complex needs. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

Nutrition labeling on the front of food packages can support more healthful purchase decisions and encourage favorable reformulation. This systematic literature review applied Cochrane methods to synthesize and appraise the evidence on the effectiveness of front-of-pack labeling (FOPL) on diet-related outcomes and food reformulation to inform policy recommendations. The search was conducted on 11 academic and gray literature databases, from inception to July 2022. Evidence was synthesized using GRADE (Grading of Recommendations, Assessment, Development, and Evaluation), vote counting, and meta-analyses, where appropriate. Overall, 221 articles were included in the review. The randomized controlled trial evidence suggested that, compared with when no FOPL was present, FOPL likely improved consumer understanding of the nutritional quality/content of foods (moderate certainty of evidence), and the healthfulness of food choices (moderate certainty) and purchases (moderate certainty). Interpretive FOPL had a greater effect on these outcomes compared with noninterpretive systems (moderate certainty). There was inconsistency in the best-performing interpretive FOPL system. [ABSTRACT FROM AUTHOR]

Nutrition labeling supports healthier diets by aiding purchase decisions and stimulating reformulation. This systematic literature review applied Cochrane methods to synthesize and appraise evidence on the effectiveness of nutrient declarations and nutrition and health claims on diet-related outcomes. The search spanned 11 academic databases, from inception to July 2022. Evidence was synthesized using GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) and vote counting. Data were available from 170 studies. Randomized controlled trials (RCTs) suggest that nutrient declarations likely improved consumer understanding of the nutritional quality/content of foods (moderate certainty) and may have improved the healthfulness of choices (low certainty) versus no label. RCT evidence also suggests that claims likely increased consumer perceptions of food healthfulness and increased choice and purchases of labeled foods (both moderate certainty), irrespective of nutritional quality. To improve label understanding and avoid misinterpretation, nutrient declarations may incorporate interpretive elements and claims can apply disqualifying conditions for their usage, on the basis of overall nutritional quality. [ABSTRACT FROM AUTHOR]

Miscarriage is a pervasive and socioemotionally complex pregnancy complication. Evidence suggests that poor clinical management can worsen these experiences. Yet, assessments of healthcare communication during a miscarriage are limited and a systematic review of the literature is needed. This review identified and synthesized original research on miscarriage and healthcare communication in the United States from the past 20 years to identify existing knowledge gaps for future miscarriage research. The following databases were searched: PubMed, PsychINFO, and ERIC Database. Data were charted according to Arksey and O'Malley's Scoping Review Framework. Eleven articles were included in the review and three primary themes emerged: (a) patients overwhelmingly prefer patient-centered care; (b) miscarriage is often overmedicalized, which leads to poor communication; and (c) informed decision-making related to one's miscarriage can improve patient experiences. Several gaps were also identified, including studies seeking physician perspectives on miscarriage communication, evaluation of standard care guidelines, and studies evaluating diverse patients' perspectives. This review highlights the need for patient-centered care that utilizes compassionate and accessible language and promotes informed decision-making. Future research should use quantitative methodologies and longitudinal designs to build upon these findings and improve patient experiences of miscarriage. [ABSTRACT FROM AUTHOR]

Purpose: Treatment response is the degree to which an individual benefits from a treatment. This systematic review sought to identify and synthesize research evidence regarding individual characteristics that predict language treatment response among children with developmental language disorder (DLD). Method: To be eligible for inclusion, articles needed to report results of an oral language treatment program in a group of children aged 4-10 years with identified DLD and also include a quantitative analysis of the relation between one or more pretreatment child characteristics and the outcome of language treatment. Seven databases (Cumulated Index to Nursing and Allied Health Literature, Dissertations and Theses Global, Education Resources Information Center, Linguistics and Language Behavior Abstracts, PsycINFO, Medline, and Web of Science) were searched for articles in June and July 2021, with search updates conducted in May 2023. Studies were categorized by the type of treatment provided, and results were synthesized qualitatively. Results: The review included 31 studies, 1,551 participants with DLD, and over 300 statistical tests of a predictor's effect on language treatment response. Most studies (n = 21) included only monolingual speakers of English, with five studies including bilinguals and five including monolingual speakers of non-English languages. Language treatments targeted word learning in controlled or clinical conditions, grammatical learning in controlled or clinical conditions, or multiple language targets in clinical conditions. Predictors of treatment response are summarized across four categories: cognitive, demographic, pretreatment language levels, and other. Conclusions: There were relatively few significant tests of the predictors of language treatment response. A central limitation of the evidence is that most included studies were designed to consider language treatment efficacy, not predictors of treatment response. Increasing research attention to the question of predictors of language treatment response in children with DLD is needed to enhance treatment and optimize outcomes for individual children. [ABSTRACT FROM AUTHOR]

