Education Resources Information Center Research Articles

Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta‐review

AbstractIn order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta‐review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K‐12 student populations in any school form with experimental or quasi‐experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand‐searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre‐registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre‐registered protocols, data sharing, reproducibility of primary research data and reproducible search strings. Context and implications Rationale for this study Rigorous systematic review is the method to use to evaluate and provide synthesis of methods and interventions in educational research. Why the new findings matter Alarmingly few systematic reviews were judged with low risk of bias and few reviews utilise recent open science practices. This might undermine the reliability of study findings. Implications for journals and review researchers This meta‐review highlights the need for review researchers and journals to better adopt best practices in systematic reviews. We therefore urge for better dissemination and awareness of systematic reviews standards and for more transparency in the review process, which may lead to more reliable synthesis of what works best in education. In the long run this is a necessary change and way forward to provide evidence‐based practices in the classroom.

Cadaver Dissection Experience for First-Time Dissectors: a Hypothetical Three-Pronged Approach for Student Preparation.

This systematic review synthesized evidence for the development of a preparatory process for first-time dissectors, geared toward improving cadaver dissection (CD) experiences. Eleven studies focused on pre-CD intervention were selected from a literature search in PubMed, the Education Resources Information Centre (ERIC), Google Scholar, PsycNET, and the Cochrane Library. A three-pronged preparatory process was formulated for first-time dissectors based on the evidence from the review. The process includes (1) background assessment; (2) pre-CD education; and (3) gradual exposure and desensitization. The preparatory process shows some hypothetical potential for decreasing negative CD-related experiences, but it still needs validation before implementation.

Library instruction and information literacy 2022

PurposeThis paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.Design/methodology/approachThis article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology s (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.FindingsThe paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.Originality/valueThe information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Integrating STEM Approach in K-12 Science Education Teaching Practice: A Systematic Literature Review

The integration of science, technology, engineering, and mathematics (STEM) in K-12 education is widely recognized as a critical means to ensure future prosperity, security, and a skilled workforce in these fields. This integrated STEM approach entails teaching these four STEM disciplines in a cohesive manner. However, several barriers have arisen, including the lack of a clear consensus on the key features of implementing integrated STEM education effectively. There remains uncertainty about which science subjects should be integrated with the other three disciplines and at what level within K-12 science education this integration should occur. Therefore, this study aims to establish a well-defined framework for teaching science through an integrated STEM approach (ISTEMA) and identify the types of integrated STEM disciplines employed in various educational settings through a systematic literature review. Secondary data, including scholarly journal articles and book chapters, were collected through searches in databases such as the Educational Resource Information Center (ERIC) and Web of Science. Data analysis was conducted using within-case and cross-case analysis methods. The findings of the study revealed that the framework of teaching science ISTEMA generally consists of six elements: inquiry-based, engineering-based, technology-based, problem-based, teamwork-based, and robotic-based learning. This approach primarily focuses on primary and lower secondary education. Engineering and technology content is predominantly integrated into the science subject. In primary education, science and engineering and science and technology are extensively used, while in lower and upper secondary education, science, engineering, and mathematics, science, technology, and engineering, or STEM are commonly employed.

The Impact of Workplace Bullying on Health Care Quality, Safety and Work Productivity in Jordan: A Systematic Review

Bullying among nurses and other health care professionals with low health quality has become a major global concern. Nurses were also recognised as people who are close to patients and can play an important role to manage work bullying through providing effective training and education programs.This systematic review was developed and aimed to identify and clarify concepts and provide an overview of the available evidence on workplace bullying (WPB) among nurses as part of health care delivery system. Systematic review of all types of studies involving nurses published between 2009 and 2020 and approached health-related databases Cumulative Index to Nursing and Allied Health Literature (CINAHL), Psychology and Behavioural Sciences (PsychINFO), MEDLINE, and Education Resource Information Centre (ERIC). The review used focused keywords: WPB, health care quality, safety, interpersonal conflict, work productivity and nursing. Forty-three studies met the review criteria and five main themes were discovered including the prevalence of WPB among nurses worldwide, prevalence of WPB among nurses in the Arab region, perpetrators of WPB, influence of bullying on productivity, and individual–organisational characteristics and bullying. Growing evidence provided a negative relationship between WPB, safety and productivity suggesting further research on how bullying is prevalent and what solutions would manage this problem, particularly in Jordan.

