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Scoping Reviews in Health Professions Education
Get PDFScoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This Clinical Teacher's Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practice
Metadatenerweiterung für Digitale Kulturgüter mit Large Language Models
Get PDFThe digitisation process has led to large digital archives of cultural heritage, but the metadata within these archives is often very limited. This limitation makes searching the archives more difficult and significantly restricts their usability. In this paper, we evaluate the usefulness of primarily local large language models for automatically identifying metadata relating to detailed aspects of digital cultural heritage objects. The results show that this approach is feasible, but that a final expert-driven selection remains essential
Metadatenerweiterung für Digitale Kulturgüter mit Large Language Models
Get PDFThe digitisation process has led to large digital archives of cultural heritage, but the metadata within these archives is often very limited. This limitation makes searching the archives more difficult and significantly restricts their usability. In this paper, we evaluate the usefulness of primarily local large language models for automatically identifying metadata relating to detailed aspects of digital cultural heritage objects. The results show that this approach is feasible, but that a final expert-driven selection remains essential
Real-world completion of diabetes self-management education and its impact on patient-reported outcomes: a scoping review
No full textDelivering Palliative Care in Mental Health NursingSettings: A Systematic Review
Get PDFABSTRACTRationale: Palliative care can provide comfort, alleviate suffering, and improve quality of life; however, access to palliativecare for people with mental illnesses at the end of their lives is extremely poor. As the need for palliative care is expected to risesignificantly in the future, palliative care must be considered a global health priority.Aim: To examine the provision of palliative care within mental health settings and explore the factors that influence the experi-ence of patients receiving palliative care in these settings.Method: This systematic review draws on peer-reviewed qualitative, quantitative and mixed-methods primary studies, adheringto the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and was registered online. A total num-ber of 61,782 studies was identified after a comprehensive search of five academic databases. After rigorous screening, only ninestudies met inclusion criteria and were selected.Results: Thematic analysis identifies three major themes and three subthemes: access to palliative care, advance decisions andtreatment, and care in palliative care settings (palliative care settings, palliative care professionals and palliative care/medicalinterventions).Conclusion: Access to palliative care for people with complex mental illness is very low when compared to the general popu-lation. Advance care planning should be initiated early in the development of palliative care needs, rather than at the point ofmental illness diagnosis.Recommendations: Although care for people with complex mental illness is complex while dying, conversations around pal-liative care need to be as part of a therapeutic relationship and engagement. Also, palliative care staff have an important role incommunicating end-of-life planning to patients' families and carers
Ethics of education and care:supporting baby's learning and development
No full textRelationships are a central feature of early childhood pedagogy, foregrounding practice with babies and young children. This book explores how babies foster a sense of belonging in spaces outside of the family home. It emphasises the important role the early childhood workforce and other professionals play in creating opportunities for babies to thrive and the positive influence this can have during infancy and beyond.Presenting international cross disciplinary perspectives, the book explores all aspects of working with babies emphasising the contested and changing nature of the concept of infancy, ethical principles and baby’s rights. Divided into four parts, the chapters cover: • The awe and wonder of babies and quality care – ethical care, participation, voice and rights, attachment and supporting learning and development.• The community of relationships –the importance and complexity of developing multiprofessional relationships between babies, their families, and professionals. • Pedagogical Environmental Spaces – distinct philosophical and pedagogical approaches that inform being with babies in responsive, play informed ways.• Routines and Rituals – everyday practice and caregiving in different environments with babies, including home based settings.With case studies, practitioner reflections and key takeaways in every chapter, this is essential reading for early years students and practitioners being with babies and their families within a variety of professional contexts
Patient and public involvement, engagement, and participation in practice: co-production of a creative health approach and theory of change through the ReCITE consortium-building project in Liverpool
Get PDFBackgroundCo-production with public stakeholders is increasingly recognised as an important approach to ensuring health research is relevant to communities and interventions and likely to generate sustainable change. Ideally, co-production needs to be sustained throughout different stages of research and allow stakeholders ownership of the research agenda. We explore a case study of iterative co-production conducted over a nine-month period with a wide range of disparate stakeholders that transformed into a research-ready consortium able to design and obtain funding for a creative health research programme.Main bodyThe ReCITE consortium is comprised of academics, creatives, and specialists in capacity development and community engagement in Liverpool, UK. Its main focus is health equity and coming up with new ways of working to tackle entrenched, avoidable and unfair differences in health. ReCITE led a series of six workshops in 2023 to co-produce a research programme to investigate creative approaches for improving health equity. Fifty-six stakeholders from the academic, creative and arts, health, community and voluntary sectors participated across six workshops that sought broad engagement and consolidated stakeholder input to develop a research agenda and expand the consortium. Common emerging themes were: (1) understanding complexities in funding creative health; (2) investigating storytelling as a catalyst for change; (3) achieving change through collective action; (4) the role of creative advocacy to change societal and funding structures; (5) evidencing the impact of community-led creative health interventions on health equity. These formed multiple co-produced outputs, including five pillars of a theory of change for the research that underpinned the research questions and determined five interventions to take forward by the research-ready consortium to securing funding for future work.ConclusionThe iterative process of gaining stakeholder input, consolidating it, and seeking further input, helped to incorporate the perspectives of different stakeholder groups into different project outputs. Equitable power-sharing guided decision-making over what to prioritise was important in building ownership of the research agenda and trust among stakeholders. However, this was a lengthy iterative process and sustaining time commitment was difficult for those stakeholders who were not fully funded to participate