BACKGROUND: The ubiquitous use of social media places adolescents at high risk for cyberincivility (disrespectful, insensitive, or disruptive online behaviors). Adolescents who experience cyberincivility can have mental health issues including depression and suicidal ideation. However, no reviews synthesized findings from qualitative studies on cyberincivility among adolescents, which was the aim of this review. METHODS: Eleven articles were extracted from MEDLINE, Embase, PsycINFO, ERIC, and Education Full Text. Study qualities were assessed using the JBI Critical Appraisal Checklist. A meta‐ethnographic framework guided the thematic analysis. RESULTS: Five themes were identified: forms of cyberincivility, platforms used for cyberincivility, perceptions and understanding of cyberincivility, adverse impact on health, and perceptions of seeking support. Social media was often used for cyberincivility, and common forms of cyberincivility included impersonation, aggressive verbal behaviors, and social exclusion. Adolescents perceived cyberincivility as persistent and relentless, with severe health impacts including depression, but they hesitate to seek support. CONCLUSIONS: Considering the negative impact of cyberincivility on adolescents' physical and mental well‐being, it is important to develop anti‐cyberincivility programs in schools. Schools have opportunities to efficiently reach both perpetrators and victims of cyberincivility with anti‐cyberincivility programs rooted in trust building and engagement from family, community, and peers. [ABSTRACT FROM AUTHOR]

Understanding the early literacy abilities of children who use augmentative and alternative communication (AAC) is essential for designing and testing methods of reading intervention focused on printed orthography. School-based professionals need assessments that measure word reading skills of students with heterogenous speech and physical abilities. This scoping review describes the assessment and administration procedures in research studies that have been used to measure the print knowledge of students who use aided AAC. This review included 27 studies that described print knowledge assessments targeting awareness of print concepts, letter identification, letter-sound correspondence, print-based phonological awareness, decoding, or sight word recognition that was administered to at least one student who uses aided AAC. Participant characteristics, measures of print knowledge, as well as contexts and features of assessment format and administration were coded. Our review identified 27 studies in which 155 students who used aided AAC participated in assessments of print knowledge. Most assessments measured students' decoding and sight word recognition skills with little attention toward awareness of print concepts and print-based phonological awareness. A range of procedures were identified across studies. More than 40% of assessments included a format or response method to participate that was not comparable to participants' typical communication method. Research should continue to develop and test assessments that are accessible for students with physical and communication support needs that require AAC. In doing so, these tools may be used with all students, regardless of speech ability, to understand early literacy skills that inform individualized reading instruction. [ABSTRACT FROM AUTHOR]

Current binary male/female perceptions of gender in the colonial West are inherently exclusionary, breed inequality and violence, and curb full expression of self, limiting personal and collective potential. Implicit gender biases are unseen cognitive forces within us, manipulating internal and external experiences of the illegitimate and manufactured gender binary that infuses into daily culture, and undermines our ability to achieve true equality in society. This scoping review assesses 2010–2020 empirical research on self-reflection interventions to reduce implicit bias, analyzes their mechanisms of change, and suggests foundational efficacy components and a conceptual framework for reducing implicit gender bias. We searched six databases and yielded a total of 1,603 results. After utilizing critical appraisal tools, 15 articles remained for final scoping review analysis. Eleven of 15 self-reflection intervention articles showed significant efficacy in reducing implicit bias. Content analysis noted four mechanisms of implicit bias change across all resulting interventions: extension of in-group, decreased automaticity, awareness and concern of bias, and practice. Results suggest that self-reflection interventions informed by all four mechanisms will likely yield the most efficacious conceptual framework to reduce implicit gender bias. Reducing implicit gender bias has power to shift human behavior and revolutionize systemic and social norms. [ABSTRACT FROM AUTHOR]

Children's fears have received scholarly attention for well over 50 years. A considerable amount of literature has focused on such fear variables as fear intensity and fear prevalence scores and age and gender differences. We used meta-analysis to systematically review the findings related to gender differences in children's fear intensity scores and fear prevalence scores and to examine the moderator effect of sample, year of study, and type of instrument on gender differences. Research studies that used the Fear Survey Schedule for Children (FSSC) or an updated version of the FSSC, were included in this meta-analysis. The findings from 58 intensity and 17 prevalence studies suggest that females have 11.4% higher total fear scores than males and females have 7.2% more fears than males. Results of sub-group analyses indicate that moderator variables of sample, year of publication, and type/version of FSSC cause significant variability in gender differences. [ABSTRACT FROM AUTHOR]

