Evidence-based Education Research Articles

Effects of establishing infection control program with core components of World Health Organization on reducing the risk of residents’ infections and improving staff infection control competency in a nursing home

Abstract Background Nursing homes (NHs) are high-risk facilities with limited infection control resources and residents susceptible to infectious diseases. The evidence regarding World Health Organization (WHO) core components in NHs is lacking. This study evaluates the effectiveness of establishing an infection prevention and control (IPC) program with WHO’s core components in an NH. Methods The IPC program, encompassing evidence-based guidelines, education and training, surveillance, multimodal strategies, monitoring and feedback, workload and staffing considerations, and the built environment, was implemented in a 130-bed NH for one year. The effects were assessed based on the number of infections among residents, the level of knowledge, and the performance of infection control among staff. The risk of infection was analyzed across three phases: pre-implementation phase, implementation phase (6 and 12 months after intervention initiation), and sustainability phase (3, 6, and 12 months after intervention was finished). Staff data were analyzed before and after the intervention. Results Analysis of 18,124 resident-days revealed that during the sustainability phase, the risk of respiratory tract infection was significantly lower than before intervention implementation (odds ratio [OR] 0.51, 95% CI 0.30–0.86, p = 0.012). Moreover, a significant improvement was observed in staff knowledge (p = 0.002) and performance (p < 0.001) after the intervention compared to before. Conclusions WHO’s core components may have a potential effect on reducing healthcare-associated infections among residents and enhancing the infection control competency of staff in the NH with limited IPC resources.

Implementing a Digital Platform for Recurrent Urinary Tract Infections

Importance A patient-centered care model is needed for recurrent urinary tract infection (UTI) management. Objective The aim of this study was to develop a conceptual model for a digital platform to implement evidence-based guidelines for recurrent UTI management. Study Design This was a qualitative, 3-stage mixed methods study that included (1) developing an evidence-based prototype texting platform; (2) qualitative feedback from recurrent UTI patients using the platform; and (3) quantitative data on acceptability (proportion of patients engaging with the platform), accuracy (proportion of patient messages interpreted accurately by the platform), and usability (score 0–100). Results Thirty-one women with recurrent UTI (median age, 71 years; range, 60–74 years) participated in testing over 4 months. The prototype platform was modified through iterative rounds of qualitative and quantitative analysis until engagement ≥85%, accuracy ≥90%, and usability score of ≥80 were achieved in 10 patients. Qualitative feedback indicated that patients valued rapid access to treatment through fewest possible health encounters during an acute episode, evidence-based education about prevention, and ability to participate in self-management with support from health care providers. Based on this feedback, a conceptual model consisting of 3 main components was developed: (1) an algorithm to triage acute symptoms, (2) educational videos emphasizing prevention strategies, and (3) supportive messages. Patient feedback identified 4 key implementation outcomes—usability, acceptability (engagement), fidelity (accuracy), and cost—and 3 clinical outcomes—self-efficacy, health care utilization, and rate of unnecessary antibiotics for testing the model. Conclusion The proposed model can be used to implement and test a patient-centered evidence-based digital platform for the management of recurrent UTI.

Implementing Transparency in Learning and Teaching in Higher Ed in Speech Science Coursework: A Tutorial

Purpose: Transparent Instruction in Learning and Teaching in Higher Ed (TILT Higher Ed) is an evidence-based teaching method that can be used in Speech Science teaching to facilitate success of all learners. In addition, TILT Higher Ed has been found to provide an inclusive learning environment and promote belonging in the classroom context. Conclusions: The goal of this tutorial is to provide background information, a rationale, and a guide for implementation of the core principles of TILT Higher Ed into Speech Science coursework, which includes Transparent Assessment Design and Transparent Teaching Methods. A case will also be made for an overall shift of increased use of inclusive teaching methods within undergraduate communication sciences and disorders courses.

A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology.

