Written-Based Progress Testing: A Scoping Review.

The UPPS-P Impulsive Behavior Scale is a widely used self-report measure of impulsivity, but there is currently no validated German version that includes the Positive Urgency scale. We combined existing German translations of UPPS scales and included the Positive Urgency dimension to validate the UPPS-P in a sample of 399 participants. In addition, we developed a revised short version of the UPPS-P (SUPPS-P) with 20 items and conducted a confirmatory factor analysis (CFA) to verify the structure in an independent validation sample with 349 participants. To determine evidence of convergent and discriminant validity, we used measures of impulsivity, depression, anxiety, stress, problematic alcohol and substance use. CFA of the five factorial structure of the UPPS-P demonstrated acceptable fits and evidence of validity and reliability for the subscales. Psychometric characteristics of the SUPPS-P using the original item configuration were not satisfactory. As a result, we developed a revised German version of the SUPPS-P and confirmed the five-factor structure using a CFA in the validation sample. For the revised version, model fits and evidence of validity and internal consistencies were good. Associations with other constructs were as expected. For example, whereas Sensation Seeking was associated moderately with problematic alcohol use, lacking associations of Lack of Premeditation to internalizing symptoms showed evidence of discriminant validity. The German translations of both UPPS-P and SUPPS-P are valid tools for measuring impulsive behaviors. They are well-suited for exploring the associations between different facets of impulsivity and psychopathological phenomena.

BackgroundPersonalised learning, an educational approach that tailors teaching and learning to individual needs and preferences, has gained attention in recent years, particularly in higher education. Advances in educational technology have facilitated the implementation of personalised learning in various contexts. Despite its potential benefits, the literature on personalised learning in health sciences higher education remains scattered and heterogeneous. This scoping review aims to identify and map the current literature on personalised learning in health sciences higher education and its definition, implementation strategies, benefits, and limitations.MethodsA comprehensive search of electronic databases, PubMed, Scopus, Google Scholar, Educational Research Complete, and Journal Storage (JSTOR), will be conducted to identify relevant articles. The search will be limited to articles published in the English language between 2000 and 2023. The search strategy will be designed and adapted for each database using a combination of keywords and subject headings related to personalised learning and health sciences higher education. Eligibility criteria will be applied to screen and select articles. Data extraction and quality assessment will be performed, and thematic synthesis will be used to analyse the extracted data.DiscussionThe results of the scoping review will present a comprehensive and coherent overview of the literature on personalised learning in health sciences higher education. Key themes and topics related to personalised learning, its definitions, models, implementation strategies, benefits, and limitations, will be identified. The geographical and temporal distribution of research on personalised learning in health sciences higher education will also be described. This scoping review will provide a structured synthesis of the available evidence on personalised learning in health sciences higher education, highlighting potential gaps and areas for future research. The findings will contribute to ongoing scholarly and policy debates on personalised learning in higher education, informing the development of best practices, guidelines, and future research agendas.