A brain–computer interface (BCI) bridges brain and computer activities through the computer engineering technique of capturing and analysing a person's biological and neurological response signals. This article reviews 37 empirical studies published in the past five years regarding the application of BCIs in mainstream education contexts for students' learning regulation. The characteristics of the research methodology, technologies, targeted application scenarios and main outcomes of the reviewed studies are presented in detail and summarised. The results show that most of the research in this area has concentrated on the effects of neurofeedback on the learning regulation process, optimising data-processing algorithms, developing criteria, and designing BCI-based instructional environments. Neurofeedback- and biofeedback-based BCI approaches can help to monitor learning states and have positive effects on learning regulation. The paper also discusses the future development of BCIs as an effective technique for learning analysis and regulation, and it proposes a prototype of neurofeedback- and biofeedback-based BCI learning regulation systems and their application scenarios. By highlighting the current applications and possible future trends of the use of BCIs in mainstream education and identifying the challenges involved, this review can guide the development of smart education in the age of artificial intelligence. [ABSTRACT FROM AUTHOR]

The relationship between self-concept and academic achievement that is commonly cited has primarily been found in studies of students from Western countries with individualistic societies. Thus, this relationship may not be evident among students from non-Western countries, which are thought to largely adopt collectivist cultural values and behaviors that are inconsistent with the way that students from individualist nations perceive and evaluate their academic functioning. This lack of clarity motivates the present scoping review about the relationship between self-concept and academic achievement among students from collectivist countries who study in elementary, secondary, and post-secondary schools. A final review of 27 empirical articles involving student populations across educational levels and from several collectivist countries provided support for the same general relationship between self-concept and academic achievement that has been found in Western countries. Accordingly, the development of a favorable self-concept was associated with greater academic achievement. In some cases, this relationship was dependent on self-concept and academic achievement being measured in the context of a school-related discipline and on the time interval between the examination of both variables. Our findings provide insight into pathways to academic success that are effective across cultures, and we offer considerations for successful academic self-concept interventions for collectivist students. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Storytelling is an effective tool for communication, is universally comprehensible and transcends linguistic barriers, adapting to cultures easily.Storytelling has a strong influence on children and has been used for knowledge retention and for developing imagination, creativity and prosocial behaviours. What this paper adds to existing knowledge?: The systematic review offers essential insights into the effects of storytelling interventions on the development of resilience in children.It indicates the various forms of storytelling interventions implemented and also the specific measures of resilience employed in the studies.The review has demonstrated that storytelling plays a crucial role in the development of protective factors in children including resilience. What are the implications for practice?: Psychiatric and mental health nurses working in community, hospital or mental health units play an important role in mental health interventions, particularly when it comes to children and young adults.Employing storytelling techniques can help psychiatric and mental health nurses provide timely and consistent support to children while helping them explore support systems, mechanisms and coping strategies helping build resilience.This holds particular importance for low‐ and middle‐income countries where limited resources pose challenges in providing adequate support for mental health programmes for children. Methods such as storytelling are simple and adaptable to the specific challenges faced in the mental health setting. Introduction: Resilience is a crucial aspect of mental health and coping that enables individuals to effectively recover from challenges. Fostering resilience in children becomes a significant objective. Storytelling is known to positively affect resilience, providing opportunities to share and develop narratives that help make sense of difficult experiences, find meaning in them, and building beliefs around our capacity to adapt well to challenging experiences. Aim: The aim of this review is to synthesize peer‐reviewed studies on the impact of storytelling interventions in developing resilience in children. Method: The review adhered to the updated PRISMA 2020 guidelines and was registered with PROSPERO (CRD42022365474). We conducted searches in 12 databases with search strings comprising of concepts regarding storytelling, resilience and children. Results: The review included 11 studies published between 2012 and 2022. The narrative synthesis of the studies indicates that storytelling interventions enhanced psychological resilience in children. Discussion: Storytelling‐based interventions in school settings with participatory approaches using cultural stories, and positive psychology‐based interventions were effective and feasible. Implications for Practice: This review has scope for informing future interventions with children, especially those who live in marginalized communities in low‐ and middle‐income countries (LMICs). [ABSTRACT FROM AUTHOR]

Introduction: Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools. Methods: A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer‐reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school‐based occupational therapists or speech and language therapists in inclusive primary schools were included. Results: Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice. Conclusion: Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross‐study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles. [ABSTRACT FROM AUTHOR]