Learning in undergraduate immunology requires students to be able to retain knowledge, to apply information to new contexts, and to self-assess their understanding of concepts. These core competencies strengthen students' critical thinking and metacognitive skills which, in turn, enhances their ability to identify knowledge gaps and strategies to support future learning. Retrieval practice and feedback-driven metacognition are evidence-based teaching strategies that have been demonstrated to enhance knowledge retention and metacognition in a range of academic disciplines and levels of education, although their implementation and impact on learning in undergraduate immunology remain largely unexplored. To this end, I designed a modular "practice session" activity for a 12-week, upper-level, undergraduate immunology course that incorporates periodic retrieval practice and feedback-driven metacognition to support students' knowledge retention, application of information, and metacognitive skills. Near the end of the course, a survey was conducted to assess student perceptions on whether the activity supported learning and metacognition in immunology. Instructional resources are provided to facilitate easy adaptation of this modular activity to courses of diverse science disciplines and levels of study in higher education.

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Let’s Talk about Pain: Integrating Pain Education into Health and Physical Education

Pain is an under-recognized health concern for young people and can significantly impact physical, social, and psychological health. This article presents a three-part strategy to integrate evidence-based education about pain and pain management into health and physical education classes.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Parental concerns about the risks associated with harmful industries for their children

Abstract Background Harmful industries including tobacco, vaping, alcohol, and gambling are causing significant harms to communities, including children and young people. These industries try to resist reform by deflecting blame and shifting responsibility, often by suggesting that parents need to educate and protect their children. This study aimed to explore parents’ current concerns and risks relating to these industries and their children, and their attitudes about responses to prevent harm. Methods Australian parents (n = 455) who had at least one child aged between 11-17 years were invited through a panel company to complete an online qualitative survey. Participants were asked about their concerns and risks relating to each product, if and what they discuss about these products with their children, and who was responsible for protecting children from these industries. Thematic analysis was used to analyse the data. Results Parents were concerned about the short- and long-term consequences of their children engaging in these products. Many parents tried to talk to their children about the risks, however also believed that their child was influenced by their peers, and messages they see on social media. Although parents recognised their own role in protecting their children from harmful industries, they thought that a collective approach was needed, which included greater regulations and more effective education. Conclusions Parents are trying their best to protect their children from the harms associated with tobacco, vaping, alcohol, and gambling. However, they feel as though they are unable to counter the range of ways that their children are exposed to and influenced by these industries. Governments need to listen to parents and implement comprehensive regulations restricting marketing practices and increase evidence-based education that focuses on the tactics and harmful practices of these industries. Key messages • Harmful industries try to shift blame and put responsibility for protecting children onto parents. However, parents feel they are unable to counter the positive messages that their children see. • Parents are concerned about the range of risks these products could have for their children and want to see a collective response to address this issue, including government policy intervention.

Evaluation of Hafıza-i Saltanat theater play and activities in terms of history teaching

The aim of this study is to evaluate the Hafıza-i Saltanat theatre play and activities, which combines evidence-based learning and history-themed theatre, written based on archival documents, in terms of history teaching. In this study, firstly, Hafıza-i Saltanat theatre play and its activities were introduced. Then, the play was examined in the context of historical reality, 10th grade history course curriculum achievements and textbooks, and the activities of the play were examined with student opinions in the context of age, level, knowledge, skills and 10th grade history course curriculum achievements. Document analysis and holistic single case study design, which are qualitative research methods, were used in the study. While the text of the theatre play, video recording and activities were evaluated through document analysis, watching the play and implementing the activities were handled as a holistic single case. The study group consisted of a total of 19 volunteer students, 6 boys and 13 girls, studying at the 10th grade level of secondary education. The data collection tools of the study were the text of the Hafıza-i Saltanat theatre play, the video recording of the play, the activities of the play, the video recordings of the application and the researcher's observation notes. The data obtained from the data collection tools were analyzed by descriptive analysis method. As a result of the study, it was determined that the archival documents used in the play were taken from the Mühimme Books, where the records of the Divan-ı Hümayun were kept, and the issues that were not included in the documents were included in the fiction by considering the historical facts, and for this reason, the play was written and performed largely in parallel with the historical reality. At the same time, it has been determined that the play and its activities meet and gain the achievements of units 4, 5, 6 and 7 of the 10th Grade History Course Teaching Program. It has been concluded that the use of Hafıza-i Sultanate play and activities in history lessons is appropriate for the specified achievements and that it supports the evidence-based learning approach and provides students with the necessary knowledge and skills.

The effect of results-based motivating system on metabolic risk factors of non-communicable diseases: A field trial study.

