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Introduction: Meta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students' social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspective of students with EBPs is scarce, yet their self-perceptions could offer valuable insights into whether and how dyadic TSRs serve as protective factors for them. Therefore, this systematic scoping review is guided by the central question of how research on dyadic TSRs from the perspective of students with EBPs has been conducted and what insights have been gained to date. Methods: This question is explored through a narrative synthesis of existing studies, thereby identifying current research approaches, empirical findings, practical implications, and future research needs. A database search using keywords related to EBPs and TSRs yielded 24 included studies. Results and discussion: Synthesizing these studies reveals five overarching conclusions. First, students with EBPs and their teachers tend to experience dyadic TSRs less favorably than typically developed (TD) students and their teachers. Second, relationship-enhancing interventions focusing on either teacher-student interactions, contextual factors or individual characteristics of teachers and students appear to be effective for students with EBPs. Third, students with EBPs seem to perceive stronger positive affective relationships with their teachers than teachers do with them. Fourth, students with EBPs may perceive their dyadic TSRs as ambivalent, exhibiting both highly positive and highly negative aspects. Fifth, for the social–emotional and academic development of students with EBPs, dyadic TSR-quality seems to be a risk or protective factor, acting differently than in TD-student. However, due to the diverse nature of the included studies, these conclusions remain only preliminary. Consequently, the review concludes with 10 key recommendations that might guide future research on dyadic TSRs from the perspective of students with EBPs. [ABSTRACT FROM AUTHOR]

Background: In the digital age, safeguarding children's mental health (CMH) has emerged as one of the most pressing challenges. The rapid evolution of social media (SM) from a basic networking platform to a multifaceted tool has introduced numerous conveniences. However, it has also posed significant challenges to children's mental well-being. Methods: Given the intricate relationship between the widespread use of SM and mental health issues in children, this study conducted a systematic scoping review to examine the literature on the impact of SM on CMH from 2014 to 2024. Literature searches were performed across five databases (Web of Science, ScienceDirect, Scopus, PubMed, and APA PsycInfo), and the retrieved studies were screened, extracted, and analyzed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. Results: The review identified a complex relationship between SM use and CMH. Different SM platforms exhibited varying effects on children. Frequent SM use was strongly associated with lower self-esteem, depressive symptoms, anxiety, and other mental health challenges in children. Conversely, moderate use of SM facilitated social interactions and emotional expression, which may have a positive influence on mental health. Additionally, factors such as social support from family and school were found to play a critical role in mitigating the negative effects of SM on CMH. Conclusions: To enhance CMH, it is essential to guide children in the appropriate use of SM, promote awareness of privacy protection, and ensure adequate family and social support. Future research should further investigate the specific mechanisms underlying SM use and its differential effects on children across varying age groups and regions. [ABSTRACT FROM AUTHOR]

The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes. [ABSTRACT FROM AUTHOR]

Abstract Background The accommodation of eating disorder (ED) behaviours by carers is one of the maintaining processes described in the cognitive interpersonal model of anorexia nervosa. This systematic scoping review aimed to explore studies examining accommodating and enabling behaviour, including how it impacts upon the carer’s own mental health and the outcome of illness in their loved ones. Methods and results In this systematic scoping review, five databases (PubMed, Web of Science, MEDLINE, PsycInfo, CINAHL) were searched for studies measuring accommodating and enabling behaviour in carers of people with EDs. A total of 36 studies were included, of which 10 were randomised trials, 13 were longitudinal studies, nine were cross-sectional studies and four were qualitative studies. Carers of people with EDs were found to have high level of accommodating and enabling behaviour which reduced following treatment, although no single type of intervention was found to be superior to others. Higher accommodation in carers was associated with higher level of emotional distress, anxiety and fear. There was mixed evidence around whether accommodating and enabling behaviour in carers impacted the outcome of illness in their loved ones. Conclusion Accommodating and enabling behaviours are frequently seen in carers of people with AN, and carer-focused interventions are able to reduce these behaviours, although it is unclear if any intervention shows superiority. There may be nuances in the impact of these behaviours related to interactions within the support network and variations in the forms of co-morbidity in patients. More studies with a larger sample size and which include both mothers and fathers are required.