Vocabulary Selection and Implementation in Vocabulary Interventions for Speech-Generating Devices: A Scoping Review

Purpose: Intervention studies contribute to evidence-based practice in speech-language pathology. With individuals who use speech-generating devices (SGDs), it is important to determine what vocabulary to teach during intervention. However, it is unclear whether researchers are reporting the vocabulary selection techniques they used in intervention studies so that they may be replicated in clinical practice. The purpose of this scoping review was to examine the vocabulary selection techniques and other aspects of intervention studies focused on vocabulary acquisition in early symbolic communicators who use SGDs. Method: Eight databases (PsycINFO, PubMed, Scopus, Web of Science, Educational Resources Information Center, Linguistics and Language Behavior Abstracts, Educational Research Complete, and CINAHL) were systematically searched for articles that were intervention studies targeting single-word vocabulary acquisition in early symbolic communicators who use SGDs. Data were extracted from each article and charted in Excel. Results: We found 5,405 unique articles, 18 of which met the inclusion/exclusion criteria for this review. All of the studies used a single-case design with three participants on average. Approximately half took place in the child's school, and most of the interventions were conducted by members of the research team. Eight studies targeted requesting or manding, six studies used preference assessments to select vocabulary, and seven articles used adults as informants to select the vocabulary. Conclusions: There are a limited number of studies investigating vocabulary acquisition in early symbolic communicators who use SGDs. Furthermore, the studies inconsistently used a range of methods that align with best practices for vocabulary selection.

Academic Use of Smartphones and Academic Performance in Higher Education: A Systematic Review

Smartphones may be particularly prone to distracting students, allowing them to spend more time engaging with their devices rather than focusing on academic tasks. The purpose of this study was to explore the impact of the use of smartphones on student academic performance in higher education. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines to guarantee the inclusion of relevant academic materials. We examined 8 out of 299 documents gathered from the Education Resources Information Centre (ERIC), Scopus, and Web of Science (WoS) databases that were published since 2018. During the screening phase, excel files with details about the paper, including title, author and abstract, were exported from the database. Specifically, these papers focused on parameters such as primary, middle and high school students, smartphone addiction. Our bibliometric assessment shows that research on the use of smartphones for specific academic purposes has remained scarce in recent years, and most of the studies are located in Asian countries. The research supports that the academic use of smartphones has a significant positive impact on student academic performance in higher education. It shows that using smartphones for learning purposes has various positive effects on students' learning in and out of the classroom, such as motivating students, increasing their collaboration and interaction, and improving their engagement in learning. Also, the study found positive student attitudes toward the use of smartphone-assisted learning apps. We concluded that smartphone use has a significant positive impact on academic performance.

E-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review.

There has been a significant increase in the use of e-learning for global and public health education recently, especially following the COVID-19 pandemic. e-Learning holds the potential to offer equal opportunities, overcoming barriers like physical limitations and training costs. However, its effectiveness remains debated, with institutions unprepared for the sudden shift during the pandemic. To effectively evaluate the outcomes of e-learning, a standardized and rigorous approach is necessary. However, the existing literature on this subject often lacks standardized assessment tools and theoretical foundations, leading to ambiguity in the evaluation process. Consequently, it becomes imperative to identify a clear theoretical foundation and practical approach for evaluating global and public health e-learning outcomes. This protocol for a scoping review aims to map the state of e-learning evaluation in global and public health education to determine the existing theoretical evaluation frameworks, methods, tools, and domains and the gaps in research and practice. The scoping review will be conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The initial search was performed in PubMed, Education Resource Information Center, Web of Science, and Scopus to identify peer-reviewed articles that report on the use of evaluation and assessment for e-learning training. The search strings combined the concepts of e-learning, public health, and health science education, along with evaluation and frameworks. After the initial search, a screening process will be carried out to determine the relevance of the identified studies to the research question. Data related to the characteristics of the included studies, the characteristics of the e-learning technology used in the studies, and the study outcomes will be extracted from the eligible articles. The extracted data will then undergo a structured, descriptive, quantitative, and qualitative content analysis to synthesize the information from the selected studies. Initial database searches yielded a total of 980 results. Duplicates have been removed, and title and abstract screening of the 805 remaining extracted articles are underway. Quantitative and qualitative findings from the reviewed articles will be presented to answer the study objective. This scoping review will provide global and public health educators with a comprehensive overview of the current state of e-learning evaluation. By identifying existing e-learning frameworks and tools, the findings will offer valuable guidance for further advancements in global and public health e-learning evaluation. The study will also enable the creation of a comprehensive, evidence-based e-learning evaluation framework and tools, which will improve the quality and accountability of global health and public health education. Ultimately, this will contribute to better health outcomes. DERR1-10.2196/49955.