Plain English SummaryResearchers are expected to actively involve stakeholders (including patients, the public, health professionals, and others) in their research. Although researchers increasingly recognise that this is good practice, there is limited practical guidance about how to involve stakeholders. Systematic reviews are a research method in which international literature is brought together, using carefully designed and rigorous methods to answer a specified question about healthcare. We want to investigate how researchers have involved stakeholders in systematic reviews, and how involvement has potentially affected the quality and impact of reviews. We plan to bring this information together by searching and reviewing the literature for reports of stakeholder involvement in systematic reviews. This paper describes in detail the methods that we plan to use to do this.After carrying out comprehensive searches for literature, we will:1. Provide an overview of identified reports, describing key information such as types of stakeholders involved, and how.2. Pick out reports of involvement which include detailed descriptions of how researchers involved people in a systematic review and summarise the methods they used. We will consider who was involved, how people were recruited, and how the involvement was organised and managed.3. Bring together any reports which have explored the effect, or impact, of involving stakeholders in a systematic review. We will assess the quality of these reports, and summarise their findings.Once completed, our review will be used to produce training resources aimed at helping researchers to improve ways of involving stakeholders in systematic reviews.BackgroundThere is an expectation for stakeholders (including patients, the public, health professionals, and others) to be involved in research. Researchers are increasingly recognising that it is good practice to involve stakeholders in systematic reviews. There is currently a lack of evidence about (A) how to do this and (B) the effects, or impact, of such involvement. We aim to create a map of the evidence relating to stakeholder involvement in systematic reviews, and use this evidence to address the two points above.MethodsWe will complete a mixed-method synthesis of the evidence, first completing a scoping review to create a broad map of evidence relating to stakeholder involvement in systematic reviews, and secondly completing two contingent syntheses. We will use a stepwise approach to searching; the initial step will include comprehensive searches of electronic databases, including CENTRAL, AMED, Embase, Medline, Cinahl and other databases, supplemented with pre-defined hand-searching and contacting authors. Two reviewers will undertake each review task (i.e., screening, data extraction) using standard systematic review processes.For the scoping review, we will include any paper, regardless of publication status or study design, which investigates, reports or discusses involvement in a systematic review. Included papers will be summarised within structured tables. Criteria for judging the focus and comprehensiveness of the description of methods of involvement will be applied, informing which papers are included within the two contingent syntheses.Synthesis A will detail the methods that have been used to involve stakeholders in systematic reviews. Papers from the scoping review that are judged to provide an adequate description of methods or approaches will be included. Details of the methods of involvement will be extracted from included papers using pre-defined headings, presented in tables and described narratively.Synthesis B will include studies that explore the effect of stakeholder involvement on the quality, relevance or impact of a systematic review, as identified from the scoping review. Study quality will be appraised, data extracted and synthesised within tables.DiscussionThis review should help researchers select, improve and evaluate methods of involving stakeholders in systematic reviews. Review findings will contribute to Cochrane training resources.

Background: Human rights are an important part of nursing care, and nurses deal with human rights matter daily. Despite their relevance and acknowledgement of their importance, human rights issues remain limited in nursing education. Aim: The study’s aim was to describe how human rights education has been addressed in nursing education. Method: A scoping review was conducted according to the Preferred Reporting Items for Scoping reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) recommendations. The search was conducted in March 2023, with an updated search in February 2024. We searched in the following databases provided by EBSCO: Academic Search Elite, CINAHL, Education Source, ERIC, ScienceDirect and MEDLINE. Additionally, we also searched in Embase via Ovia and Scopus. The papers were screened for eligibility by title, abstract and full text independently by at least two reviewers, and the whole research team was involved in this process. Ethical considerations: The scoping review was guided by ethical conduct and scientific guidelines. Findings: Nine papers matched the inclusion criteria. Three thematic groups were identified: (a) focus of human rights education, (b) the learning design of the coursework and (c) learning outcomes in human rights education. Conclusion: Human rights education can benefit from being tailored to the students’ experiences and including voices from the rights-holders. Bringing in the students’ experiences and rights-holders’ voices can enable self-reflection and discussion regarding human rights concerns. Hence, if the intention is to support nursing students to develop an awareness and act upon human rights concerns, the curriculum ought to include opportunities for reflection and discussion around human rights concerns and experiences in the students’ own context.

The objective of this scoping review is to examine and map knowledge of nursing provisions for self-determination while providing care to clients with cognitive impairment in residential aged care facilities. Maintaining the ability to have choices and to make decisions about daily activities is important for older adults. In residential aged care facilities, nurses' can be challenged to preserve clients' self-determination in favor of ritualistic care routines and a perceived duty to care. Moreover, nurses may perceive that their professional responsibilities to protect clients requires them to guard against decisions that are considered unwise or pose a risk to clients' health or safety. Insight into how nurses negotiate choice with clients with cognitive impairment who are living in a residential care facility will provide an in-depth understanding of the role self-determination plays in clients' lives. The scoping review will consider research and narrative reports on nursing provisions for self-determination in clients with cognitive impairment who are living in a residential aged care facility. The concepts of interest are self-determination and nursing provisions. Self-determination is defined as client choice and nursing provisions are the intentional reactions to clients' expressed choices. This scoping review will aim to locate published and unpublished literature employing a three-step search strategy. Only papers published in English from 1995 onward will be included. Data extracted from included papers will outline details on the participants, context, strategy, activity, and outcomes. Extracted data will be reported in a tabular form and presented narratively to address the review objective.

