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BackgroundMobile apps are becoming an increasingly ubiquitous platform for delivery of health behavior interventions among overweight and obese perinatal women. However, only a few methodological guidelines on integrating theory, evidence, and qualitative research for their designs are available. ObjectiveThe aim of this study was to develop a theory-based, evidence-driven, and user-centered healthy lifestyle app targeting overweight and obese multiethnic pregnant women. MethodsThis paper illustrates how intervention development may be enriched with theoretical basis, systematic review, and qualitative study. An individual face-to-face interview was performed to incorporate the user’s involvement in the design. These interviews were audiotaped and transcribed. Thematic analysis technique was used for emerging themes. ResultsIntegrated concepts of social cognitive theory of self-regulation, self-regulation model, and strength model of self-control were selected as bases of the intervention. Evidence from our systematic review and meta-analysis provided the strongest evidence for the development of intervention. We invited 16 obese or overweight pregnant women to participate in a semistructured interview . The following key themes emerged: content, platform, interactivity, format, and functionality. Apps are a favorable technology platform for healthy diet advice, appropriate physical exercise, and weight management because they are user-friendly and convenient. The app used in this study contains culture-specific, pregnancy-related, and credible contents, including educational, professional and peer support, and self-monitoring domains. The design should include aesthetic appeal, visualized features, and interactive multimedia. ConclusionsA 3-step process integrating theoretical basis, evidence from systematic review, and research findings from target users can be considered a guide for future app development.

Lack of motivation and enjoyment is a challenge that many students face. Due to the current coronavirus pandemic, many lessons are not being conducted face-to-face. However, the use of robots has been proven able to alleviate this challenge. This review explores the barriers and facilitators of robot-assisted education among higher education students. Ten databases were comprehensively searched for studies in English. Both published and unpublished studies were considered without a time limit. A systematic mixed-studies review was adopted and the mixed method appraisal tool was used to assess the methodological quality of the selected articles. The qualitative and quantitative findings were then synthesized via thematic and narrative syntheses, respectively. To integrate these two sets of findings, a result-based convergent synthesis was performed. A total of 28 studies covering 1689 higher education students across 14 countries were eventually used for the analysis. Most of these studies had average to high methodological quality. Two barrier themes were identified from these studies, namely, poor audio verbatim from the robots, and disruption and restrictions from software and hardware of the robot. Meanwhile, three themes related to facilitators were identified, namely, greater engagement in learning, facilitation in remote learning, and knowledge enhancement. The use of robot-assisted education has been proven to improve student learning in higher education. Robot-assisted education is an alternate educational technique that can be utilized to supplement and augment ongoing teaching arrangements. Future studies should examine a specific type of robot in a comparable learning environment.

Low resilient students are vulnerable to adversities that hinder academic success and wellbeing. However, little is known about the extent of low resilience among higher education students. We searched 11 electronic education and health-science related databases. We targeted higher education journals and relevant reference lists for published and unpublished articles in English and Chinese up to January 1, 2021. The Newcastle-Ottawa Scale and the Grading of Recommendations, Assessment, Development, and Evaluation system were used to assess individual and overall evidence. Meta-analysis was conducted for 41 cross-sectional studies using the Stata software. The pooled prevalence of low resilience was 36% among 13,931 students across 18 countries. Subgroup analysis revealed that resilience measures affected resilience prevalence significantly. A higher prevalence of low resilience was found among dance or nursing students in Europe than those in their counterparts. Univariate meta-regression random-effects analyses did not find any significant covariate effects on prevalence estimates. Quality assessment showed that majority (78.05%) of individual studies was high quality, but the overall evidence was rated low. This study provides the prevalence of low resilience in higher education, identifying vulnerable student groups for targeted intervention. Well-designed observational research with standard resilience measures is recommended for future studies., Author(s): Jie Hui Chua [sup.1] , Crystal Kai Tian Cheng [sup.2] , Ling Jie Cheng [sup.3] , Wei How Darryl Ang [sup.4] , Ying Lau [sup.4] Author Affiliations: (1) grid.410759.e, [...]

Our review explores the effectiveness of resilience interventions on improving resilience, reducing depressive symptoms, and overcoming stress symptoms among higher education students. We conducted a systematic search in 10 electronic English and Chinese language databases. Twenty-nine randomized, controlled trials (RCTs) met the inclusion criteria and were included in this review. Effect sizes from 25 RCTs were calculated for meta-analysis and metaregression. The results of a random effects model reveal that resilience interventions are effective in improving resilience with small effect size (g = 0.32, 95% CI [0.15, 0.49]), reducing depressive symptoms with small effect size (g = 0.25, 95% CI [0.06, 44]), and overcoming stress (g = 0.22, 95% CI [0.08, 0.32]). Subgroup analyses conclude that effect sizes of resilience interventions comprising skills that enhance social competency are statistically significantly larger than those of interventions without. In addition, the effect sizes are larger when resilience interventions used synchronous communication and delivered through a mixture of didactic and dialectic approaches. Metaregression reveals that trials rated with low scores in the Medical Education Research Study Quality Instrument considerably influence scores in resilience. Our meta-analysis supports the use of resilience interventions as a universal prevention strategy among higher education students. This review ends with implications for practice and directions for further research on developing resilience interventions.