Non-communicable diseases can be controlled and managed by reducing their associated metabolic risk factors. In this study, a set of intervention packages were designed to reduce the prevalence of three common metabolic risk factors (hypertension, hyperlipidemia, and obesity and overweight) in the community by motivating non-physician health workers. A field trial study was conducted in 4 districts of Iran. Thirty-two community health centers were randomly selected. A survey of 30 to 70-year-old was conducted to measure baseline metabolic risk factors. The intervention packages focused on improving hypertension, hyperlipidemia, obesity and overweight. The interventions included goal-setting, evidence-based education, operational planning, and incentive payments for non-physician health workers. A second survey to measure the final metabolic risk factors was performed after one year. The difference-in-difference method was used to evaluate the effectiveness of the intervention packages. The average age of participants in both surveys was 49 years. The interventions had statistically significant effects only on decreasing the prevalence of overweight and obesity. The package with all the interventions except pay-for-performance decreased the odds of overweight and obesity to 0.57 (95% CI: 0.34, 0.95). Involving non-physician health workers and having action plans based on the health needs of the covered population can decrease obesity and overweight in the community. However, longer trials are needed to observe the effects on hypertension and hyperlipidemia.

Infection prevention in home dialysis

Purpose of review Among patients with kidney failure, home dialysis modalities, including peritoneal dialysis (PD) and home hemodialysis (HHD) provide several individual and healthcare system benefits over in-center hemodialysis (HD). Infection remains a major source of morbidity and mortality in this population, and a core outcome of critical importance to patients, caregivers, and kidney health professionals. This narrative review provides evidence-based measures for infection prevention among individuals receiving home dialysis, with a particular emphasis on dialysis and access-related infections. Recent findings Patient and care partner education and training is an important and major theme for infection prevention in home dialysis. In PD, identifying and managing modifiable risk factors for infections such as hypokalemia, constipation, use of gastric acid suppressants, and domestic pets, along with the use of antimicrobial prophylaxis, when indicated, can substantially reduce peritonitis risk. Reducing the use of central venous catheters (CVC), and duration of CVC dependence is the most effective means of prevention of HD access-related bloodstream infections in individuals receiving HHD. For arteriovenous fistula cannulation, rope ladder technique is associated with lower risk of infection compared to buttonhole cannulation. Summary Developing and instituting a well structured and evidence-based patient training and education program within home dialysis units is the most important measure in preventing and reducing dialysis and access-related infections. Kidney care providers should be familiar with different infection risk factors among individuals receiving home dialysis.

Sustaining Ethical ePortfolio Practices: Insights from AAEEBL’s Task Force Year 4

This paper recognises the importance of digital ethics when using ePortfolios and provides information about the development of a comprehensive resource from the Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Digital Ethics in ePortfolios Task Force’s four-year work. With the public release of ChatGPT addressing ethical challenges in education is critical. Over three years, the global Task Force diligently drafted, refined, and published a suite of digital ethics principles, strategies, scenarios, and resources, which is available as open source. In the fourth year (July 2022-June 2023), the Task Force formed three sub-groups to manage the growing number of objectives. The Development group explored intersections between principles and generative artificial intelligence (GenAI), while evaluating data responsibility. The Outreach group disseminated the work through engaging workshops and publications, which also allowed the wider community feedback opportunities to further enhance the resources. Furthermore, the Research group undertook the ePortfolio Mapping Project to shed light on labour dynamics within ePortfolio practice across North America. The survey instrument was then adapted for data collection in Australia, and New Zealand. The paper highlights the significant achievements of these collective efforts, shares preliminary research findings, and offers valuable insights. It aims to promote ethical ePortfolio usage to enhance teaching, learning and assessment. Practitioner Notes Recognising potential ethical challenges in digital learning is critical. ePortfolios enable integrated learning experiences to meet a range of pedagogical objectives, including the tracking of learning processes as well as end artefacts. Learning how to apply ethical decision-making in using ePortfolios is essential. Comprehensive resources have been developed to assist educators, students, professional staff, and other digital pedagogy stakeholders. Research is underway into current ePortfolio practices which will inform future thinking, advocacy, and awareness.