ObjectivesThe COVID-19 pandemic has had a disproportionate impact on the health of Indigenous Peoples in Canada, Australia, New Zealand and the USA, as reflected in the growing literature. However, Indigenous...

BackgroundPhysical resilience is the ability to optimize or recover motor function in the face of disease, injury, or aging-related decline. Greater knowledge of how some individuals regain or maintain function despite pathology may help identify protective factors and approaches that promote healthy aging. To date, a scoping review on physical resilience has not been conducted. The aims are to (1) identify measurement instruments for physical resilience, (2) synthesize and map the key concepts of physical resilience, and (3) identify gaps and make recommendations for future research.MethodsA scoping review of Scopus, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Medline Ovid, PsycINFO, and AgeLine databases will take place using the search strategy “resilience” AND (aging OR elderly OR older adult). The initial electronic search will be supplemented by hand searching the reference lists and review articles to identify any missing studies. Two parallel independent assessments of study eligibility will be conducted for the title, abstract, and full-text screens. To meet study inclusion criteria, the term “resilience” must be applied in relation to the physical health of older adults. Any disagreement will be resolved by consensus and a third reviewer consulted to make a decision if consensus is not achieved initially. Physical resilience information to be extracted are measurement instruments that describe the core domains of (1) body function or structure (signs or symptoms, etc.), (2) activity and participation (quality of life, etc.), and (3) societal impact. Tables and/or charts will map the data with distribution of studies by core domains. Finally, the amalgamation of results will be an iterative process whereby reviewers will refine the plan for presenting results after data extraction is completed so that all of the contents of the extraction may be included in the results.DiscussionThe information gleaned in this scoping review will be essential to understand how physical resilience is currently measured and identify gaps for further research.

PurposeThis paper aims to critically investigate the past hype of internationalization of higher education institutions (HEIs) and its complex international, national and local processes under the influence of globalization.Design/methodology/approachIn particular, the authors employed the knowledge–policy–power interface framework through a scoping review in order to reexamine the political dynamics among international, national and local higher education actors in driving the internationalization of HEIs in the context of South Korea between the 1990s and the 2020s. The perspective taken by this research brings much-needed nuance to the analysis by focusing on the complex dynamics of external factors and key actors and their responses in the process of internationalization.FindingsThis research found three characteristic dynamics of internationalization of Korean HEIs: uncritical acceptance of external pressures for internationalization; unbalanced formal and informal participation at the national level and different ways HEIs absorb change. In short, this research discussed how the powerful government, which has been stirred by external forces, shaped the limited knowledge discourse on internationalization while triggering power games among various HEIs. The research highlights that the characteristics of HEIs and the voices of all stakeholders should be better accounted for so that internationalization can proceed in diverse ways from the ground up to enhance and assure educational quality.Research limitations/implicationsThe research limits itself by analyzing the political dynamics in driving the internationalization of HEIs in the context of South Korea only through scoping review. However, the attempt to disentangle the underlying political dynamics through its original framework is worthy unlike previous more traditional models that cast policy-making as a uniform cycle proceeding rationally through the policy process regardless of the issue.Practical implicationsThese findings enable a better analysis of the key dynamics of how HEI internationalization policies in Korea were understood, planned and implemented. Without examining the political dynamics among various factors as well as the responses of significant actors to HEI internationalization, the current challenges and remaining tasks in translating higher education policy into practice cannot be thoroughly assessed.Social implicationsMost importantly, the multilayered political dynamics that come together to shape the content and directions of policies in a certain national context should be taken into account in the process of policy-making. Such recontextualization would provide a better understanding of the underlying dynamics that lead to certain consequences of and challenges in translating higher education policy into practice, especially for those who face the challenge of balancing between state-driven policies and ever-diversifying needs and demands of HEIs.Originality/valueAs there is a lack of understanding of the critical context of the knowledge–policy–power interface despite the significant influence of political dynamics in the process of internationalization, this research reexamined the internationalization of HEIs in Korea by providing a better understanding of the political dynamics between knowledge and power that influence the directions and contents of policy dialogues and documents.