Abstract Background Public health education (PHE) in social environments plays a crucial role in mitigating the impact of public health events, especially with the recent surge in global incidents. Social learning theory (SLT) provides a strong theoretical foundation for implementing PHE. The objective of this study is to conduct a systematic scoping review of PHE using SLT, synthesizing the target populations, types of research, main findings, and future directions. Methods The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. We conducted a comprehensive search of five electronic databases (Web of Science, Scopus, PubMed, ProQuest, and APA PsycInfo) for English articles related to PHE using SLT. Two reviewers independently screened the titles and abstracts. Descriptive statistics were utilized to analyze the characteristics of the articles included in the study, followed by a comprehensive narrative analysis of the results. Results Research on PHE using SLT mainly focuses on adolescents, students, special patients, and vulnerable populations. The study sample includes seven research types and nine commonly used experimental methods. Four modes of PHE using SLT are identified, along with four types of summarized research results. Conclusion PHE research based on SLT can be prioritized for preventing widespread infectious diseases, spreading fundamental public health information, and assisting patients with particular illnesses. To enhance the implementation of PHE, researchers and policymakers should integrate online and offline health education resources, ensure the accessibility of up-to-date information, and leverage digital technologies in PHE. More highly interactive and participatory health education courses will be established in social learning environments to encourage public participation in PHE.

Background: The accommodation of eating disorder (ED) behaviours by carers is one of the maintaining processes described in the cognitive interpersonal model of anorexia nervosa. This systematic scoping review aimed to explore studies examining accommodating and enabling behaviour, including how it impacts upon the carer's own mental health and the outcome of illness in their loved ones. Methods and results: In this systematic scoping review, five databases (PubMed, Web of Science, MEDLINE, PsycInfo, CINAHL) were searched for studies measuring accommodating and enabling behaviour in carers of people with EDs. A total of 36 studies were included, of which 10 were randomised trials, 13 were longitudinal studies, nine were cross-sectional studies and four were qualitative studies. Carers of people with EDs were found to have high level of accommodating and enabling behaviour which reduced following treatment, although no single type of intervention was found to be superior to others. Higher accommodation in carers was associated with higher level of emotional distress, anxiety and fear. There was mixed evidence around whether accommodating and enabling behaviour in carers impacted the outcome of illness in their loved ones. Conclusion: Accommodating and enabling behaviours are frequently seen in carers of people with AN, and carer-focused interventions are able to reduce these behaviours, although it is unclear if any intervention shows superiority. There may be nuances in the impact of these behaviours related to interactions within the support network and variations in the forms of co-morbidity in patients. More studies with a larger sample size and which include both mothers and fathers are required. Plain English Summary: Eating disorders are complex mental health conditions which also significantly affect the physical health of patients and the carers who support these patients. In this systematic scoping review, the authors have examined the impact of eating disorders on carer's emotional reactions and behaviour towards the eating disorder symptoms, namely accommodating and enabling behaviour towards the illness. For this review the authors searched for published studies that examined accommodating behaviour in carers of people with any type of eating disorder, which includes studies such as randomized trials, longitudinal studies, cross-sectional studies and qualitative studies. Higher levels of accommodation in carers was associated with higher levels of their emotional distress, anxiety and fear. Accommodating and enabling behaviours reduced with treatment although no single type of intervention was more effective in this regard than others. There was mixed evidence for the impact of accommodating and enabling behaviour in carers on the outcome of eating disorders in the patients. [ABSTRACT FROM AUTHOR]

To ensure the nutritional needs of an expanding global population, it is crucial to optimize the growing capabilities and breeding values of fruit and vegetable crops. While genomic selection, initially implemented in animal breeding, holds tremendous potential, its utilization in fruit and vegetable crops remains underexplored. In this systematic review, we reviewed 63 articles covering genomic selection and its applications across 25 different types of fruit and vegetable crops over the last decade. The traits examined were directly related to the edible parts of the crops and carried significant economic importance. Comparative analysis with WHO/FAO data identified potential economic drivers underlying the study focus of some crops and highlighted crops with potential for further genomic selection research and application. Factors affecting genomic selection accuracy in fruit and vegetable studies are discussed and suggestions made to assist in their implementation into plant breeding schemes. Genetic gain in fruits and vegetables can be improved by utilizing genomic selection to improve selection intensity, accuracy, and integration of genetic variation. However, the reduction of breeding cycle times may not be beneficial in crops with shorter life cycles such as leafy greens as compared to fruit trees. There is an urgent need to integrate genomic selection methods into ongoing breeding programs and assess the actual genomic estimated breeding values of progeny resulting from these breeding programs against the prediction models. [ABSTRACT FROM AUTHOR]

