Evidence-based Education Research Articles

Evaluating Experiences in a Digital Nutrition Education Program for People With Multiple Sclerosis: A Qualitative Study.

Multiple sclerosis (MS) is a complex immune-mediated disease with no currently known cure. There is growing evidence to support the role of diet in reducing some of the symptoms and disease progression in MS, and we previously developed and tested the feasibility of a digital nutrition education program for people with MS. The aim of this study was to explore factors that influenced engagement in the digital nutrition education program, including features influencing capability, opportunity and motivation to change their dietary behaviours. Semi-structured interviews were conducted with people who had MS, and who completed some or all of the program until data saturation was reached. Interviews were analysed inductively using thematic analysis. Themes were deductively mapped against the COM-B (Capability, Opportunity, Motivation, Behaviour) behaviour change model. Sixteen interviews were conducted with participants who completed all (n = 10) or some of the program (n = 6). Four themes emerged: (1) acquiring and validating nutrition knowledge; (2) influence of time and social support; (3) getting in early to improve health and (4) accounting for food literacy experiences. This is the first online nutrition program with suitable behavioural supports for people with MS. It highlights the importance of disease-specific and evidence-based nutrition education to support people with MS to make dietary changes. Acquiring nutrition knowledge, coupled with practical support mechanisms, such as recipe booklets and goal setting, emerged as crucial for facilitating engagement with the program. When designing education programs for people with MS and other neurological conditions, healthcare professionals and program designers should consider flexible delivery and building peer support to address the needs and challenges faced by participants. Members of the MS Nutrition Research Program Stakeholder Reference Group, which includes people with MS and MS health professionals, provided input during the development of the nutrition education program and study design stages.

An Exploration of Registered Nurses' Experiences Caring for Patients Taking Medicinal Cannabis.

This study aimed to describe nurses' experiences caring for patients who use medicinal cannabis. For the purpose of this study, the term 'medicinal cannabis' is used to describe cannabis-based products that are sourced legally or illegally. Qualitative study using thematic analysis. Eleven registered nurses explored their experiences caring for patients using medicinal cannabis in the Australian healthcare sector. Semistructured interviews were via telephone, Zoom or face to face. Transcribed interview data were analysed using the six phases of thematic analysis. The nurses' experiences of caring for patients who use medicinal cannabis were described in three themes; 'Searching for predictable processes of regulation, access and use of medicinal cannabis', 'One conundrum after another' and 'There is a lot to learn'. Overall, nurses described feeling underprepared to care for patients who use or want to use medicinal cannabis in the Australian healthcare sector. The results indicate that nurses want to have meaningful discussions with patients about the use of medicinal cannabis, yet do not always have the confidence to do so. Nurses sought their own education on how to better support patients. All participants echoed the need for education. The nurse's role in caring for and supporting patients using medicinal cannabis could improve the patient experience. Nurses play an essential role in improving the patient's experience and advocating for those using or wanting to discuss medicinal cannabis as a part of holistic care. Defining the nurse's role in effectively caring for patients can begin by providing evidence-based education to nurses. Including nurses in policy development and beginning to understand the legal and regulatory implications for nurses are important. This is the first study presenting current issues for nurses who care for patients using medicinal cannabis in Australian healthcare systems. COREQ guidelines were adhered to for this study. For this research project on the experiences of registered nurses caring for patients using medicinal cannabis, we did not engage members of the patient population or the general public.

Understanding the extent of caregiver involvement and needs in treatment-impacting activities.