Resilience has been documented as an essential component in managing stress. However, understanding how undergraduate students with different sociodemographic characteristics perceive resilience remains understudied. This study aimed to explore how undergraduate students in one university define and build resilience during the COVID-19 pandemic. Students' perception and preferences for receiving resilience training were additionally solicited. A descriptive qualitative cross-sectional study was conducted. Twenty-seven students were interviewed using a semi-structured interview guide via Skype instant messaging. The thematic analysis generated five themes: resilience as enduring and withstanding; the building blocks of resilience; resilience: learning or earning; pedagogical considerations for resilience training; and a blended platform for resilience training. Participants described resilience as an enduring and withstanding trait essential for university students. Resilience can be built from intrinsic and extrinsic factors. Intrinsic factors that enhanced resilience included desire to succeed and motivation. Extrinsic factors were relational in nature, and friends, family, teachers, and religion were found to boost resilience. Students had several recommendations in designing resilience training, and they recommended the use of a blended platform. Further, students suggested the use of videos, narratives from resilient individuals, and using reflective practice as a pedagogy in resilience training. Future resilience training should consist of personal and interpersonal factors and should be introduced early during the academic term of students' university life. As the COVID-19 pandemic compounds an already challenging academic climate, this study lends it findings to expand the resilience literature and develop future resilience training., Author(s): Wei How Darryl Ang [sup.1] , Shefaly Shorey [sup.1] , Violeta Lopez [sup.2] , Han Shi Jocelyn Chew [sup.1] , Ying Lau [sup.1] Author Affiliations: (1) grid.4280.e, 0000 0001 [...]

Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer‐assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self‐guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self‐guided RISE programme. The within‐group analyses indicated significant improvements in resilience scores for the BL (F = 37.74, p < 0.001) and self‐guided groups (F = 10.16, p < 0.001) with moderate (d = 0.62, 95% CI: 0.25, 1.00) to large effect sizes (d = 1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F = 4.50, p < 0.05) and self‐guided groups (F = 4.59, p < 0.05). Students in the BL group had considerable improvements in self‐efficacy of learning and performance (F = 5.42, p < 0.01) and meta‐cognitive self‐regulation scores (F = 5.91, p < 0.01). In the between‐group analyses, both BL and self‐guided RISE were comparable for resilience, social support, and learning scores (p > 0.05). The study provided preliminary evidence that both modes, BL and self‐guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students. [ABSTRACT FROM AUTHOR]

Objectives: Systemic cancer treatments pose threats to fertility, leading to concerns regarding fertility and parenthood in young adult women with breast cancer (YAWBC). This systematic review aimed to synthesize existing evidence on reproductive concerns (RCs) among YAWBC and identify areas where further research in needed. Methods: A systematic review was conducted. Nine English and Chinese databases were searched for studies from inception to June 2023. A meta‐analysis was employed to pool RC levels measured using the Reproductive Concerns After Cancer scale (RCAC scale; possible total scores: 18–90). Narrative synthesis was conducted in cases where a meta‐analysis could not be performed. Results: Twenty‐four cross‐sectional studies across seven countries were included in this review. The prevalence of RCs among YAWBC ranged from 21.75% to 80%. The pooled mean total score on the overall RCAC scale was 55.84 (95% confidence interval: 53.26–58.43). "Personal health," "child's health," and "fertility potential" were the top three types of RCs among YAWBC. Sociodemographic, clinical, and psychosocial factors were found to be associated with RCs among YAWBC. Additionally, significant correlations among RCs, nonadherence to treatment, depression, and quality of life were also identified among YAWBC. Conclusion: RCs are a common issue among YAWBC, and age, parenthood status, fertility desire, and chemotherapy treatment are important factors associated with RCs among these women. Further research is needed to clarify RC‐related factors to provide evidence aimed at tailoring interventions to mitigate RCs among YWBC. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to identify and synthesize the contents and the psychometric properties of the existing instruments measuring home‐based care (HBC) nurses' competencies. Design: A hybrid systematic narrative review was performed. Review Methods: The eligible studies were reviewed to identify the competencies measured by the instruments for HBC nurses. The psychometric properties of instruments in development and psychometric testing design studies were also examined. The methodological quality of the studies was evaluated using the Medical Education Research Study Quality Instrument and COSMIN checklist accordingly. Data Sources: Relevant studies were searched on CINAHL, MEDLINE (via PubMed), EMBASE, PsychINFO and Scopus from 2000 to 2022. The search was limited to full‐text items in the English language. Results: A total of 23 studies reporting 24 instruments were included. 12 instruments were adopted or modified by the studies while the other 12 were developed and psychometrically tested by the studies. None of the instruments encompassed all of the 10 home‐based nursing care competencies identified in an earlier study. The two most frequently measured competencies were the management of health conditions, and critical thinking and problem‐solving skills, while the two least measured competencies were quality and safety, and technological literacy. The content and structural validity of most instruments were inadequate since the adopted instruments were not initially designed or tested among HBC nurses. Conclusion: This review provides a consolidation of existing instruments that were used to assess HBC nurses' competencies. The instruments were generally not comprehensive, and the content and structural validity were limited. Nonetheless, the domains, items and approaches to instrument development could be adopted to develop and test a comprehensive competency instrument for home‐based nursing care practice in the future. Impact: This review consolidated instruments used to measure home‐based care nurses' competency. The instruments were often designed for ward‐based care nurses hence a comprehensive and validated home‐based nursing care competency instrument is needed. Nurses, researchers and nursing leaders could consider the competency instruments identified in this review to measure nurses' competencies, while a home‐based nursing care competency scale is being developed. Patient or Public Contribution: No patient or public contribution was required in this review. [ABSTRACT FROM AUTHOR]