The incel community—which is characterized by an anti-feminist misogynistic ideology and has been linked with terrorist attacks—has become an increasing focus of attention among social scientists, policy makers, and professionals involved in preventing radicalization and extremism. In this systematic review we provide an up-to-date account of scientific research on the incel phenomenon. Using PRISMA guidelines, we initially identified 593 records, primarily through online database research. After full screening and duplicate removal, 78 articles remained. We divided the analyzed records into four macro-categorizations, covering theoretical, technological, violent, and personality-related components of the incel ideology. We examined the clinical implications of the analyzed findings, focusing on the potential criminological and pathological consequences related to the incel status—on a personal, interpersonal, and societal basis. Finally, suggestions regarding clinical intervention and future research foci are provided based on the knowledge gaps identified through the review. [ABSTRACT FROM AUTHOR]

The recent development of AI Chatbot – specifically ChatGPT - has gained dramatic attention from users as evident by ongoing discussion among the education fraternity. We argue that prior to making any conclusion, it is important to understand how ChatGPT is being used in higher education across the globe. This paper makes a significant contribution by systematically reviewing the global literature on the use of ChatGPT in higher education using PRISMA guidelines. We included 69 studies in the analysis based on inclusion and exclusion criteria. We presented the scope of published literature in three aspects: (i) contextual, (ii) methodological, and (iii) disciplinary. Most of the studies have been carried out in HICs (n = 53; 77%) representing the field of higher education (n = 37; 54%) without specifying the discipline, while only a few studies were based on empirical data (n = 19; 27%). The findings based on included studies reveal that ChatGPT serves as a convenient tool to assist teachers, students, and researchers in various tasks. While the specific uses vary, the underlying motivation remains consistent: seeking personal benefits and reducing academic burdens. Teachers use it for personal and professional learning and resource generation while students use it as personal tutors for various learning purposes. However, concerns related to accuracy, reliability, academic integrity, and potential negative effects on cognitive and social development were consistently highlighted in many studies. To address these concerns, we have proposed a comprehensive framework for universities along with directions for future research in higher education as an optimal response. [ABSTRACT FROM AUTHOR]

Background: Public health education (PHE) in social environments plays a crucial role in mitigating the impact of public health events, especially with the recent surge in global incidents. Social learning theory (SLT) provides a strong theoretical foundation for implementing PHE. The objective of this study is to conduct a systematic scoping review of PHE using SLT, synthesizing the target populations, types of research, main findings, and future directions. Methods: The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. We conducted a comprehensive search of five electronic databases (Web of Science, Scopus, PubMed, ProQuest, and APA PsycInfo) for English articles related to PHE using SLT. Two reviewers independently screened the titles and abstracts. Descriptive statistics were utilized to analyze the characteristics of the articles included in the study, followed by a comprehensive narrative analysis of the results. Results: Research on PHE using SLT mainly focuses on adolescents, students, special patients, and vulnerable populations. The study sample includes seven research types and nine commonly used experimental methods. Four modes of PHE using SLT are identified, along with four types of summarized research results. Conclusion: PHE research based on SLT can be prioritized for preventing widespread infectious diseases, spreading fundamental public health information, and assisting patients with particular illnesses. To enhance the implementation of PHE, researchers and policymakers should integrate online and offline health education resources, ensure the accessibility of up-to-date information, and leverage digital technologies in PHE. More highly interactive and participatory health education courses will be established in social learning environments to encourage public participation in PHE. [ABSTRACT FROM AUTHOR]

Despite the considerable engagement of university teachers in educational research, there have been no systematic, evidence-based investigations into teacher research in higher education. Therefore, a systematic scoping review on peer-reviewed teacher research articles published in academic journals from 2010 to 2019 was conducted to explore the nature and scope of teacher research in higher education. The review searched studies from eight electronic databases, including British Education Index, Education Abstracts, Eric (subscription version), ProQuest Education Journals, Scopus, Taylor and Francis Online Journals, Web of Science and ScienceDirect. The initial search generated 627 studies published in 2010–2019. After initial screening and full-text screening, 275 articles met the final inclusion criteria of the review, based on which a quantitative descriptive analysis was produced. A key finding from the review is that a significant volume of teacher research has been published by university teachers from various disciplines. However, very little of it was underpinned by solid theoretical frameworks which was a deficiency in the available literature. There is a clear need for university teachers who develop careers as academics specialising in teaching and educational research to understand the criteria of sound theory and design that facilitate publication in top-tier journals.