Word-Final /s/-/z/ Omission in Vietnamese English

Southeast Asian learners of English, including those from Vietnam, frequently omit word-final consonants in their English speech. Previous work on Vietnamese learners of English is limited, and errors are typically usually attributed to first-language transfer effects. No large-scale empirical study on Vietnamese learners has been carried out to aid the development of an evidence-based pedagogy. This study uses authentic spoken data to compare lexical and morphological word-final /s/ and /z/ in the speech of sixteen Vietnamese adult learners of English. We discuss the relative impact of frequency of use, whether the instance of a target /s/ or /z/ is in a root or bound morpheme, and whether the preceding phoneme is a consonant or vowel. An overall omission rate of 28.4% of expected instances was found. Morphological {-s} when it is preceded by a consonant has the highest error rate (50.7%). A multilevel binary logistic regression was performed to ascertain the relative effects. Morphological words containing /s/ or /z/ were significantly more likely to be pronounced with the /s/ or /z/ absent than lexical words containing a /s/ or /z/, as were those in clusters compared to those with a preceding vowel. The results indicate that phonological effects and morphological effects are stacked and not multiplicative and that the observed omission rates are not solely attributable to L1 transfer effects. Frequency of use is also highly correlated with accuracy.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

SPINE20 Recommendations 2024 -Spinal Disability: Social Inclusion as a Key to Prevention and Management.

Spine disorders are the leading cause of disability worldwide. To promote social inclusion, it is essential to ensure that people can participate in their societies by improving their ability, opportunities, and dignity, through access to high-quality, evidence-based, and affordable spine services for all.To achieve this goal, SPINE20 recommends six actions.- SPINE20 recommends that G20 countries deliver evidence-based education to the community health workers and primary care clinicians to promote best practice for spine health, especially in underserved communities.- SPINE20 recommends that G20 countries deliver evidence-based, high-quality, cost-effective spine care interventions that are accessible, affordable and beneficial to patients.- SPINE20 recommends that G20 countries invest in Health Policy and System Research (HPSR) to generate evidence to develop and implement policies aimed at integrating rehabilitation in primary care to improve spine health.- SPINE20 recommends that G20 countries support ongoing research initiatives on digital technologies including artificial intelligence, regulate digital technologies, and promote evidence-based, ethical digital solutions in all aspects of spine care, to enrich patient care with high value and quality.- SPINE20 recommends that G20 countries prioritize social inclusion by promoting equitable access to comprehensive spine care through collaborations with healthcare providers, policymakers, and community organizations.- SPINE20 recommends that G20 countries prioritize spine health to improve the well-being and productivity of their populations. Government health systems are expected to create a healthier, more productive, and equitable society for all through collaborative efforts and sustained investment in evidence-based care and promotion of spine health.

Development of Web-Based Learning Media on Behavior Management to Enhance Activities of Daily Living for Children with Autism Spectrum Disorder

The aim of this project was to create an evidence-based learning media designed to address the behavior issues of children with Autism Spectrum Disorder (ASD) with activities of daily living. Composed of two phases, the first phase used eight school based occupational therapists identify the challenge with daily tasks and behavior management strategies for intervention. After the data was analyzed, the learning media was developed and reviewed by the therapists, content experts and 90 parents of autistic children. The web-based education consists of: 1) problems affecting the ADL performance of children with ASD: eating, tooth brushing, dressing, and sleeping divided between behavioral and sensory challenge and 2) behavior management strategies were identified to enhance the ADL performance of children with ASD and included sensory integration, environmental, and behavior modification. Parent perspectives revealed that the learning media were easily understandable and simple to use, with suitable font, size, and color of the text, as well as appropriate user interaction.

Factors associated with early sexual onset and delaying sex in rural middle school youth.

Early sexual onset contributes to poor health outcomes through the life course. We use the social behavioral model to examine the behaviors and attitudes associated with early sexual onset and the intention to delay sex in middle school youth. Youth in rural communities with high rates of hepatitis C and HIV filled out a survey prior to implementation of an evidence-based sex education program. Participants were asked if they had ever had sex and whether they planned to abstain from sex until the end of high school. We collected demographics, attitudes about abstinence, agency for sexual refusal, parent communication, sexual health knowledge, and history of system involvement. Logistic regression was utilized to examine factors associated with each outcome. Our sample included 6,799 students, 12.7 years old ± 0.9 and 50.3% female. 5.1% had ever had sex and 73.9% planned to abstain until the end of high school. Early sexual onset was associated with older age, negative attitudes toward abstinence, lower agency for sexual refusal, more frequent parent communication about sex, history of child welfare, and history of juvenile involvement. Planning to abstain until the end of high school was associated with being younger, female, positive attitudes toward abstinence, higher agency for sexual refusal, less communication with parents about sex, more communication with parents about relationships, not having a history of foster involvement, and not having a history of juvenile involvement. Age, agency, and parent communication were all associated with both outcomes. Our findings highlight the importance of early comprehensive, trauma-informed sex education.

