Primary school food education policy worldwide: a scoping review

(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

Food education – let’s go back to the future

Strategies and interventions used to provide communication education for midwifery students. A scoping review

IntroductionTobacco dependence and smoke exposure have been global epidemics with health consequences recognised by the US Surgeon General since the 1960s and 1970s, respectively. During this period, a vast body...

BackgroundNurses require advanced competence in palliative care, but they face wide variations in education and a shortage in opportunities for clinical placement. Simulation-based learning (SBL) can enable students to develop clinical skills, critical thinking and confidence. No scoping reviews to date have mapped the use of SBL in palliative care within postgraduate nursing education.MethodsThe aim of this scoping review was to systematically map published studies on the use of SBL in palliative care in postgraduate nursing education. A scoping review was conducted using Arksey and O’Malley’s (Int J Soc Res Meth 8(1):19–32, 2005) methodological framework. A systematic and comprehensive search of the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), Ovid MEDLINE, Ovid EMBASE, Allied and Complementary Medicine and PsycINFO was performed for studies published between January 2000 and April 2022. Two authors independently assessed papers for inclusion and extracted data. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The protocol was registered on the Open Science Framework.ResultsThis review includes 10 studies. Three thematic groupings were identified: enhanced understanding of the importance of teamwork, interdisciplinarity and interpersonal skills; preparedness and confidence in one’s ability to communicate during emotionally challenging situations; and impact and relevance to one’s own clinical practice.ConclusionsThe use of SBL in palliative care in postgraduate nursing education seems to enhance students’ understanding of the importance of teamwork and interdisciplinarity. The review shows contradictory results regarding whether SBL in palliative care increases students’ confidence in their communication skills. Postgraduate nursing students experienced personal growth after participating in SBL. Because our findings indicate that limited research has been conducted within this field, future research should (1) explore postgraduate nursing students’ experiences with SBL in palliative care with a focus on more practical content such as symptom management, (2) examine the relevance and application of SBL in clinical practice, and (3) be reported in line with recommendations on the reporting of simulation research.

IntroductionThe importance of correct and timely communication continues to be emphasised in the area of patient safety. Nurses play a key role in communicating with a variety of healthcare personnel...

BackgroundAll around the world, injuries in childhood have an important impact on individual and population health. Childhood unintentional injuries are a leading cause of death globally among children and young...

BackgroundLung cancer is the most commonly diagnosed cancer with 11.6% of the total cases attributable to lung cancer. It is currently the leading cause of death among cancer-related deaths worldwide. This is a major public health concern. Death due to lung cancer is preventable with interventions encouraging early presentation, diagnosis, smoking cessation and prompt and proper treatment. Literature shows that people are willing to screen for lung cancer if they understand the related risk, because of their behaviour, thus, highlighting the need for tailored interventions to address the associated risks. The aim of the review is to map the available literature on interventions raising community awareness about lung cancer (knowledge, attitudes and health-seeking behaviour) and effectiveness thereof among adults in resource-poor settings.Methods and analysisA methodological framework of Arksey and O’Malley will be used to guide this scoping review of published data. This process will start by searching several databases, including the Cochrane Library, PubMed, Scopus, MEDLINE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycInfo, Web of Science, Google Scholar and the Educational Resources Information Centre (ERIC). A two-stage process will be done, where, firstly, two reviewers will independently screen the titles and abstracts for eligibility to be included in the final selection of studies. Secondly, a full-text screening of the articles from selected titles and abstracts will then be conducted. A tool developed through an iterative process by the researchers will be used to analyse all bibliographic data and study characteristics of selected studies.DiscussionThe results will be used to inform policy and practice in terms of developing interventions on lung cancer awareness. The results of this scoping review will be disseminated through scientific publication, conferences and future workshops with health care professionals involved in lung cancer awareness campaigns.