187 Background: Caregivers are known to be a significant part of patient care; however, the extent of their role is commonly underestimated and they often feel ‘invisible’. COLONTOWN (CT) is a virtual colorectal cancer community providing peer support and evidence-based education for both caregivers and patients. As such, we sought to understand caregivers’ involvement related to treatment decision making and care delivery, and related gaps in support. Methods: Our online anonymous survey was posted in May 2024 to members of CT’s international caregiver community, who may be more active in their patients’ care than typical of the broader CRC population. It included 33 questions on caregiving responsibilities, effect of cancer on other life activities, impacts, support received/needed and 13 demographic questions. We identified a subset of 9 questions specifically related to treatment that are reported here. Results: All data was self-reported based on their patient’s time in active treatment. Of 359 respondents, 88% were female and 86% significant others/spouses. Their patients were 90% Stage IV and 85% in the US with 17 other countries represented. Caregivers nearly always participate in and often have primary responsibility in treatment-impacting activities (Table). This includes researching treatment options, where among the 69% in a primary role 31% have complete responsibility, managing side effects, and recording and reporting symptoms. 88% were always or usually at appointments and/or otherwise in direct contact with the care providers. Caregivers' roles, however, are not always recognized by their patient’s care team. Only 6% felt completely supported and 21% felt completely respected by their patient’s care team. 66% felt “Enhanced communication and collaboration with healthcare providers” would aid in their role in patient care. 56% indicated “more education resources for caregivers” are needed. Conclusions: Caregivers report assuming primary responsibility in many critical activities in patient treatment. The gap in recognizing this dynamic contributes to the challenges of caregiving. CT embraces the vital role of caregivers by offering dedicated caregiver resources and engaging them as equal partners in development and offering of all programs . Acknowledgement of the depth of the caregiver role is needed and more caregiver support should become a standard component of the patient’s care plan. Any shared decision-making processes and education should appropriately recognize and include caregivers as critical stakeholders as requested by their patient. Caregivers’ reported role in treatment-impacting caregiving activities. Activity Primary Role % Split Evenly % Support Role % No Role % Researching treatment options 69 13 17 1 Researching/managing side effects 64 21 14 1 Symptom reporting 47 24 23 6 Coordinating care 44 27 25 4

МЕСТО ВОЗРАСТНОЙ ФИЗИОЛОГИИ В СОПРОВОЖДЕНИИ РОСТА И РАЗВИТИЯ ПОДРАСТАЮЩЕГО ПОКОЛЕНИЯ

The article discusses the author’s perspectives on the main aspects of developmental physiology and how they relate to such important scientific and applied areas as pedagogical physiology and evidence-based pedagogy. The category “health” is characterized as the most significant concept related to the assessment of the pace and quality of children’s growth and development, including in relation to school education.

Navigating Uncharted Waters: A Mixed Studies Systematic Review of Elective Female Fertility Preservation for Women.

This study aimed to review studies exploring the experiences and perceptions of healthcare students and providers regarding their personal choices for elective female fertility preservation and their recommendations of the same to patients. Employing Pluye and Hong's convergent qualitative synthesis approach, a mixed-studies review was conducted. The appraisal of studies was performed using the Mixed Methods Appraisal Tool and data analysis utilised Thomas and Harden's thematic synthesis approach. Six electronic databases (PubMed, Embase, CINAHL, PsycINFO, Scopus and Web of Science) were searched from their inception till November 2023. About 24 studies were reviewed, uncovering four major themes: varied personal perspectives, knowledge gaps and role ambiguities, perceived temporal and financial constraints and apprehensions related to fear and stigma. This review underscored the challenges faced by healthcare professionals and students in their personal pursuit of elective fertility preservation. Addressing these challenges demands the implementation of fertility navigators, culturally and religiously sensitive public health campaigns and staff training. Moreover, standardised guidelines, transparent cost and process reporting, evidence-based education, counselling on risks and success rates and governmental support in the form of subsidies can mitigate barriers, enhance cost-effectiveness and promote equitable access to care. Collaboration among stakeholders is imperative to ensure equitable access and maintain quality care in elective female fertility preservation. This mixed studies review followed the reporting guidelines in the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) statement. No Patient or Public Contribution. This review has been registered on the Prospective Register of Systematic Reviews (PROSPERO) database (CRD42023395406).

A class-oriented architecture for designing learning apps

ABSTRACT In the age of Apps, where almost everyone is fast becoming accustomed to using apps in almost every walk of life. Such widespread production, consumption, and burgeoning proliferation of Apps are also frequently seen in the various educational pitches and we call them “Learning Apps” (LAs). Now, approximately everyone is believing in and engaging through these apps as the mandatory future of our educational-organizations. However, their overwhelming nature surprised everyone including learners, parents, and other stockholders. Every day, a thousand apps get published, and continuously adding in educational categories of various app stores. Significantly, most LA developers are targeting preschoolers. And, who knows if they contain true educational values or not? Nevertheless, this scenario seems elusive. We observe the emergence of several de facto design paradigms, having no or little theoretical basis. Moreover, their design features do not scientifically connect with evidence-based teaching practices. Despite the expansion of enterprises and the development of new tools and technology, there is a lack of a sound app design strategy grounded in established didactics. Realizing this, we developed A Class-oriented Architecture of LAs to facilitate the content experts’ design.