PurposeThere is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.Design/methodology/approachThis scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.FindingsThe results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.Originality/valueThis seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

IntroductionNutritional care has long been recognized as a vital component of nursing. However, nutrition instruction faces many challenges in nursing education, and few studies have investigated this topic. AimThe study's aim was to investigate how nutrition education has been conducted in undergraduate nursing education. MethodA scoping review was conducted according to the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) recommendations. The search was conducted in April 2023, with an updated search in February 2024. We searched in the following EBSCO databases: Academic Search Elite, CINAHL, Education Source and ERIC. We also searched in PubMed and Embase via Ovid and Scopus. A total of 3634 articles were identified from the initial search. Duplicates were removed and articles were then screened by title, abstract and full text by the research team to ensure eligibility. We identified 30 articles for retrieval. Nine articles were ultimately included. ResultsThe results were organized into five thematic groups: (a) learning through involving patients, (b) learning contextualized in clinical practice, (c) learning through an active teaching method on campus, (d) learning through interdisciplinary collaboration and (e) combining education on campus and learning in clinical placement. ConclusionThe findings from the scoping review emphasized that nutrition education activities should utilize active, experiential and social learning strategies. Moreover, findings suggest the importance of interdisciplinary collaboration when conducting nutrition education. Nursing education must give due attention to nutrition education, both on campus and in clinical placement, to adequately prepare students for nutritional care in professional practice. Nutrition instruction in nursing education could benefit from addressing nutritional care at both an individual and a systemic level, to support nursing students to cope with various challenges related to nutritional care in the patient setting.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? 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P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. 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Unsafe driving behaviour is associated with the risk of crashes. Although commuting crashes prevail among healthcare workers (HCWs), unsafe driving behaviour during daily commutes remains unexplored in this group. The aim of our study was therefore to address this gap and to clarify the concept of unsafe driving behaviour among HCWs while commuting. To do that, we ran literature search in Medline, CINAHL, Scopus, and Web of Science and selected appropriate articles following the scoping review procedure, while data extraction and analysis followed the procedure for concept analysis. A total of 46 published studies met inclusion criteria. Most were from the USA (n=30), predominantly involved medical doctors (n=21), and were cross-sectional (n=24) in design. Concept analysis identified four properties of unsafe driving behaviour: 1) pressure and negative emotion, 2) drowsy driving, 3) risky driving and rules violation, and 4) distraction/inattention. Work scheduling factors emerged as the most frequently reported antecedents, while crashes were the most reported consequences. By identifying the core elements of unsafe driving behaviour among HCWs this study proposes a conceptual framework to guide future research and interventions. This framework can serve as a valuable resource for policymakers and researchers, enabling them to develop targeted strategies to address unsafe driving behaviour of HCWs during commuting, with the ultimate goal to reduce the associated crash risks.