Promoting a sense of belonging in university online learning: How and why initial teacher education students experience an increased sense of belonging

Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students were surveyed regarding their perspectives on how the elements had positively impacted their sense of belonging within the online university community. The systemic functional linguistics Appraisal framework was used to analyse qualitative survey data, which reported students experienced an increased sense of belonging expressed as positive judgements of their own mental capacities. Students also expressed feeling cared for, valued and supported by academics and experienced enjoyment in their learning and reduced levels of stress. All elements were positively evaluated; however, unit coordinator behaviour, especially social capacity, was unexpectedly important in increasing student sense of belonging. Whilst ongoing incorporation of design elements to enhance engagement is important, the behaviours of unit coordinators actioned through these elements were paramount in promoting student belonging. Implications for practice or policy: Increasing levels of student belonging may be improved by including learning experiences that promote feelings of success and relationships with others. Unit coordinators can enhance online student belonging by using online learning design elements to demonstrate approachability, understanding, supportiveness, availability, presence, care and patience. Universities should consider adopting organisation-wide initiatives that promote consistent and visible learning design features and staff presence, with the aim of addressing attrition and retention challenges.

Standardization through education of molecular pathology: a spotlight on the European Masters in Molecular Pathology.

Despite advancements in precision medicine, many cancer patients globally, particularly those in resource-constrained environments, face significant challenges in accessing high-quality molecular testing and targeted therapies. The considerable heterogeneity in molecular testing highlights the urgent need to harmonize practices across Europe and beyond, establishing a more standardized and consistent approach in MP laboratories. Professionals, especially molecular pathologists, must move beyond traditional education to cope with this heterogeneity. This perspective addresses critical issues in molecular pathology (MP), such as limited access to high-quality molecular testing, leading to disparities in cancer treatment, and the consequences of inconsistent practices. Recognizing the necessity for a standardized framework for education to address these issues, educational programs play a pivotal role in updating professionals' skills to achieve standardization in MP. European experts from the Steering Committee, the Pathology Section of the European Union of Medical Specialists, and the European Society of Pathology have proposed creating a comprehensive Master's degree program called the "European Masters in Molecular Pathology" (EMMP). This program emerges as a strategic response to the demand for a specialized and standardized framework for education in MP, catering to professionals who concurrently work and study. The program's design aligns with evidence-based education methods, ensuring effective learning and engagement while integrating computational pathology to analyze complex molecular data, enhance diagnostic accuracy, and improve treatment outcomes. EMMP's structured curriculum, strategic partnerships, and regular updates underscore its significance in standardizing MP practices. Exploring future developments, this perspective delves into technology integration and interdisciplinary collaboration, anticipating ongoing advances and harmonization. Challenges and future directions in MP education are discussed, emphasizing the necessity for dynamic curriculum updates, seamless technology integration, and interdisciplinary cooperation. This perspective underscores EMMP's pivotal role in preparing pathologists for this dynamic field, advocating continuous advancements in education and training to uphold excellence in MP practices and maintain the highest patient care standards.

Paramedic management of patients with mental health issues: a scoping review

Background: Since the COVID-19 pandemic and the introduction of the National Partnership Agreement: Right Care, Right Person in the UK, paramedics spend about 1.8 million hours per year managing people with mental health issues. The UK health service needs to address the urgent training requirements for paramedics to provide mental healthcare in emergency care provision. Aims: To identify and examine current research on how paramedics manage people with mental health issues. Methods: A scoping review was carried out using the five stages of Arksey and O'Malley's framework. A research question—’How do paramedics manage patients with mental health issues?’—was developed, databases searched, studies identified and data charted, summarised and reported. Findings: Fifteen papers were included, and five themes identified: perceptions and expectations; call triage and inter-service collaboration; communication skills; lack of education and training; and assessment and evidence-based interventions. Conclusions: There is global evidence of the deficiencies in paramedic education around mental health presentation and a need for evidence-based education and interventions to improve patient outcomes.