Barriers and facilitators to implementation of intravenous cardiovascular treatments in ambulatory settings.

Intravenous (IV) therapies have transformed the management of various cardiovascular conditions in ambulatory patients. However, uptakeof these therapies in ambulatory care settings has several barriers. In this systematic scoping review, we aimed to identify the barriers and facilitators that influence the implementation of current IV therapies in ambulatory settings. We searched MEDLINE, Embase and CINAHL databases from inception to September 2023 for studies on barriers and facilitators of IV therapy uptake in ambulatory patients. We classified the identified factors and performed a thematic analysis. Fifteen studies, primarily conducted in North America and Europe, were included. Methodologies varied, precluding quantitative synthesis. Key barriers were identified across several levels. At the medication level, barriers included the need for multiple vials and lengthy preparation. Patient-level barriers included adverse effects, infections, painful venous access and non-adherence. Clinician-level barriers included understaffing, time constraints and safety concerns. Institutional barriers ranged from staff or equipment shortages to liability concerns and complex logistics. Healthcare system barriers included financial constraints and limited care delivery services. Facilitators included evidence-based indications, patient education and comfort, staff experience, guidance documents, safe settings, favourable insurance policies and supportive guidelines. As novel IV treatments emerge, addressing barriers and leveraging facilitators preemptively can enhance the successful implementation of IV therapies and improve clinical outcomes in ambulatory settings.

A Smartphone Resource for Just-in-Time Medical Student Teaching by Emergency Medicine Residents.

Objectives Previous studies have shown that residents play an important role in the education of medical students in the clinical setting, but the busy environment of the emergency department (ED) poses a challenge to the effective teaching of medical students by emergency medicine (EM) residents. Tocombat this, this study relies on just-in-time teaching, which refers to the application of teaching efforts specific to a particular moment, in this case, a clinical case or procedure. Building on studies showing that just-in-time teaching can improve education despite time constraints, as well as data showing that practitioners and trainees increasingly use apps for diagnosis and education, the objective of this project was to determine whether a free open-access medical education (FOAM) smartphone application (app) is feasible and improves the quality and frequency of resident teaching of medical students in the emergency department. Methods We created a smartphone app-based teaching resource that was available to residents and students on shift. We taught residents and medical students how to integrate the app into their workflow. We performed an observational pre/post-studydesign by surveying residents' and students' pre- and post-teaching app introduction to determine self- and student-reported teaching frequency and quality. Outcome measures were self-reported teaching frequency and quality of teaching. Results Ten of 17 residents (59%) reported using the app at least once per shift. Among them, six of 10 (60%) reported that it increased their teaching frequency, and eight of 10 (80%) reported that it increased the quality of their teaching. There was an increase in the number of residents with positive perceptions of the availability of evidence-based teaching resources on the shift from pre-intervention (five residents) to post-intervention (14 residents, p = 0.01); however, we were otherwise unable to identify any significant differences in residents' or students' perceptions of teaching after implementation of our intervention. Conclusion Just-in-time teaching of medical students by residents using a smartphone app is feasible, as evidenced by the majority of resident respondents reporting that they used the teaching app at least once per shift. Residents reported an improvement in teaching frequency and quality. The study is limited by a small sample size and a single-site design with a pre/post design. Further studies with a focus on qualitative feedback and objective measures of learning are needed to assess whether there is an impact on medical student instruction by residents when using this app-based teaching resource.

Popular media’s role in fostering sex education in middle schools: A comparative analysis of Netflix series Sex Education and Bollywood film Oh My God 2

India as a country has always been seen as a repository of culture and heritage. The historical ruins, temples, scriptures of this ancient land foster liberty regarding sexuality and its significance in the advancement of civilization. However, sex education is still a taboo and an alien topic in the Indian education system. On the other hand, in the USA, one of the most advanced countries, sex education is a mandate, but sadly, there are middle schools in many states in the USA, which do not ponder over the subject at all.The reason behind this is the fact that there is no unified National Policy regarding Sex-Education in the USA, it is vested with the states individually. The USA government had been promoting ‘Abstinence-only-until-marriage’ (AOUM) education till Obama came. Even after implementing an evidence-based sex education system, the overall status of comprehensive sex education is unsatisfactory in the USA. This research aims at dealing with the issues associated with implementing and practising sex-education in the middle school and how the popular media deals with it and influences it. The paper takes into account the famous Netflix series Sex Education which is hugely applauded for its candid and inclusive approach towards sex and sexuality of teenagers and the recent bollywood film OMG2 which serves as a critique of the Indian education system which fails to provide proper knowledge on the subject and jeopardises the adolescent life.