IntroductionMeta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students’ social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspective of students with EBPs is scarce, yet their self-perceptions could offer valuable insights into whether and how dyadic TSRs serve as protective factors for them. Therefore, this systematic scoping review is guided by the central question of how research on dyadic TSRs from the perspective of students with EBPs has been conducted and what insights have been gained to date.MethodsThis question is explored through a narrative synthesis of existing studies, thereby identifying current research approaches, empirical findings, practical implications, and future research needs. A database search using keywords related to EBPs and TSRs yielded 24 included studies.Results and discussionSynthesizing these studies reveals five overarching conclusions. First, students with EBPs and their teachers tend to experience dyadic TSRs less favorably than typically developed (TD) students and their teachers. Second, relationship-enhancing interventions focusing on either teacher-student interactions, contextual factors or individual characteristics of teachers and students appear to be effective for students with EBPs. Third, students with EBPs seem to perceive stronger positive affective relationships with their teachers than teachers do with them. Fourth, students with EBPs may perceive their dyadic TSRs as ambivalent, exhibiting both highly positive and highly negative aspects. Fifth, for the social–emotional and academic development of students with EBPs, dyadic TSR-quality seems to be a risk or protective factor, acting differently than in TD-student. However, due to the diverse nature of the included studies, these conclusions remain only preliminary. Consequently, the review concludes with 10 key recommendations that might guide future research on dyadic TSRs from the perspective of students with EBPs.

Arctic community-based monitoring (CBM) programs have proliferated in recent decades. While the desire to influence decision-making is frequently listed as a motivation for CBM, there is a dearth of literature examining whether and how this goal is achieved in the Arctic. We draw on a systematic scoping literature review to examine the current state of the literature on Arctic CBM and environmental decision-making. Relevant articles (n = 27) were identified through inclusion/exclusion criteria (i.e., English language, peer reviewed, published between 1991 and 2021, and based on primary research) and analyzed using a data extraction questionnaire. We find that there is a growing focus on the relationship between Arctic CBM and decision-making in a range of decision contexts, most notably including co-management institutions. We note that less attention was paid to the potential effects of the often unequal, settler-colonial politics within the broader environmental governance system on the relationship between CBM and decision-making. Indigenous peoples and Indigenous Knowledge systems play a significant role within the included references, but less than half of the included references incorporated Indigenous governance concepts to a major extent. Based on our findings, we recommend future studies engage critical analysis of the influence of the governance and politics in the Arctic (1) on environmental decision-making; (2) the politics of knowledge; and (3) the use of digital technologies in the collection, storage, and mobilization of CBM data.

Parent–child co‐sleeping is a common practice in many cultures, although in Western countries, families who engage in parent–child co‐sleeping can encounter attitudes about co‐sleeping that feel critical from the people around them, as it is not commonly accepted and often stigmatized. This systematic scoping review examined and synthesized the available literature on the attitudes about parent–child co‐sleeping that people encounter, their origins, and their effect on parents' own attitudes and behaviors. A total of 9796 abstracts were screened, and 33 studies were included. While the scope of the literature on this topic was narrow, this review demonstrated that parents/caregivers mostly encounter encouraging attitudes about co‐sleeping from their extended family members and within their culture and discouraging attitudes from healthcare professionals. Findings suggest that encouraging attitudes enhance the likelihood of parents engaging and continuing with co‐sleeping behavior, while discouraging attitudes can lead to the avoidance of parents discussing sleep with their healthcare professionals and can cause conflicts with other family members, including partners. Based on these findings, we conclude that further research is needed in several areas related to co‐sleeping in Western culture, most specifically in how external attitudes influence the decision to co‐sleep, as well as other behaviors and cognitions such as engagement with healthcare professionals, family satisfaction, parental self‐efficacy, and overall mental health. [ABSTRACT FROM AUTHOR]