Systematic review of Indigenous cultural safety training interventions for healthcare professionals in Australia, Canada, New Zealand and the United States

ObjectiveTo synthesise and appraise the design and impact of peer-reviewed evaluations of Indigenous cultural safety training programmes and workshops for healthcare workers in Australia, Canada, New Zealand and/or the United...

Adverse childhood experiences, morbidity, mortality and resilience in socially excluded populations: protocol for a systematic review and meta-analysis

IntroductionSocially excluded populations, defined by homelessness, substance use disorder, sex work or criminal justice system contact, experience profound health inequity compared with the general population. Cumulative exposure to adverse childhood...

A 25-Year Analysis of Diversity, Equity, and Inclusion Research in Orthopaedics Shows Majority Female Authorship and Increasing Gender Parity Research.

Orthopaedic surgery is one of the least diverse fields in medicine. In recent decades, there has been a concerted effort to increase diversity, equity, and inclusion (DEI) in the specialty, in addition to the institution of several organizations to establish the pipeline and facilitate underrepresented minority students into orthopaedic surgery. The aim of this study was to examine trends in orthopaedic surgery DEI research. A search of DEI articles was conducted in orthopaedic surgery using PubMed, MEDLINE, EMBASE, Scopus, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center. The year of publication, article topic of focus, sex of the primary author, publishing journal, citation index, and primary contributing institution were recorded for each article. Sex of the primary author was predicted by the authors using an online image search of the author and institution. Articles were excluded if the research was conducted outside of the United States or if they were not specific to orthopaedic surgery. A total of 143 articles met the inclusion criteria. A total of 52.4% of authors (n = 75) were women and 44.1% (n = 63) were men. A total of 42.7% of the articles were written about sex (n = 61), 39.9% about race/ethnicity and sex (n = 57), and 11.9% about race/ethnicity (n = 17). A total of 10 articles were affiliated with Washington University in St. Louis while 51 other institutions wrote the remaining articles, with none having more than 4. Information could not be confirmed for 5 articles. In 2018, 5 articles were published, followed by 17 in 2019, 25 in 2020, 34 in 2021, and 30 in 2022. DEI research in orthopaedic surgery is a relatively new venture within the specialty and has room to grow, specifically in the examination of race/ethnicity and inclusion strategies. Leading journals and academic institutions in orthopaedic surgery should incentivize productivity and authorship in DEI research. III.

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.

Identifying Key Benefits and Characteristics of Community Gardening for Vulnerable Populations: A Systematic Review

Vulnerable communities (including people from refugee, Indigenous, culturally and linguistically diverse, and low socioeconomic backgrounds) represent the most at-risk populations facing inequities and negative health, economic, and social outcomes. The recent COVID-19 pandemic both highlighted and fuelled these disparities. Community gardening has emerged as a community-based solution to address these inequities, yet the research literature has largely considered outcomes for the general population rather than those with the most need. This paper represents the first systematic review to summarise the evidence on the broad impact of community gardening on outcomes for vulnerable populations. A systematic search of 13 databases (PubMed, Medline, Scopus, ScienceDirect, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Web of Science, Academic Search Complete, Education Source, Education Resources Information Center, Psychology and Behavioral Science Collection, SocINDEX, and Allied Health and Complementary Medicine Database) for English language articles from 1985 to 2022 was conducted. There were 33 studies identified where females were substantially overrepresented in the studies compared to males, and the main criteria for vulnerability included low socioeconomic-status and culturally diverse populations. Findings revealed that community gardening provides a wide range of benefits for vulnerable populations, with social connection, health, education, and nutrition being the more commonly cited. A relative emphasis on benefits of social connections, education, and nutrition is apparent for vulnerable populations in comparison to reviews considering the general population. The quality of studies was evaluated as moderate with little information provided about program characteristics. These shortcomings reduce the understanding of what characteristics are most likely to result in improvements and limit the capacity of practitioners to translate research into policy and practice for vulnerable communities.