Abstract B058: Preliminary findings of a multilevel community-based clinical trials and genomic navigation program implemented in the southern United States

Abstract Introduction: Advances in genomics have increased our understanding of the interplay between genetics, environment, behavior, and disease. However, these scientific advances are hampered by the inadequate representation of African American (AA) and Hispanic populations in genomic studies and clinical trials; thus, it is important to identify effective engagement and navigation strategies. The goal of the MSM/TU/UAB OCCC Partnerships to Advance Cancer Health Equity (PACHE) Outreach Core is to implement and evaluate an evidence-based, theory-informed, multi-level, clinical trial and cancer genomics education program (CTC-GEP) to address the determinants for AA and Hispanic participation in clinical trials and genomic research. The program consists of a clinical and genomic navigator and a high and low-tech toolkit. We will present preliminary data characterizing the feasibility phase of this two-arm behavioral trial. Methods: The Attitudes and Intentions to Enroll in a Therapeutic Trial (AIET) questionnaire and a culturally tailored social and demographic questionnaire were used by navigators to obtain participants information. Cumulative logistic regression was used to assess the correlation of age, race, education, and type of health insurance with attaining a higher score on the Likert scale used in AIET survey questions at pre- and post-test. Results: Younger participants (18-49 years) were significantly more likely than older participants (ages 50 and above) to hold several positive views about participating in clinical trials. Specifically, they were 3.6 times as likely to believe that participating in a clinical trial could help advance science to improve community health (P-value = 0.0393); 4.6 times as likely to think there are benefits for others like them (P-value = 0.25); 5.6 times as likely to trust that clinical trial centers have rules to protect their records (P-value = 0.024); and 3.9 times as likely to trust health workers (P-value = 0.002). Additionally, participants with a high school education or less were 3.2 times as likely to consider themselves at risk of cancer compared to those with a college education or higher (P- value = 0.0015). Medicare & Medicaid recipients, compared to those with private insurance, viewed privacy as a major concern when participating in research (P-value = 0.008). Furthermore, Black/AA participants were more likely than White participants to believe that Blacks are used in research without their knowledge (P-value = 0.005). Conclusions: CTC- GEP was demonstrated to be feasible and acceptable among study participants. Findings from the AIET survey highlight privacy concerns are more pronounced among Medicare & Medicaid recipients, indicating a need for better communication about privacy protections. As well, age and racial disparities exist in trust regarding the ethical conduct of research, with older and AA participants expressing significant concern about being used in research inappropriately and without their knowledge. Citation Format: Mohamed Mubasher, Osato Eke, Victoria Churchill, Vivian Carter, Yu-Mei Schoenberger, Desiree Rivers, Jamirah Chevrin, Stephen Sodeke, Christina Wilkerson, Makeeta Rayton, Teresa Hall, Illeana Barrios Zermeno, Angela Morris, Jennifer Culbertson, Roland Matthews, Brian Rivers. Preliminary findings of a multilevel community-based clinical trials and genomic navigation program implemented in the southern United States [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B058.

Abstract A139: Patient and provider barriers and facilitators to lung cancer screening: I-STEP 2 Study