Background study: Computer‐assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives: This study presents a comprehensive overview to examine the overall effect of using a computer in learning pronunciation in multiple settings and diverse educational levels with the assistance of different tools. Methods: The meta‐analysis consisted of 31 primary studies that reported results obtained from experimental vs. control group designs. These studies reported 42 effect sizes in the results. Results: The findings of the meta‐analysis indicated that using CAPT in learning pronunciation had an overall medium effect size. Similarly, the results showed that using CAPT inside the classrooms had a large effect size. The results also showed that CAPT had a large effect size when used in schools and other formal learning contexts, such as language institutes. CAPT had a medium effect when it was used in universities. The results also showed that using videos for learning pronunciation had a large effect size while other tools had a medium effect size. Conclusions: The study findings contribute to understanding the overall effect of CAPT and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing L2 pronunciation skills. Lay Description: What is already known about this topic: Computer‐Assisted Pronunciation Training has emerged as a valuable tool for L2 pronunciation learning.The variables that may affect the using of Computer‐Assisted Pronunciation Training include settings, educational level and CAPT tools. What this paper adds: The study drew on a meta‐analytic framework to examine the overall effect of using a computer in learning pronunciation in different settings and in different educational levels with the help of different tools.The meta‐analysis consisted of 31 primary studies reported results obtained from experimental vs. control group design. Implications for practice and/or policy: Language instructors are requested to incorporate CAPT in their teaching of L2 pronunciation.The integration of CAPT can be to any educational stage (i.e., schools, colleges, etc.).To optimize the benefits of CAPT, instructors should consider integrating videos, games, and other multimedia elements into their teaching practices. [ABSTRACT FROM AUTHOR]

Background: Resource scarcity in health professions education (HPE) demands rigorous consideration of costs. Yet, thus far, we have been unable to completely and consistently identify the costs of HPE. To address this knowledge gap and enable use of economic evidence in decision making, a detailed overview of all existing costs and approaches to cost identification in HPE is needed. Objectives: This review summarises the diversity of costs, cost perspectives and cost identification methods used in economic research of HPE to answer the following questions: which educational topics, costs, cost perspectives and cost identification methods are being investigated in HPE literature? Methods: This investigation followed the Joanna Briggs Institute guidelines for scoping reviews. PubMed, ERIC, CINAHL and PsycINFO were iteratively searched for English language publications between 2012 and 2022 that reported costs of HPE. Data was extracted for study characteristics, educational context and economic methodology. Results: A total of 136 articles of original research on the costs of educating all major licence healthcare professionals were included. A diffuse interest in costs is reflected in publications from 93 distinct journals and by the diversity of educational topics and cost types explored. However, the majority of investigations failed to define the cost perspective (86, 63%) and cost identification methods (117, 86%) and did not demonstrate common reporting structure or cost terminology, all of which contribute to persistent inconsistencies in cost identification. Conclusion: The source of disharmonious cost identification in HPE is fuelled by diverse interests and divergent concepts of costs and costing methodology. Left in its current state, disharmonious cost identification will continue to limit transparency, comparison and synthesis of evidence, hamper objectivity in implementation and policy decisions and impede the efficient and sustainable allocation of resources. A research agenda must be developed, prioritised, and validated by the broader community to develop a theoretical framework for HPE cost research, define stakeholders, elicit values and preferences and chart a path toward harmonised costing. To enable better use of economic evidence in health professional education decision‐making, a detailed overview of all existing costs and approaches to cost identification in health professional education is provided [ABSTRACT FROM AUTHOR]

Objectives: Grit, resilience and a growth‐mindset influence students' ability to positively adapt to the challenges of health professional training. However, it is unclear if interventions can improve these traits. This systematic review aimed to explore if interventions can improve these traits in health professional students (primary) and their impact on academic and/or wellbeing outcomes (secondary). Methods: A comprehensive search of CINAHL, MEDLINE, Eric and Embase was conducted from inception until 15 March 2023. Randomised or non‐randomised controlled trials and single‐group intervention studies that aimed to improve health professional students' resilience, grit and/or growth‐mindset were eligible for inclusion. Two reviewers independently screened studies for inclusion and evaluated quality using the Mixed Methods Appraisal Tool. Post‐intervention data from randomised and non‐randomised control trials were pooled using a random‐effects model to calculate standardised mean differences (SMD) and 95% confidence intervals (CIs). Results: Resilience interventions improved resilience by a moderate amount in 13 studies with 990 participants (pooled SMD 0.74, 95%CI 0.03 to 1.46) and a large amount when interventions were greater than one session duration in 10 trials with 740 participants (pooled SMD 0.97, 95%CI 0.08 to 1.85). Grit and growth‐mindset interventions improved grit (pooled SMD 0.48, 95%CI −0.05 to 1.00, n = 2) and growth‐mindset (pooled SMD 0.25, 95%CI −0.18 to 0.68, n = 2) by a small amount. Resilience interventions decreased perceived stress by a small amount (pooled SMD −0.38, 95%CI −0.62 to −0.14, n = 5). Conclusions: Resilience interventions improve resilience and decrease perceived stress in health professional students. Preliminary evidence suggests grit and growth‐mindset interventions may also benefit health professional students. Interventions may be most effective when they are longer than one session and targeted to students with low baseline levels of resilience and grit. Interventions to promote grit, resilience and growth‐mindsets in health professional students are reviewed with implicatons outlined for educators. [ABSTRACT FROM AUTHOR]

Students in the United States who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research (k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]