Clinical simulation represents an emerging educational technology delivered through software-based platforms, accessible via computers or head-mounted displays. It is characterized as a partially immersive, screen-mediated experience in which learners are placed in simulated roles that require the execution of psychomotor actions, clinical decision-making, and interpersonal communication skills. This scoping review protocol follows the methodological guidance of the Joanna Briggs Institute and adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR). Comprehensive searches will be conducted across the following electronic databases: MEDLINE/PubMed, Embase, Web of Science, Education Resources Information Center (ERIC), and the Cumulative Index to Nursing and Allied Health Literature (CINAHL). In addition, gray literature sources will be explored through national and international repositories, including the Catalogue of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), the Electronic Theses Online Service (EthOS), the Open Access Scientific Repository of Portugal (RCAAP), the National ETD Portal, Theses Canada, the Portal de Tesis Latinoamericanas, and WorldCat Dissertations and Theses. The review seeks to address the question: "What evidence exists regarding the use of clinical simulation with digital patients in the teaching and learning process of nursing students?" Eligible sources will include studies with full-text availability, encompassing peer-reviewed research articles, theses, dissertations, and other relevant documents, without restrictions related to geographic location, publication date, or language. Data will be charted using a customized extraction form based on Joanna Briggs Institute recommendations. Quantitative findings will be summarized using descriptive statistical methods, while qualitative evidence will be examined through thematic analysis. Ethical approval is not required. Given the methodological nature of this study, formal ethical approval is not required. The findings are intended for dissemination through publication in a peer-reviewed journal and presentation at scientific conferences. To promote transparency and reinforce the originality of the review, this protocol has been prospectively registered on the Open Science Framework (OSF). Protocol registration in the open science framework (OSF): DOI: 10.17605/OSF.IO/GAXR6.

Objective structured clinical examinations (OSCEs) are an essential examination tool within undergraduate dental education. Fear of spread of the COVID-19 virus led to dental institutions exploring alternative means of conducting OSCEs. The aim of this scoping review was to investigate what structures, processes and outcomes of dental OSCEs were reported during the COVID-19 pandemic. This scoping review was conducted and reported adhering to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review guidelines (PRISMA-ScR). Published literature was identified through a systematic search of PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (Eric), ProQuest and Google Scholar. Identified articles were independently reviewed by two authors (KS, AD), followed by synthesis in terms of the reported structures, processes and outcomes. Articles reporting cancellation or rescheduling were also included, extracting data on reasons and any suggestions/recommendations. The search yielded a total of 290 studies of which 239 sources were excluded after removal of duplicates, leaving 51 studies for title and abstract evaluation. Thirty-four articles were excluded as they did not report on the topic of interest, leaving 17 for full-text evaluation, of which nine were analysed according to the pre-set themes. All dental OSCEs taking place (n= 6) were conducted online whilst the remaining (n= 3) were either cancelled or rescheduled. Data on structures reported specific online videoconferencing software used and provision of staff and student training. Processes on the execution of online OSCEs varied significantly from one study to the other, providing rich data on how dental institutions may carry out such assessments tailored to their need. Information regarding outcomes was sparse, as little attention was paid to the results of the students compared to pre-pandemic, lacking investigation into reliability and validity of online dental OSCEs. Dental OSCEs could be conducted online implementing well-planned structures and processes; however, further evidence is needed to prove its reliability and validity based on outcomes. Dental institutions may need to consider alternative methods to assess practical competencies if online OSCEs are to take place.

BackgroundParents of children who stutter (CWS) are often uncertain, hesitant and uncomfortable to communicate openly with their CWS and other people on the topic of the stutter and disclosing the stutter to the child and/or other people.AimsTo map and understand the dynamics involved when parents communicate with their CWS and other people on the topic of their child's stuttering and disclosure of the stutter to the child and/or other people.MethodsThis scoping review was conducted in accordance with Joanna Briggs Institute methodology. The following platforms and search engines were identified and searched: Google Scholar, PubMed, ProQuest Databases and EBSCOhost: Academic Search Premier, Africa‐Wide Information, CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Educational Resources Information Center), Health Source Nursing/Academic Edition and MEDLINE. The search was limited to studies pertaining to parents of CWS, instead of people who stutter. The first two authors screened titles and abstracts of identified records, and thereafter, full‐text screening was conducted of the selected articles as well as the reference lists.ResultsThe scoping review yielded 14 records that included data from 12 different countries representing five continents. The 14 records comprised one systematic review, four expert opinions, two studies with mixed methods, five with qualitative designs and two with quantitative designs. The review content provided information about the nature, advantages and disadvantages of open communication and disclosure as well as reasons why parents of CWS are reluctant or willing to communicate in an open way.ConclusionsThere is limited information available about parental communication with CWS on the topic of their stuttering and disclosure of the child's stuttering to the child and/other people. The complexity of communication dynamics between CWS and their parents requires further in‐depth research.ContributionThis study highlights the lack of empirical evidence about disclosure and the dynamics of open communication between parents and their CWS and the need for research to gain insight into this topic.WHAT THIS PAPER ADDSWhat is already known on the subjectParents of CWS are often uncertain, hesitant and uncomfortable to communicate openly with their CWS and other people on the topic of the stutter and disclosing the stutter to the child and/or other people. Despite the important and indispensable role parents play in the life of their CWS, little information is available regarding the way in which parents communicate about stuttering with their CWS, and how they accomplish the process of stuttering disclosure.What this study addsThis scoping review confirms that limited information is available regarding the process of parental communication with CWS and disclosure of the stutter. This study forms a basis for planning further research as it assessed the current state of knowledge on the issue.What are the clinical implications of this work?The results of this study have future potential in helping parents of CWS to understand the processes involved related to parental communication with CWS and disclosure of the stutter. Further research regarding this issue is encouraged.

