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BackgroundPerinatal morbidity and mortality are significant public health issues with an enduring impact on the health and well-being of women and their families. Millions of pregnant women now download and use mobile applications to access, store, and share health information. However, little is known about the consequences. An investigation of their impact on perinatal health outcomes is particularly topical. ObjectiveTo determine the effects of mobile app interventions during pregnancy on influencing healthy maternal behavior and improving perinatal health outcomes. MethodsSearches of PubMed, Embase, the Cochrane Library, CINAHL, WHO Global Health Library, POPLINE, and CABI Global Health were conducted with no date or language restrictions. Randomized and non-randomized studies were included if they reported perinatal health outcomes of interventions targeting pregnant women, using mobile apps compared with other communication modalities or with standard care. The primary outcome measure was the change in maternal behaviors (as defined by trial authors), by intervention goals. Two reviewers independently extracted data using standardized forms. ResultsFour randomized controlled trials (RCTs) involving 456 participants were included. All studies targeted participants in early pregnancy; however, wide variation was evident in participant characteristics, intervention, and study outcomes measures. Three trials were based in hospital settings, comparing women using mobile apps with routine antenatal care. One community-based trial gave all participants a device to promote physical activity; the intervention arm was also given a mobile app. All studies reported data for the primary outcome measure, describing some benefit from the intervention compared with controls. However, few statistically significant primary or secondary outcomes were reported. Due to insufficient data, the planned meta-analysis and subgroup analyses were not performed. ConclusionsDue to limited numbers, heterogeneity of interventions, comparators, and outcome measures, no firm conclusions can be drawn on the effects of mobile application interventions during pregnancy on maternal knowledge, behavior change, and perinatal health outcomes. As millions of women utilize mobile apps during pregnancy, rigorous studies are essential for health care and maternity care providers to optimally design, implement, and evaluate interventions.

Teaching research methods to tertiary students is fraught with challenges including the absence of an established pedagogy in teaching research, the complexity of research concepts and activities, and mixed levels of student engagement. This study provides a five-year review of an undergraduate health research subject to examine teaching strategies used to remediate the overall subject quality, and to develop a conceptual model to guide approaches to teaching undergraduate students from the lessons learnt. A mixed-methods approach was used to retrospectively analyse a range of student and staff indices including feedback from an undergraduate applied health research subject. The review examined data from 2016-2021 to identify effective strategies used across this period. Student performance and feedback were examined using simple descriptive statistics and content analysis of qualitative data. Four effective teaching strategies were identified: promoting reflection to reduce anxiety and identify learning needs; embedding opportunities for feedback and support; creating purpose-designed tools to address problem learning areas; and designing student-focused culture building activities directly addressing learning needs. The impact across the subject was seen in improved student performance and feedback. Three key goals form the backbone of the approach: to build a respectful culture; to ensure purposeful assessment design; and to focus on feedback. Building a respectful culture, ensuring purposeful assessment design and focussing on feedback were supported through the effective use of reflection and teamwork. This model can be used to inform evaluation processes and to design research and other skill-based subjects. Evaluation of this subject was a developmental and gradual process that changed the environment of the subject over time. Effective strategies included the use of authentic assessments that incorporated reflection, the alignment of workshops to assessment requirements and the inclusion of an ongoing cycle of formal and informal feedback. Bronfenbrenner's ecological model provided a useful way to reflect on the subject's development over time. These lessons may offer useful guidance to others.

Education for global citizenship is one of many of strategies adopted by higher education institutions. We share the findings of a qualitative study in one Australian university that examined the impact of a university goal to embed global citizenship. We found Bronfenbrenner's ecological model to be a suitable framework to examine the process of developing global citizens at our institution. Our findings suggest that university strategies at the macro-level need better understanding of forces within the exo-system -- the academic educator workforce -- to achieve greater engagement and impact on academic goals. Despite apparent shortcomings with implementation, transformative educational processes were revealed.

Higher education plays a critical role in producing society's leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: "expressions of internationalisation policy" and "global citizenship as an obscured educational intention." These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students.

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education.

Background: Evidence to guide intrapartum care when an unborn baby has died is limited. Aims: To explore parents' experiences of care during labour of an antepartum stillbirth. Materials and Methods: Semi‐structured interviews with 18 bereaved parents from across Australia. Content analysis was conducted. Findings: Two broad themes were identified: 'explaining every step' and 'helping us feel like parents.' Sub‐themes under the first broad theme, 'explaining every step', were 'how and when information was given' and 'what happens next.' 'Like any other parent', 'feeling the pain' and 'everything is clouded' were sub‐themes of the second broad theme. These findings mapped to current Australian clinical practice guidelines for bereavement care around stillbirth and neonatal death, ie good communication, recognition of parenthood, shared decision making and effective support. Conclusions: This study on parents' experiences of labour with a fetal death in utero brings an important perspective to intrapartum care for this group. As far as we are aware, this study is the first to focus solely on this aspect of care. Our findings could be readily mapped to the four perinatal bereavement care goals. Parents wanted care providers to facilitate their choices, their sense of control, their autonomy and their agency. They wanted to feel that they had received the 'best' care available. [ABSTRACT FROM AUTHOR]

Background: Involving patients and consumers in research design helps ensure relevance for those affected by the problem being investigated and can optimize recruitment to clinical trials. This is particularly important when conducting research involving pregnant women. Aims: We investigated women's motivations to participate in a hypothetical randomized control trial (RCT) of a third-trimester screening test for intrapartum fetal compromise (IFC) and adverse perinatal outcomes. Materials and methods: Women attending for routine antenatal care at a tertiary center were invited to complete a short, anonymized patient acceptability survey. The survey was developed with the assistance of the Perinatal Society of Australia and New Zealand's Consumer Advisory Panel and consisted of Likert scales and open-ended questions. It was designed to ascertain women's responses to research issues, particularly the acceptability of being randomized to a non-revealed arm of a screening test RCT. Results: 100 pregnant women took part; 40% indicated that they would agree/strongly agree to participate in a hypothetical RCT regardless of whether they were given the result of a screening test and 31% were unsure. Randomization to either an intervention or control group was acceptable to 47%, 30% were unsure and 23% were not willing to be randomized. Reasons to participate included the desire to contribute to research and to improve pregnancy care. Conclusions: Participation in an RCT of a screening test for IFC involving non-disclosure of the test result was acceptable to a large minority of pregnant women. This finding supports the feasibility of conducting a large-scale study of this design. [ABSTRACT FROM AUTHOR]