Social vulnerability approaches seek to identify social, economic, and political drivers that exacerbate environmental risks, and inform adaptation strategies that redress uneven vulnerabilities. Social Vulnerability Indices (SVIs), one such approach, have exponentially increased in use since their inception in 2003. This paper contributes the most comprehensive and rigorous systematic assessment of SVIs to date, as applied in hazard and disaster contexts. We evaluate how 246 peer-reviewed articles, published online between 2003 and 2021, conceptualized, constructed, and applied SVIs across 20 distinct hazard and disaster contexts in 91 countries. Our review extends previous assessments, not only by analyzing a larger diversity and volume of burgeoning scholarship, but by linking the content, method, and objectives of SVIs to synthesize their strengths and limitations for addressing social vulnerability. Three overarching results are reported. First, we find indicators used to assess social vulnerability across hazards, spatial scales, and geographical contexts, were relatively homogenous. Most articles (81%) drew indicators and theories from already existing SVIs. While such replication is not inherently problematic, and to some extent, reflects established risk factors associated with hazards globally, the epistemological and methodological processes through which SVIs are readily reproduced and replicated warrant serious deliberation. Second, and relatedly, articles commonly used deductive, a priori approaches to identify indicators from secondary datasets, often at the expense of inductively derived representations of vulnerability. Most articles exclusively relied upon quantitative and/or spatial methods (94%) and used secondary or tertiary data alone (80%), without validation and ground-truthing processes (76%). Together, the replication of previous SVIs through deductive research approaches, and their wide application across diverse hazards and geographies, undermines the ability to capture vulnerability as a place-based and context-specific phenomena. Third, and compounding potential ineffectiveness, SVIs appear most often as reactive and post-hazard risk mitigation instruments, with data and findings rarely applied for policy change to address socioeconomic and political causes of vulnerability. Overall, SVIs are an increasingly used instrument; however, their replication without evolving epistemic and methodological approaches, combined with their constrained focus on reactive policy measures, hamper novel and necessary research for countering social vulnerability to increasingly severe socio-environmental and public health risks. [ABSTRACT FROM AUTHOR]

Continuing education offers healthcare professionals the opportunity to adapt to the many changes in society and to improve their skills and knowledge to provide optimal care for patients. As technology evolves, healthcare workers can benefit from virtual peer-to-peer and mentor interactions with digital technology as a platform for continuing professional development (CPD). Nevertheless, healthcare professionals’ experiences in CPD in online learning settings have not been tackled clearly. The aim of our systematic scoping review is to investigate the effects of distance and hybrid learning settings in continuing education on learning outcomes and perceptions among healthcare professionals. A quantitative literature search was conducted following the preferred reporting items for systematic reviews and meta-analyses scoping research, allowing data collection of healthcare study scores from previous articles tackling the subject. A total of 17 articles met the inclusion criteria and were reviewed. We identified four main categories of learning outcomes: knowledge acquisition, skills and performance, participants’ attitudes toward training, satisfaction, confidence, and self-efficacy. This systematic scoping review highlights that continuing distance education improves health professional learning outcomes. Continuing education in online learning setting allow more learning accessibility for healthcare professionals, as it was found to be a solution for temporal and physical constraints.

Abstract Background Interest in applying a complex systems approach to understanding socioeconomic inequalities in health is growing, but an overview of existing research on this topic is lacking. In this systematic scoping review, we summarize the current state of the literature, identify shared drivers of multiple health and health behavior outcomes, and highlight areas ripe for future research. Methods SCOPUS, Web of Science, and PubMed databases were searched in April 2023 for peer-reviewed, English-language studies in high-income OECD countries containing a conceptual systems model or simulation model of socioeconomic inequalities in health or health behavior in the adult general population. Two independent reviewers screened abstracts and full texts. Data on study aim, type of model, all model elements, and all relationships were extracted. Model elements were categorized based on the Commission on Social Determinants of Health framework, and relationships between grouped elements were visualized in a summary conceptual systems map. Results A total of 42 publications were included; 18 only contained a simulation model, 20 only contained a conceptual model, and 4 contained both types of models. General health outcomes (e.g., health status, well-being) were modeled more often than specific outcomes like obesity. Dietary behavior and physical activity were by far the most commonly modeled health behaviors. Intermediary determinants of health (e.g., material circumstances, social cohesion) were included in nearly all models, whereas structural determinants (e.g., policies, societal values) were included in about a third of models. Using the summary conceptual systems map, we identified 15 shared drivers of socioeconomic inequalities in multiple health and health behavior outcomes. Conclusions The interconnectedness of socioeconomic position, multiple health and health behavior outcomes, and determinants of socioeconomic inequalities in health is clear from this review. Factors central to the complex system as it is currently understood in the literature (e.g., financial strain) may be both efficient and effective policy levers, and factors less well represented in the literature (e.g., sleep, structural determinants) may warrant more research. Our systematic, comprehensive synthesis of the literature may serve as a basis for, among other things, a complex systems framework for socioeconomic inequalities in health.