Abstract Purpose: While lung cancer is a leading cause of death in the U.S., annual lung cancer screening (LCS) rates remain low. After deployment of an implementation intervention to increase lung cancer screening (LCS) and referral, we used a qualitative approach to identify barriers and facilitators, and recommended supports to increase screening. Methods: Semi-structured interviews were conducted with patients (n=66) and providers (n=59) across 15 BJC Consortium hospitals. Interview domains included perceptions and experiences with LCS referral and completion, barriers and facilitators to LCS, and the impact of the COVID-19 pandemic on these processes. Patients were eligible if they had been referred for LCS. Providers were eligible if they were involved in the LCS decision-making and referral process. Interviews were audio-recorded, de-identified, and transcribed. Deductive and inductive codes were developed separately for patients and providers. Coded data were analyzed to determine themes. Results: Patients cited transportation, uncertainty surrounding insurance coverage for screening, and the COVID-19 pandemic as barriers to accessing LCS. Due to the Medicare and Medicaid requirement of a documented shared decision-making visit prior to providing an LCS referral, providers cited time constraints during patient encounters as a barrier to delivering optimal LCS care. Both patients and providers reported low general awareness of LCS (compared to other preventive screening services) as a barrier to utilization. Patients described many facilitators to LCS including fears regarding cancer risk, knowledge of the benefits of early cancer detection in improving cancer outcomes, provider recommendations, ease of LCS process, and receiving educational materials about LCS. Providers also describe access to evidence-based outreach and education materials regarding LCS, and implementation of clinical decision support tools (e.g. pre-screening for LCS eligibility and insurance authorization, integration of EMR prompts centered around LCS and nodule surveillance) as facilitators for screening. Patients and providers highlighted the importance of LCS navigators in facilitating communication and reducing barriers to LCS and surveillance – specifically, patients found one-on-one support and education with navigators to be encouraging as they underwent LCS. Conclusion: While there are some key barriers related to lung cancer screening and follow-up, there are many facilitators to screening that can be leveraged to increase referrals and enable successful follow-up management after screening. Recommended additions to basic lung screening intervention materials include provider education on how lung cancer screening referral processes are unique in comparison to other screenings, how providers can foster patient understanding of lung nodules, and local support and resources to help patients navigate barriers to lung screening. Citation Format: Amy Ayala, Meera Muthukrishnan, Sydney Beache, Michelle Silver, Courtney Harriss, Graham Colditz, Aimee James. Patient and provider barriers and facilitators to lung cancer screening: I-STEP 2 Study [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr A139.

Incorporating Evidence-Based Practice Learning Activities Throughout Family Nurse Practitioner Clinical Practicum Courses.

Evidence-based practice (EBP) is crucial to high-quality health care, yet nurse practitioner graduates report low levels of confidence in their EBP abilities. This may be because of limited incorporation of EBP learning opportunities outside of foundational course-work. Family nurse practitioner (FNP) program faculty incorporated EBP learning activities across the three-semester clinical year curriculum, and the activities scaffolded in complexity. Initial activities included appraisal and application of clinical practice guidelines to patient case scenarios. Later, students used the seven steps of EBP to present frequently asked patient questions and EBP clinical challenges in their clinical rotations to their peers. This innovative way to thread EBP across the clinical year allowed faculty to continue to evaluate and guide students toward EBP competency. The integration of EBP learning activities across the clinical year is a feasible strategy to further expand FNP student competency in EBP. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Experiences Using Media Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study

Background A multifaceted and interactive teaching approach is recommended for achieving proficiency in evidence-based practice, with critical thinking considered vital for connecting theory and practice. In this context, we advocate the strategic use of health claims in the media to promote critical thinking, complemented by a blended learning approach and a group exam. Method We conducted a convergent mixed methods study, including a cross-sectional survey with structured and open-ended questions as well as focus group interviews, at Oslo Metropolitan University, during the 2020-2021 academic year. Participants were bachelor’s students in healthcare. We employed a blended learning approach, combining digital learning resources, teaching in critical assessment of health claims and evidence-based practice, and a concurrent group exam assignment centered around media health claims. The outcome measures included students’ experiences integrating health claims into evidence-based practice teaching and their experiences with teaching approaches and the group exam. Results Out of 465 participants, 136 (29.2%) responded to the structured questions in the survey. In response to the open-ended questions within the survey, 109 (80.1%) of the respondents shared positive experiences about the course, while 98 (72%) suggested improvements. Additionally, 25 students participated in focus group interviews. Synthesizing the results, we found that students viewed the inclusion of health claim assessment as a useful entry point for learning evidence-based practice. In addition, the students identified both the blended learning design and the group exam as contributors to a positive perception of learning outcomes from the course. Conclusions Based on student feedback, integrating critical reflection on media health claims into evidence-based practice education, alongside a blended learning approach and a group exam, may be beneficial in teaching evidence-based practice to bachelor’s healthcare students. However, further rigorous study designs are needed to objectively assess the effect of the course on learning outcomes. Registration DOI 10.5281/zenodo.6985449

Informed Strategies Based on Education Research to Enhance the Learning Ecosystem.

Educational institutions must change to create a learning ecosystem that prioritizes skills crucial for the 21st-century learners in the current global context that is quickly evolving. With an emphasis on evidence-based education, global citizenship, the integration of Sustainable Development Goals (SDGs), translatory practice, active learning strategies, improved clinical placement experiences, and peer learning, this paper explores the strategies for enhancing theefficacy of learning ecosystems. These elements are essential for encouraging continuous education in students and preparing them to meet their personal and professional needs. Through the integration of these components into instructional strategies, teachers can cultivate an atmosphere that readies students for the intricacies of contemporary work environments and global citizenship.