BackgroundThe role of ambulance services has changed dramatically over the last few decades with the introduction of paramedics able to provide life-saving interventions, thanks to sophisticated equipment and treatments available. The number of 999 calls continues to increase, with adverse events theoretically possible with each one. Most patient safety research is based on hospital data, but little is known concerning patient safety when using ambulance services, when things can be very different. There is an urgent need to characterise the evidence base for patient safety in NHS ambulance services.ObjectiveTo identify and map available evidence relating to patient safety when using ambulance services.DesignMixed-methods design including systematic review and review of ambulance service documentation, with areas for future research prioritised using a Delphi process.Setting and participantsAmbulance services, their staff and service users in UK.Data sourcesA wide range of data sources were explored. Multiple databases, reference lists from key papers and citations, Google and the NHS Confederation website were searched, and experts contacted to ensure that new data were included in the review. The databases MEDLINE, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science, Science Direct, Emerald, Education Resources Information Center (ERIC), Applied Social Sciences Index and Abstracts, Social Services Abstracts, Sociological Abstracts, International Bibliography of the Social Sciences (IBSS), PsycINFO, PsycARTICLES, Health Management Information Consortium (HMIC), NHS Evidence, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects (DARE), NHS Economic Evaluation Database (NHS EED),Health Technology Assessment, the FADE library, Current Awareness Service for Health (CASH), OpenDOAR (Directory of Open Access Repositories) and Open System for Information on Grey Literature in Europe (OpenSIGLE) and Zetoc (The British Library's Electronic Table of Contents) were searched from 1 January 1980 to 12 October 2011. Publicly available documents and issues identified by National Patient Safety Agency (NPSA), NHS Litigation Authority (NHSLA) and coroners’ reports were considered. Opinions and perceptions of senior managers, ambulance staff and service users were solicited.Review methodsData were extracted from annual reports using two-stage thematic analysis, data from quality accounts were collated with safety priorities tabulated and considered using thematic analysis, NPSA incident report data were collated and displayed comparatively using descriptive statistics, claims reported to NHSLA were analysed to identify number and cost of claims from mistakes and/or poor service, and summaries of coroners’ reports were assessed using thematic analysis to identify underlying safety issues. The depth of analysis is limited by the remit of a scoping exercise and availability of data.ResultsWe identified studies exploring different aspects of safety, which were of variable quality and with little evidence to support activities currently undertaken by ambulance services. Adequately powered studies are required to address issues of patient safety in this service, and it appeared that national priorities were what determined safety activities, rather than patient need. There was inconsistency of information on attitudes and approaches to patient safety, exacerbated by a lack of common terminology.ConclusionPatient safety needs to become a more prominent consideration for ambulance services, rather than operational pressures, including targets and driving the service. Development of new models of working must include adequate training and monitoring of clinical risks. Providers and commissioners need a full understanding of the safety implications of introducing new models of care, particularly to a mobile workforce often isolated from colleagues, which requires a body of supportive evidence and an inherent critical evaluation culture. It is difficult to extrapolate findings of clinical studies undertaken in secondary care to ambulance service practice and current national guidelines often rely on consensus opinion regarding applicability to the pre-hospital environment. Areas requiring further work include the safety surrounding discharging patients, patient accidents, equipment and treatment, delays in transfer/admission to hospital, and treatment and diagnosis, with a clear need for increased reliability and training for improving handover to hospital.FundingThe National Institute for Health Research Health Services and Delivery Research programme.