The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes.

One of the key challenges to researching psychological acculturation is the immense heterogeneity in theories and measures. These inconsistencies make it difficult to compare past literature, hinder straightforward measurement selections, and stifle theoretical integration. To structure acculturation, we propose to utilize the four basic aspects of human experiences (wanting, feeling, thinking, and doing) as a conceptual framework. We use this framework to build a theory-driven assessment of past theoretical (final N = 92), psychometric (final N = 233), and empirical literature (final N = 530). We find that the framework allows us to examine and compare past conceptualizations. For example, empirical works have understudied the more internal aspects of acculturation (i.e., motivations and feelings) compared with theoretical works. We, then, discuss the framework's novel insights including its temporal resolution, its comprehensive and cross-cultural structure, and how the framework can aid transparent and functional theories, studies, and interventions going forward. This systematic scoping review indicates that the concept of psychological acculturation can be structured in terms of affect (e.g., feeling at home), behavior (e.g., language use), cognition (e.g., ethnic identification), and desire (e.g., independence wish). We find that the framework is useful in structuring past research and helps with new predictions and interventions. We, for example, find a crucial disconnect between theory and practice, which will need to be resolved in the future. [ABSTRACT FROM AUTHOR]

A systematic scoping review was conducted to explore the current evidence on the experience of loneliness influencing well-being among youths. The electronic databases Scopus, APA PsycINFO, Emerald Insight and One Search were used to identify relevant studies, followed by an analysis of the text words contained in the title and abstract, and of the index terms used to describe the article. Reference lists of all shortlisted articles were searched for additional studies. 20 studies (quantitative, qualitative and mixed) published in the English language were identified for inclusion. Findings illustrate that the experience of loneliness is a complex, evolutionary process influenced by relational and environmental factors. Results from the studies identified factors that promote lower experience of loneliness and better well-being in future life stages. Future research can substantiate the issues related to young individuals being socially isolated from others for a prolonged duration. [ABSTRACT FROM AUTHOR]

Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs‐based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer‐reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state‐of‐the‐art models (eg, GPT‐3/4), embracing the initiative of open‐sourcing models/systems, and adopting a human‐centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models. Practitioner notesWhat is currently known about this topic Generating and analysing text‐based content are time‐consuming and laborious tasks.Large language models are capable of efficiently analysing an unprecedented amount of textual content and completing complex natural language processing and generation tasks.Large language models have been increasingly used to develop educational technologies that aim to automate the generation and analysis of textual content, such as automated question generation and essay scoring.What this paper adds A comprehensive list of different educational tasks that could potentially benefit from LLMs‐based innovations through automation.A structured assessment of the practicality and ethicality of existing LLMs‐based innovations from seven important aspects using established frameworks.Three recommendations that could potentially support future studies to develop LLMs‐based innovations that are practical and ethical to implement in authentic educational contexts.Implications for practice and/or policy Updating existing innovations with state‐of‐the‐art models may further reduce the amount of manual effort required for adapting existing models to different educational tasks.The reporting standards of empirical research that aims to develop educational technologies using large language models need to be improved.Adopting a human‐centred approach throughout the developmental process could contribute to resolving the practical and ethical challenges of large language models in education. [ABSTRACT FROM AUTHOR]