412 Awardee Talk: Implementing student-centered teaching and learning strategies in undergraduate animal science

Abstract Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Non-conventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systems-level understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders.

Methods for Teaching Health Equity and Diversity, Equity Inclusion, and Accessibility to Public Health Practitioners: A Semisystematic Review of the Literature.

Training developers and educators play a crucial role in building strategic skills among the public health workforce. They prepare the workforce to respond to and address emerging concerns and priorities, including on the topics of health equity and diversity, equity, inclusion, and accessibility (DEIA). The purpose of this semisystematic literature review was to identify current evidence-based methods that training developers and educators can apply when teaching DEIA and health equity principles to public health practitioners from various disciplines in the workforce. We conducted a semisystematic literature review because this methodology's purpose is to extract rich, in-depth descriptions that matched the aim to find evidence-based teaching methods to apply. Six methods that hold promise for effective teaching health equity and DEIA principles emerged as themes: Critical Reflection, Service Learning, Case Studies, Peer-Learning/Dialogue, Workshops, and Simulation Learning. Considerations for best practice identified in this literature review include using multimodal approach to support different learning styles among diverse audiences, tailoring content based on training needs analysis recommendations, and considering onus placed on instructors and learners depending on the content and setting.

Generation Rx: evaluation of medication misuse prevention education for older adults.

Increased medication misuse over the last two decades has prompted extensive discussion about the lack of evidence-based and evidence-informed prevention education programs targeting the topic. As older adults are high utilizers of medications, this is an important population to reach with such educational programming. This study was designed to assess the change in knowledge and behavioral intentions of older adult participants after attending an educational session focused on safe medication use utilizing the Generation Rx Older Adult Toolkit (GROAT) resources. The Generation Rx team at The Ohio State University College of Pharmacy (OSU COP) partnered with The Ohio State University Extension offices (OSU Extension) across the state of Ohio to provide GROAT educational programming in their communities. OSU Extension Educators were trained via the standardized virtual training program, Generation Rx Ambassadors. Program participants were surveyed immediately before and after the educational events. Pre- and post-survey data was then analyzed to assess knowledge gain and behavioral intentions about safe medication practices, as well as program perception and program satisfaction. Programming occurred between May 2022 and September 2022. In total, OSU Extension Educators collectively engaged 843 individuals in a prevention education program utilizing the GROAT materials. After excluding participants under 50 years of age, there were 297 pre surveys and 245 post surveys included in the data analysis. Knowledge gains from pre- to post-survey showed a significant increase in correct responses in seven of the eight questions asked regarding safe medication practices. All five questions evaluating behavioral intentions demonstrated positive results after the programming (p < 0.001). Participants' perceptions and program satisfaction were also favorable. This study found through pre- and post-survey results that the Generation Rx Older Adult Toolkit programming delivered by Generation Rx trained OSU Extension Educators significantly increased older adult participants' knowledge and favorably impacted behavioral intentions around safe medication use practices.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Social Networks as a Tool for Evidence-Based Health Education: Umbrella Review.

The number of people who access social networking sites continues to increase at an exponential rate. The use of technology is an essential skill for nursing professionals and its development represents a challenge in improving health education, promotion and care. The objective of this systematic review is to analyse the use of social networking sites by healthcare professionals as an intervention tool for evidence-based public health education. The protocol of this umbrella review was registered in the International Prospective Register of Systematic Reviews (CRD42023407249). Searches were carried out in MEDLINE (PubMed), Web of Science, CINAHL, PsycINFO (EBSCOhost), and Cochrane Library of Systematic Reviews, in February 2023. A narrative synthesis of the results was conducted. 1896 articles were found, of which 15 reviews fulfilled the inclusion criteria. Social networks broadened the profession; they were YouTube, X (formerly Twitter), Facebook, and Instagram. The target population was mainly young professionals, and they came across different topic areas that addressed health education. It is important to have information backed by scientific evidence to make health decisions. Health professionals active on social networking sites have a unique opportunity to educate the public about health by sharing scientific evidence in an accessible and clear way, which helps to combat misinformation.

Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

AimTo develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BackgroundAcademic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DesignA Delphi study. MethodsThe Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). ResultsThe final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. ConclusionThe course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.