Educational supervision in internal medicine residency training – a scoping review

BackgroundAlthough supervision is an important part of residency training, its scope and how it relates to other types of support, such as mentoring, precepting and feedback, remain unclear. While clinical supervision consists of ongoing instructions and feedback in the workplace setting, educational supervision is a formalized component of postgraduate medical educational and supports the process that facilitates a trainee’s progression throughout their training. Since medical specialties have different supervisory traditions, this study focuses on educational supervision in internal medicine. Our aim was to investigate what is known about educational supervision practices in internal medicine and the role of educational supervision in supporting residents’ learning.MethodsWe conducted a scoping review of the literature on educational supervision in residency training in internal medicine based on Levac et al.’s modification of Arksey and O’Malley’s six-step framework. The literature search was performed in the following databases: Medline, Embase, Web of Science and the Educational Resources Information Center. In addition, we conducted a handsearch in Medical Teacher and Google Scholar. We followed the PRISMA guidelines for systematic research.ResultsEighteen of the 3,284 identified articles were included in the analysis. We found few empirical studies describing how educational supervision is conducted and what effect routine educational supervision has on residents’ learning. Our findings suggest that the terminology can be confusing and that educational supervision practices in internal medicine has a weak theoretical foundation.ConclusionThe distinction between educational supervision and other support structures, such as mentoring and feedback, has not been clearly defined in the research literature. We argue that shared terminology is needed to better understand current educational practices and to facilitate clear communication about how to help residents learn.

The Influence of Science Skills Through Scientific Learning Model In Biology Learning: A Review Study

<p>Scientific learning is a common approach that is quite effective in learning, especially in learning biology. This research was conducted with the aim to find out (1) the influence of science skills through scientific learning models, (2) types of scientific learning models that affect students' science skills, and (3) natural science topics using scientific learning models that affect students' science skills. This research was a meta-analysis study with a qualitative approach that adopted a literature review method by Durst & Edvardsson consisting of the following 4 steps. 15 articles were selected from 27 articles published in the last 5 years (2018-2022). The research article was searched using the Educational Resources Information Center (ERIC), SINTA Indonesia online database. Results of these analyses show that science skills affected through scientific learning model are 3C, thinking skill, literacy skill, and science process skill. These science skills are influenced through scientific learning model by project-based learning, problem-based learning and discovery learning. Biology topics used in this research are environment, plantae, histology, endocrine system, animal kingdom, ecosystem, and biodiversity; environment is the most commonly used topic in science learning.</p>

Physical Activity Engagement Across Human Life Cycles: A Scoping Review

Physical activities bring health benefits essential to an individual's overall well-being. Engagement in physical activities may vary across different ages, gender, and the capability of an individual to participate. Despite the many potential benefits, the uptake of the level of physical activities among individuals is quite low and risk may occur that depends on the environment they are in. To elucidate these benefits and factors of physical activity engagement of individuals, this study aimed to classify all the scope of the evidence that pertains to participation in physical activities. The literature research, conducted in 2022, employed the databases Education Resources Information Center (ERIC), PubMed, ScienceDirect, and the search engine Google Scholar. Twenty-nine studies mentioning the engagement of individuals in physical activities were tagged from 4 databases. Findings equivalent to the article and participants were summarized quantifiably, while information implying the engagement in physical activities was organized using thematic analysis. Results distinguished that level of engagement in physical activities may vary in age, gender, and capabilities. These also identified risks that may occur in too much participation in activities or not even participating. Most importantly, physical activities were beneficial to an individual's physiological, personal, and psychosocial aspects. Understanding the engagement and establishment of community-based activities with the characteristics of inclusivity that will increase the level of engagement and participation of every individual may be functional to increase the promotion of physical activities regardless of their age, gender, and capabilities to perform.

Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Purpose: Literacy precursors are cognitive, linguistic, and oral-language skills that predict future reading skills in children as young as 4 years. Speech-language pathologists and educators utilize these precursors as assessment tools to identify children at risk for reading difficulties. Most current tools are developed based on monolinguals (predominantly in English), despite the significant percentage of bilinguals globally. As such, bilingual children are typically assessed on tools developed for monolinguals in research and clinical settings. Despite this common practice, there is a lack of comprehensive synthesis on whether these precursors are a reliable indicator of reading skills in bilingual children. Our article examines whether literacy precursors commonly used with monolinguals are associated with reading development in simultaneous bilinguals. Method: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses and Cochrane guidelines, our review includes four databases (Linguistics and Language Behavior Abstracts, Educational Resources Information Center, Modern Language Association, and PsycINFO), in addition to gray-literature and manual reference-list searches. To control for age of acquisition and language dominance variability, we included typically developing simultaneous bilinguals exposed to both languages before age 3 years ( N = 5,942). We analyzed reported statistical associations between code-related or oral-language precursors and reading outcome measures, using correlational meta-analyses. Results: The 41 reports, which met inclusion/exclusion criteria, were published between 1977 and 2022. The average age at assessment was 7;5 (years;months; range: 3;0–11;0), with children speaking over 21 bilingual language combinations. Our meta-analysis demonstrated significant within-language correlations and cross-language transfer effects for code-related (e.g., phonological awareness) and oral-language (e.g., vocabulary and morphological awareness) precursors. Semantic awareness, however, was not a reliable predictor in bilinguals. Conclusions: Phonological awareness and vocabulary measures—even if originally developed for monolingual children—can form a meaningful component of early literacy assessment in simultaneous bilingual children: These precursors may be used as assessment tools across heritage and societal languages in research and clinical practice. Future research suggestions within this domain are also discussed. Supplemental Material: https://doi.org/10.23641/asha.23880465

Medical education and post pandemic challenges: where are we now?

INTRODUCTION: The COVID-19 pandemic was a shifting point regarding many aspects. Medical education was heavily impacted by this worldwide phenomenon, and nowadays, as it tries to recover from those hard times and go “back to normal”, it is faced with new issues and challenges as neither students nor teachers are the same as before. However, both issues and challenges present as opportunities for improvement, and creative solutions are encouraged. OBJECTIVE: The authors aim to present an overview of post-pandemic challenges in medical education and possible solutions and resources. METHODS: A bibliographic search was carried out in online databases such as ERIC (Education Resources Information Center), LILACS, PubMed, and Google Scholar using MeSH terminology keywords. Articles that best correlated with the objective were selected to be presented in a narrative review. RESULTS: The use of Information and Communication Technologies (ICT), the change in teaching methodologies, and the mental health and soft-skills impact of the pandemic are some of the main issues that medical education is facing after COVID-19. Emerging tools may be useful for both teachers and students to face such matters. CONCLUSION: The COVID-19 pandemic created new challenges for both students and educators, not only on the technical and academic levels but also on the personal and emotional spheres. These challenges are presented as opportunities for improvement as we transition to post-pandemic times.

Effectiveness of hand-hygiene interventions in reducing illness-related absence in educational settings in high income countries: systematic review and behavioural analysis

Abstract Aim Control of infection is important to prevent school absence. We aimed to review hand-hygiene interventions in high income countries aiming to reduce gastrointestinal and upper-respiratory tract infection-related absence in educational settings, and identify which intervention components are effective. Subject and methods A systematic review and meta-analysis. Interventions were coded according to Behaviour Change Techniques Taxonomy. We searched MEDLINE, Embase, CINAHL, Cochrane Library, Education Resource Information Centre, Science and Social Sciences Citation Index and the British Education Index from 1 September 2014 to 25 May 2022, papers included in a 2014 review by Willmott et al., and hand-searching reference lists of included studies. We also searched for, and coded, relevant international guidelines on hand-hygiene. Results We screened 1653 papers, including 11 papers from 9 studies. Meta-analysis showed that school-based interventions significantly reduced respiratory tract and gastrointestinal infection-related absence (relative rate ratio 0.754; 95% confidence interval 0.602 to 0.944). Evidence from subgroup analysis supports the use of more than seven behaviour change techniques, targeting both adults and children, and providing information on the risks of inadequate hand-hygiene as well as instruction. The effectiveness of individual behaviour change techniques could not be determined. We found no evidence to support the interventions currently recommended in a range of international guidelines. Conclusion School-based hand-hygiene interventions are effective in reducing infection-related absence. There is some evidence that the number and type of behaviour change techniques used in interventions is important in increasing intervention success.

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review.

The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences. The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory. A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing-simulation (mock)-debriefing structure with verified positive effects on EBP education. A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources. OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.