BackgroundResistance exercise is recommended as the first line of treatment for rotator cuff related shoulder pain (RCRSP), but with conflicting evidence supporting the superiority of specific prescription parameters. Particularly, the role of pain-related prescription parameters remains poorly understood, despite their wide clinical application and potential impact on treatment outcomes. This review aims to investigate how pain-related prescription parameters, such as pain allowance and intensity limits, are reported, described, and applied in clinical trials assessing resistance exercise interventions for RCRSP.MethodsGuided by PRISMA-ScR, this scoping review followed a comprehensive and systematic search in MEDLINE (Ovid), MEDLINE (EMBASE), Central (Cochrane), PEDro and CINAHL (EBSCO). Two authors independently performed title and abstract screening, and full text screening on eligible records. Randomized clinical trials (RCTs) published in English between 2018 and 2023, applying resistance exercise for RCRSP were included. Both quantitative and qualitative approaches to data analysis were conducted.ResultsThe literature search identified 7500 records, of which 4588 titles and abstracts were screened after duplicate removal. Altogether, 304 full texts were screened leaving a total of 86 records in the final analysis. Fifty-eight (67%) studies did not mention the use of any pain-related prescription parameters, resulting in data extraction from the 28 remaining studies. Applied parameters were widely heterogenic, but three categories of pain allowance styles were identified and categorized into “yes”, “no” or “ambiguous”. These categories were commonly guided by specific Numerical Rating Scale (NRS)/Visual Analog Scale (VAS) limits or individual pain tolerance, used for pain monitoring and exercise progression. Citations and/or justifications for the chosen pain-related prescription parameters were reported by 10 (36%) studies, in which 5 main themes for justifications, and 3 key papers for the citations were identified.ConclusionThis review reveals substantial reporting deficiencies regarding pain-related prescription parameters in RCTs addressing RCRSP with resistance exercise. The identified parameters varied widely, reflecting a lack of consensus and evidence-based guidance in the literature and in a clinical setting. To advance our understanding on the role of pain-related prescription parameters, more consistent reporting of these parameters in future research is warranted.Trial registrationPublished on the Open Science Framework 28.02.24: osf.io/a52kn.

BackgroundPersonalised learning approaches have gained increasing attention in higher education, particularly in health sciences, due to their potential to enhance student engagement and learning outcomes. However, the implementation and effectiveness of personalised learning strategies in health professions higher education remain unclear. This scoping review aims to map the existing literature on personalised learning in health sciences higher education, identifying key concepts, gaps in knowledge, and areas for future research.MethodsWe conducted a comprehensive search of five electronic databases: PubMed, Scopus, Google Scholar, Educational Research Complete, and JSTOR. The search strategy employed various combinations of keywords related to personalised learning and health sciences higher education. Studies published in English between 2000 and 2024 were included. Two independent reviewers screened titles, abstracts, and full texts. Data were extracted using a data extraction form. The review followed the methodological framework outlined by Arksey and O’Malley and adhered to the PRISMA-ScR guidelines.ResultsThe initial search yielded 1,247 records, with another 15 identified through other sources. After removing duplicates, 583 records were screened, resulting in 42 full-text articles assessed for eligibility. Ultimately, 11 studies met the inclusion criteria and were included in the qualitative synthesis. The review identified various personalised learning approaches implemented across different health science disciplines, including medicine, nursing, pharmacy, and dentistry. Key themes emerged around adaptive learning technologies, individualised feedback mechanisms, and student-centred curriculum design. Challenges in the implementation and assessment of personalised learning strategies were also highlighted.ConclusionsThis scoping review provides a comprehensive overview of personalised learning approaches in health sciences higher education. While the findings suggest potential benefits of personalised learning, they also reveal a need for more rigorous research to evaluate its effectiveness and long-term impact on student outcomes. Future studies should focus on standardising assessment methods, exploring the role of technology in facilitating personalised learning, and investigating the scalability of these approaches across different health science disciplines.Protocol registration linkhttps://osf.io/nu4yj/.

As students populating higher education (HE) are becoming increasingly diverse, there is a growing need to equip educators with learner-centred communication skills. A solution-focused (SF) approach represents one attractive option to equip HE instructors and supervisors with strengths-based, goal-oriented communication techniques. This scoping review maps the current use of SF approaches in HE, explores key SF tenets and techniques compatible to HE, identifies knowledge gaps, and suggests recommendations for future research and professional development. From an initial yield of 7941 citations, 17 peer-reviewed articles published between 2001 and 2018 were included in the review. The majority of reviewed articles embraced strengths-based tenet of the SF approach as conducive to enhancing learners’ engagement and self-efficacy, and improving learner–educator collaboration. SF techniques such as scaling and goal settings were used to support learners in setting individualized goals and actionable steps toward the goals. The pragmatic focus of the SF approach on solutions and multiple pathways to goal attainment was also considered helpful for academic and clinical supervisors facing time constraints. More rigorous empirical research is needed on appropriate application of the SF approach in diverse HE contexts, and on evaluation of potential mediators of change between the approach and learner/educator outcomes.