Educational Interventions to Improve Nurses' Competency in Genetics and Genomics: A Scoping Review

2022 ◽  
Vol 53 (1) ◽  
pp. 13-20
Author(s):  
Basil Zureigat ◽  
Danielle Gould ◽  
Memnun Seven
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Genetics And Genomics

A Scoping Review of Interventions Aimed at Improving Knowledge, Detection Practices and Management of Dementia among Health Professionals (Preprint)

2020 ◽  
Author(s):  
Krishna Krishna Prasad Pathak
Keyword(s):  
Health Care ◽  
Scoping Review ◽  
Health Professionals ◽  
Educational Program ◽  
Best Practice ◽  
Intervention Studies ◽  
Educational Interventions ◽  
Learning Activities ◽  
Inclusion Criteria ◽  
Improving Health Care

BACKGROUND Health professionals (HPs) play a key role in dementia management and detection. However, there is a gap in the literature as to what represents best practice with regard to educating HPs to improve their dementia detection practices and management. OBJECTIVE The objective of this scoping review is to synthesize the aggregated studies aimed at improving health care knowledge, detection practices and management of dementia among HPs. METHODS We searched electronically published relevant articles with inclusion criteria; (1) intervention studies aimed at improving HPs practices concerning dementia care and (2) educational interventions focused on nurses and doctors’ knowledge, detection practice and management of dementia. Twenty-five articles fit the inclusion criteria. RESULTS Collaborative programs of practice based workshops, interactive learning activities with community and multi-faced educational program were the most effective. CONCLUSIONS HPs should be supported to improve their knowledge, tackle behavioural problems associated with dementia, be made aware of services and be enabled to engage in more early diagnosis. CLINICALTRIAL no applicable

scholarly journals Exploring gender differences in knowledge and practices related to antibiotic use in Southeast Asia: A scoping review

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0259069
Author(s):  
Phuc Pham-Duc ◽  
Kavitha Sriparamananthan
Keyword(s):  
Gender Differences ◽  
Antimicrobial Resistance ◽  
Southeast Asia ◽  
Scoping Review ◽  
Antibiotic Use ◽  
Educational Interventions ◽  
Sociodemographic Factors ◽  
Targeted Interventions ◽  
Inappropriate Use ◽  
Males And Females

Inappropriate use of antibiotics has been one of the main contributors to antimicrobial resistance, particularly in Southeast Asia. Different genders are prone to different antibiotic use practices. The objective of this scoping review is to understand the extent and type of evidence available on gender differences in antibiotic use across Southeast Asia. The search strategy for this scoping review involved PubMed, Semantic Scholar, BioMed Central and ProQuest. Two-level screening was applied to identify the final sample of relevant sources. Thematic content analysis was then conducted on the selected final sources to identify recurring themes related to gender differences in antibiotic use and a narrative account was developed based on the themes. Recommendations for next steps regarding reducing inappropriate antibiotic use and gender considerations that need to be made when developing future interventions were also identified. Research on gender and antibiotic use remains scarce. Studies that discuss gender within the context of antibiotic use often mention differences between males and females in knowledge, attitudes and/or behaviour, however, do not explore reasons for these differences. Gender differences in antibiotic use were generally examined in terms of: (i) knowledge of antibiotic use and antimicrobial resistance and (ii) practices related to antibiotic use. Evidence indicated that differences between males and females in knowledge and practices of antibiotic use varied greatly based on setting. This indicates that gender differences in antibiotic use are greatly contextual and intersect with other sociodemographic factors, particularly education and socioeconomic status. Educational interventions that are targeted to meet the specific needs of males and females and delivered through pharmacists and healthcare professionals were the most common recommendations for reducing inappropriate use of antibiotics in the community. Such targeted interventions require further qualitative research on factors influencing differences in knowledge and practices related to antibiotic use among males and females. In addition, there is also a need to strengthen monitoring and regulation practices to ensure accessibility to affordable, quality antibiotics through trusted sources.

The impact of educational interventions for patients living with indwelling urinary catheters: A scoping review

2020 ◽  
Vol 56 (4) ◽  
pp. 309-330
Author(s):  
Joby Alex ◽  
Yenna Salamonson ◽  
Lucie M. Ramjan ◽  
Jed Montayre ◽  
Jennifer Fitzsimons ◽  
...  
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Urinary Catheters ◽  
The Impact

Parent-targeted postnatal educational interventions in low and middle-income countries: A scoping review and critical analysis

2019 ◽  
Vol 94 ◽  
pp. 60-73 ◽  
Author(s):  
Justine Dol ◽  
Marsha Campbell-Yeo ◽  
Gail Tomblin Murphy ◽  
Megan Aston ◽  
Douglas McMillan ◽  
...  
Keyword(s):  
Scoping Review ◽  
Critical Analysis ◽  
Educational Interventions ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

scholarly journals How we teach children with asthma to use their inhaler: A scoping review

