A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students

2019 ◽  
Vol 46 (2) ◽  
pp. 297-318 ◽  
Author(s):  
Cathie Burgess ◽  
Christine Tennent ◽  
Greg Vass ◽  
John Guenther ◽  
Kevin Lowe ◽  
...  
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Aboriginal Students

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals A Systematic Review of Programs to Promote Aspects of Teen Parents’ Self-sufficiency: Supporting Educational Outcomes and Healthy Birth Spacing

2020 ◽  
Vol 24 (S2) ◽  
pp. 84-104 ◽  
Author(s):  
Jessica F. Harding ◽  
Jean Knab ◽  
Susan Zief ◽  
Kevin Kelly ◽  
Diana McCallum
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Contraceptive Use ◽  
Birth Spacing ◽  
Favorable Effect ◽  
Eligibility Criteria ◽  
Teen Parents ◽  
Self Sufficiency ◽  
Program Characteristics ◽  
Effective Programs

Abstract Introduction Expectant and parenting teens experience many challenges to achieving self-sufficiency and promoting their children’s healthy development. Teen parents need support to help them address these challenges, and many different types of programs aim to support them. In this systematic review, we examine the research about programs that aim to support aspects of teen parents’ self-sufficiency by promoting their educational outcomes and healthy birth spacing. Methods We conducted a comprehensive literature search of published and unpublished literature to identify studies of programs to support teen parents that met this review’s eligibility criteria. The quality and execution of the eligible study research designs were assessed to determine whether studies’ findings were at risk of bias. We then extracted information about study characteristics, outcomes, and program characteristics for studies considered to provide rigorous evidence. Results We identified 58 eligible studies. Twenty-three studies were considered to provide rigorous evidence about either education, contraceptive use, or repeat pregnancy or birth. Seventeen of these studies showed at least one favorable effect on an outcome in one of these domains, whereas the other six did not show any significant or substantial effects in these domains. These 17 studies represent 14 effective programs. Discussion Effective programs to support expectant and parenting teens have diverse characteristics, indicating there is no single approach for promoting teens’ education and healthy birth spacing. More rigorous studies of programs to support teen parents are needed to understand more about how to support teen fathers and the program characteristics associated with effectiveness.

scholarly journals Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

2020 ◽  
Vol 84 (7) ◽  
pp. 830-839
Author(s):  
Maria C. de C. Berry ◽  
Joao M. M. Neto ◽  
Maria Isabel de C. Souza ◽  
Carlos Marcelo da S. Figueredo ◽  
Vanessa Reher ◽  
...  
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Childhood Health and Educational Outcomes After Neonatal Abstinence Syndrome: A Systematic Review and Meta-analysis

2020 ◽  
Vol 226 ◽  
pp. 149-156.e16
Author(s):  
Philippa Rees ◽  
Philippa Anna Stilwell ◽  
Chrissy Bolton ◽  
Merve Akillioglu ◽  
Ben Carter ◽  
...  
Keyword(s):  
Systematic Review ◽  
Educational Outcomes ◽  
Meta Analysis ◽  
Neonatal Abstinence Syndrome ◽  
Abstinence Syndrome ◽  
Childhood Health

scholarly journals Physically Active Lessons Meta-Analysis - Norris et al. POST-PRINT

2019 ◽  
Author(s):  
Emma Norris ◽  
Tommy van Steen ◽  
Artur Direito ◽  
Emmanuel Stamatakis
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Health Outcomes ◽  
Educational Outcomes ◽  
Meta Analysis ◽  
Grey Literature ◽  
Risk Of Bias ◽  
Control Group ◽  
Physically Active ◽  
Meta Analyses

Objective: This review provides the first meta-analysis of the effects of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes. Design: Systematic review and meta-analysis. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias. Data sources: PubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019. Studies eligibility criteria: Physically active lessons compared to a control group in a randomised or non-randomised design, within single component interventions in general school populations. Results: 42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible for inclusion in the systematic review and 37 of them were included across the six meta-analyses (n=12,663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95%CI 1.42, 3.25: k=16) and small, significant effects on overall PA (d= 0.32, 95%CI 0.18, 0.46: k=8). A large, significant effect was shown on lesson-time educational outcomes (d=0.81; 95%CI 0.47, 1.14: k=7) and a small, significant effect on overall educational outcomes (d=0.36, 95%CI [0.09, 0.63], k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least 2 domains. Conclusion: In elementary and preschool settings, when physically active lessons were added into the curriculum they had a positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool settings.

scholarly journals What Solutions Exist for Cognitive, Emotional and Developmental Delays Facing Indigenous Children Globally? A Co-Designed Systematic Review

2020 ◽  
Author(s):  
Rona Macniven ◽  
Thomas Lee Jeffries Jr. ◽  
David Meharg ◽  
Folau Talbot ◽  
Boe Rambaldini ◽  
...  
Keyword(s):  
Systematic Review ◽  
Native American ◽  
Educational Outcomes ◽  
English Language ◽  
Developmental Delays ◽  
Face Validity ◽  
Cochrane Library ◽  
Culturally Adapted ◽  
Indigenous Children ◽  
American Children

Early childhood is important for future cognitive and educational outcomes. Programs overcoming barriers to engagement in early education for Indigenous children must address family cultural needs and target developmental delays. This systematic review identifies culturally adapted programs to improve cognitive, emotional and developmental delays among young children, in response to an identified priority of a remote Indigenous community. Five databases (the Cochrane Library, Embase, Medline, Scopus and CINAHL) were searched for English language papers in January 2018. Study quality was assessed and findings analysed thematically. Findings were presented to the community at an event with key stakeholders, to determine their inclusion and face validity. Seven relevant studies, published between 1997-2013, were identified by the researchers and each study was supported by the community for inclusion. Two studies focused on Native American children and five studies included children from non-Indigenous disadvantaged backgrounds. Findings were reported narratively across four themes: Storytelling to improve educational outcomes; Family involvement improved development; Culturally adapted Cognitive Behavioral Therapy to reduce trauma; Rewards-based teaching to improve child attention. Limited published research on culturally adapted and safe interventions for children with cognitive, emotional and developmental delay exists but these four themes from seven studies identify useful components.

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