MATERNAL NUTRITION EDUCATION AMONG MIDWIVES AND STUDENT MIDWIVES IN NIGERIA: A CROSS-SECTIONAL STUDY
No full textAbstractBackgroundGood maternal nutrition is critical for healthy pregnancies. In Nigeria, little is known about maternal nutrition knowledge among midwives and student midwives (M/SM). This study aimed to assess maternal nutrition education among Nigerian M/SM, exploring their perspectives, knowledge and confidence in providing advice during antenatal care. MethodsQuestionnaires were distributed online and completed by 214 Nigerian M/SM using convenience sampling. Data collected included demographic characteristics, educational levels, nutrition education experience during and outside their nursing and midwifery education, content and delivery of nutrition education, sources of information, and confidence levels in providing nutrition-related advice. Data were analysed using descriptive statistics, chi-squared tests, and ANOVA; significance was set at (p < 0.05).ResultsMost (90%) Nigerian M/SM received nutrition education as part of formal training, with nutrition during pregnancy (73.8%), and breastfeeding (73.8%) extensively covered. Midwives with a Master’s Degree reported more confidence in providing nutrition advice than those with a Bachelor’s Degree (Mean Difference = -0.807, p = 0.010) and current students (Mean Difference = -1.154, p < 0.001). Almost half (47.2%) had access to dietitians, and 82.2% made referrals despite barriers like client disinterest (59.7%). Verbal communication (90.5%) was the most common method of providing advice. However, only 25.3% correctly identified the recommended timing for folic acid supplementation, highlighting knowledge gaps in nutrition training.ConclusionNigerian midwives and student midwives had good knowledge of maternal nutrition but some knowledge gaps were identified. Regular training updates and involving dietitians in the planning and delivery of nutrition education may help to improve this.<br/
The longitudinal development of low-academic performance medical students’ key self-regulated learning processes during a basic sciences nervous system block using a combined diary intervention
No full textThe aim of this study was to explore the longitudinal development of the key self-regulated learning (SRL) processes in medical students with low-academic performance during a combined SRL diary intervention. Second-year medical students with low-academic performance completed a weekly online combined SRL diary intervention (explicit SRL instruction with structured SRL diary) during a basic sciences nervous system block (NSB). Longitudinal development of the students' key SRL processes of planning and self-reflection was identified with analysis of the diary responses using framework analysis. Qualitative data were analyzed from 80 dairies completed by 20 students. The most frequent planning process was goal setting for studying the material, especially in preparation for their NSB examination. The most frequently stated study strategies that developed longitudinally were reviewing the material and managing their time for study and the volume of content. During self-reflection, students frequently attributed their success in NSB learning to the SRL intervention, especially their development in using the strategies of elaboration, reviewing the material, and managing both study time and the volume of content. Participants using the combined SRL diary developed an adaptive approach toward enhancing their strengths and eliminating their weaknesses in their use of key SRL processes while studying for the NSB block examination. Combined SRL diary interventions appear to have potential in supporting students with low-academic performance to improve their performance in basic sciences, including anatomy education. Further research is recommended with larger numbers of students and across other topics.</p
‘In the midst of a thunderstorm’: young people’s experiences of physical restraint in inpatient mental health services in the UK"
No full textWithin inpatient mental health services, young people who express distress through behaviours may be physically restrained. Little is known about their experiences or perspectives of this restraint. This qualitative Interpretative phenomenological analysis (IPA) study explored young people’s experiences of physical restraint. Young people were recruited from three inpatient mental health units in England. Individual, face-to-face augmented, audio-recorded semi-structured interviews were undertaken. IPA data analysis facilitated the development of subordinate and superordinate themes. The study design was informed by public consultation with young people and their families. Eight young people (five boys, three girls, aged 10-13 years) shared their experiences of physical restraint. The findings are presented within the trajectory of a thunderstorm within three themes; The Gathering (‘pre-escalation’), The Thunderstorm (the restraint), and The Aftermath (‘debriefing and making sense’). Young people talked about how feelings of being restrained could start long before any physical touch and could continue long after the physical element of the restraint had ended. They described emotional, traumatic and confusing experiences of restraint and often being left with emotional ‘debris’ for a long time after the incident. They also described situations where physical restraint was used instead of an investment in de-escalation strategies. The current understanding of the trajectory of physical restraint for children and young people within mental health units needs to be adapted to recognise the extended gathering and aftermath stages associated with this intervention.