2021 ◽  
Author(s):  
Patrick McCrossan ◽  
Orla Mallon ◽  
Michael Shields ◽  
Catherine Russell ◽  
Lesley Kennedy ◽  
...  
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Open Science ◽  
Cochrane Library ◽  
Future Research ◽  
Inhaler Technique ◽  
Case Control Studies ◽  
Primary Methods ◽  
Children With Asthma ◽  
Demonstration Video

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registration: Open Science Framework (osf.io/n7kcw).

scholarly journals Teaching scientific principles in undergraduate medical education – a scoping review on international examples

2020 ◽  
Author(s):  
Nico Vonneilich ◽  
Sven Kurth
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Critical Appraisal ◽  
Educational Interventions ◽  
Student Knowledge ◽  
Evaluation Data ◽  
Medical Curricula ◽  
Scientific Principles ◽  
Scientific Questions

Abstract Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

scholarly journals Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review

2021 ◽  
Vol 13 (5) ◽  
pp. 654-665
Author(s):  
En Ye Ong ◽  
Kelly J. Bower ◽  
Louisa Ng
Keyword(s):  
Mixed Methods ◽  
Scoping Review ◽  
Educational Interventions ◽  
Performance Outcomes ◽  
Future Research ◽  
Interactive Simulation ◽  
Randomized Controlled ◽  
Search Terms ◽  
Multicomponent Interventions ◽  
Appraisal Tool

ABSTRACT Background Physicians require the expertise to care for an increasingly aging population. A robust understanding of geriatric educational interventions is needed to improve geriatric training for physicians. Objective To map the breadth of geriatric educational interventions for residents (in non-geriatric specialties). Methods We used a scoping review methodology. We searched MEDLINE, Embase, EMCare, CENTRAL, ERIC, and Scopus from 2004 to September 2019 for search terms related to “educational approaches” AND “geriatric” AND “residents.” Two authors independently selected eligible studies, extracted data (categorized by educational approaches and Kirkpatrick level outcomes), and critically appraised studies using the Mixed Methods Appraisal Tool. Results There were 63 included studies, with a total of 6976 participants. Twelve studies had comparators, including 5 randomized controlled trials. Fifty-three studies (84%) described multicomponent interventions, incorporating combinations of didactic or self-directed approaches with interactive, simulation, experiential, and/or group-based learning. Use of curricular process was explicitly reported in 34 studies (59%). Most studies met at least 4 of 5 Mixed Methods Appraisal Tool criteria. Studies commonly measured outcomes at Kirkpatrick levels 1 and 2 (reaction and learning), with 15 studies measuring performance outcomes (Kirkpatrick levels 3 and 4b). All included studies had at least one positive result. Conclusions All educational interventions had positive outcomes; however, curriculum-informed multicomponent interventions were the most common. This scoping review demonstrates that robust methodology with comparators, longer-term designs, and use of higher-level Kirkpatrick outcome measures is possible but not commonly used. Clear direction for future research is provided.

scholarly journals Concussion Education in Children and Youth: A Scoping Review

2020 ◽  
Vol 6 ◽  
pp. 237796082093849
Author(s):  
Scott Ramsay ◽  
Susan Dahinten
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Children And Youth ◽  
Health Concern ◽  
Current State ◽  
Sustained Effects ◽  
Level Of Knowledge ◽  
Concussion Knowledge ◽  
Significant Health ◽  
Concussion Education

Introduction Sports-related concussions in children and youth are a significant health concern. There is increasing literature pertaining to levels of knowledge about concussion and the effects of educational interventions, but the literature has not yet been synthesized for the subpopulation of children and youth. Therefore, the purpose of this review was to identify and summarize the current state of the literature on concussion knowledge, and the effect of concussion education on the knowledge, attitudes, and behaviors of children and youth who engage in sports. Methods A scoping review was conducted, guided by Joanna Briggs Institute methodology. Two databases, MEDLINE and CINAHL (Cumulative Index to Nursing and Allied Health Literature), and reference lists were searched to identify relevant studies that focused on children and youth less than 19 years of age who engage in sports. We also searched Google Scholar for gray literature. Results Of the 21 articles that met inclusion criteria, 15 focused on levels of concussion knowledge, and 6 examined the effects of educational interventions. Children and youths’ level of knowledge and exposure to prior concussion education varied, although more of the studies found a lack of concussion knowledge. Educational interventions of various types have been associated with short-term increases in knowledge and intention to report, but few of the studies found sustained effects. Conclusions Findings highlight the need for improved concussion education for children and youth engaged in sports. Findings also indicate a need for further research using more rigorous methods, and studies that examine subgroup differences in knowledge and factors that may moderate the effects of educational interventions.

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

Sign in / Sign up

Export Citation Format

Share Document