BackgroundAlthough the benefits of evidence-based practices (EBPs) for advancing community outcomes are well-recognized, challenges with the uptake of EBPs are considerable. Technical assistance (TA) is a core capacity building strategy that has been widely used to support EBP implementation and other community development and improvement efforts. Yet despite growing reliance on TA, no reviews have systematically examined the evaluation of TA across varying implementation contexts and capacity building aims. This study draws on two decades of peer-reviewed publications to summarize the evidence on the evaluation and effectiveness of TA.MethodsGuided by Arksey and O’Malley’s six-stage methodological framework, we used a scoping review methodology to map research on TA evaluation. We included peer-reviewed articles published in English between 2000 and 2020. Our search involved five databases: Business Source Complete, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), PsycInfo, and PubMed.ResultsA total of 125 evaluation research studies met the study criteria. Findings indicate that publications have increased over the last two decades, signaling a growth in the recognition and reporting of TA. Technical assistance is being implemented across diverse settings, often serving socially vulnerable and under-resourced populations. Most evaluation research studies involved summative evaluations, with TA outcomes mostly reported at the organizational level. Only 5% of the studies examined sustainability of TA outcomes. This review also demonstrates that there is a lack of consistent standards regarding the definition of TA and the level of reporting across relevant TA evaluation categories (e.g., cadence of contact, and directionality).ConclusionsAdvances in the science and practice of TA hinge on understanding what aspects of TA are effective and when, how, and for whom these aspects of TA are effective. Addressing these core questions requires (i) a standard definition for TA; (ii) more robust and rigorous evaluation research designs that involve comparison groups and assessment of direct, indirect, and longitudinal outcomes; (iii) increased use of reliable and objective TA measures; and (iv) development of reporting standards. We view this scoping review as a foundation for improving the state of the science and practice of evaluating TA.

This scoping review aimed to explore how simulation-based learning (SBL) influences learning motivation among undergraduate nursing students and to clarify the factors within SBL that contribute to increased motivation.A scoping review methodology was employed following the Joanna Briggs Institute (JBI) guidelines and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) reporting standards. Literature published between January 2014 and November 2024 was systematically searched across MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), and PubMed using relevant keywords based on the population-concept-context (PCC) framework. Studies were selected and reviewed by multiple independent reviewers, and data were extracted and analyzed thematically using an inductive approach.Twenty-one studies were included. SBL was found to positively influence nursing students' intrinsic motivation, self-efficacy, critical thinking, and academic engagement. Simulation modalities included high-fidelity simulation, virtual reality, video-based learning, and standardized patients. Key motivational factors identified were realism in clinical scenarios, opportunities for repetition and reflection, structured debriefing, and emotionally engaging learning environments. Integration with problem-based learning and immersive technologies further enhanced learner engagement. However, challenges such as high implementation costs, the need for trained facilitators, and limited adaptability to diverse learner needs were noted.This review offers insight into how SBL strategies can be optimized to support both cognitive and emotional aspects of learning motivation in nursing education and contributes to the literature by systematically mapping motivational factors across diverse simulation modalities.

BackgroundInternational migration of healthcare workers is a global phenomenon driven by growing demand in developed countries and expectations of healthcare workers from developing countries to have improved employment and lives. This migration has been understood to impact both the individuals and countries involved, with positive and negative consequences. However, little is known about returnees’ experiences that could be used to address challenges and optimize benefits. The aim of this review was to understand what is known about experiences of migrant health workers after returning to their home countries.MethodsA scoping review of primary research addressing experiences of migrant health workers upon their return to their homelands. A range of database were searched including Career and Technical Education Database via ProQuest, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education database via ProQuest, Excerpta Medica Care (EMCare) via Ovid, Education Resources Information Center (ERIC), Excerpta Medica database (EMBASE) via Ovid, MEDLINE and Scopus. A systematic process was performed guided by the work of Arksey and O’Malley. Eight databases were searched and 226 articles were retrieved. After screening articles and abstracts, 15 full-texts were assessed for eligibility, and finally seven studies were further analyzed and synthesized.ResultsFive qualitative studies, one quantitative study and one mixed methods study met inclusion criteria. Five themes emerged: (1) reasons to return, (2) upskilling and deskilling, (3) impact on human, financial, and social capital, (4) challenges and opportunities in the home country, and (5) facilitation supports.ConclusionReturn migration is portrayed as a complex situation experienced by returnees. Structured policy and supports are required to help healthcare worker returnees prepare, and to adjust to life after their return. This study highlights the importance of comprehensive approach in return migration stage. Return migration policy should support healthcare worker returnees in their home country and facilitate utilization of their skills. Multi-stakeholder partnerships are vital to develop platforms for helping and facilitating returnees in the reintegration process at their home countries.