This systematic scoping review was conducted to determine the extent of existing research on professionals' attitudes toward school attendance problems (SAPs), including school refusal (SR), truancy (TR), school withdrawal (SW), and school exclusion (SE), in basic education. Five databases (ERIC, Academic Search Ultimate, Scopus, PsycINFO, and Web of Science) were systematically searched for relevant literature. Forty-five studies met the inclusion criteria that were set prior to the search and were eligible for inclusion. The results of this systematic scoping review reveal that there has been a continuous increase in studies addressing professionals' attitudes toward SAPs since 2000, with the greatest number of studies published after 2019 and in Europe. Most studies were descriptive, cross-sectional, and used a qualitative approach and the most common informants were school-based professionals (i.e., teachers, school administrators, and other school staff). The included studies used a variety of concepts referring to SAPs and types of SAPs, underlining the present challenges in terminology and definitions that characterize the research field. The results of this review contribute to identifying gaps in knowledge and offer guidelines for future research as a prerequisite to enhance the contemporary comprehension of SAPs in research and in practice. [ABSTRACT FROM AUTHOR]

This systematic scoping review was conducted to determine the extent of existing research on professionals’ attitudes toward school attendance problems (SAPs), including school refusal (SR), truancy (TR), school withdrawal (SW), and school exclusion (SE), in basic education. Five databases (ERIC, Academic Search Ultimate, Scopus, PsycINFO, and Web of Science) were systematically searched for relevant literature. Forty-five studies met the inclusion criteria that were set prior to the search and were eligible for inclusion. The results of this systematic scoping review reveal that there has been a continuous increase in studies addressing professionals’ attitudes toward SAPs since 2000, with the greatest number of studies published after 2019 and in Europe. Most studies were descriptive, cross-sectional, and used a qualitative approach and the most common informants were school-based professionals (i.e., teachers, school administrators, and other school staff). The included studies used a variety of concepts referring to SAPs and types of SAPs, underlining the present challenges in terminology and definitions that characterize the research field. The results of this review contribute to identifying gaps in knowledge and offer guidelines for future research as a prerequisite to enhance the contemporary comprehension of SAPs in research and in practice.

Background and Aims: Co-creation in educational design and development is evolving and increasingly recognised as a vital component of contemporary nursing education. However, there remains a need to strengthen the knowledge base for this approach. Therefore, this study aimed to provide a comprehensive overview of empirical research on co-creation within nursing education and identify gaps in knowledge and areas requiring further investigation., Methods: This study utilised a systematic scoping approach and followed a five-stage methodological framework: (1) identifying the research question; (2) selecting relevant studies; (3) choosing appropriate studies; (4) charting and organising the data; and (5) synthesising, summarising, and reporting the results. It searched the ERIC, Web of Science, Scopus, Medline, CINAHL, and PubMed databases to identify relevant articles, which then underwent double-blind screening, identifying 14 that met the inclusion criteria for this scoping review., Results: The analysis identified five themes that reflect the scope and nature of empirical research on co-creation in nursing education: (1) scarcity of studies and varied conceptualisation of co-creation, (2) dominance of digital educational co-creation initiatives, (3) underrepresentation of multidisciplinary collaboration in co-creation initiatives, (4) workshops as key activities of co-creative collaboration and engagement, and (5) paucity of knowledge on co-creation effectiveness., Conclusions: This review highlights the need for more comprehensive research systematically examining the benefits, impacts, and facilitators of co-creation in nursing education. Future studies should incorporate the perspectives of multiple stakeholders, especially within clinical nursing education, and investigate the scalability of co-creation, including its costs and benefits., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Increasing adoption of sensor-based digital health technologies (sDHTs) in recent years has cast light on the many challenges in implementing these tools into clinical trials and patient care at scale across diverse patient populations; however, the methodological approaches taken toward sDHT usability evaluation have varied markedly., Objective: This review aims to explore the current landscape of studies reporting data related to sDHT human factors, human-centered design, and usability, to inform our concurrent work on developing an evaluation framework for sDHT usability., Methods: We conducted a scoping review of studies published between 2013 and 2023 and indexed in PubMed, in which data related to sDHT human factors, human-centered design, and usability were reported. Following a systematic screening process, we extracted the study design, participant sample, the sDHT or sDHTs used, the methods of data capture, and the types of usability-related data captured., Results: Our literature search returned 442 papers, of which 85 papers were found to be eligible and 83 papers were available for data extraction and not under embargo. In total, 164 sDHTs were evaluated; 141 (86%) sDHTs were wearable tools while the remaining 23 (14%) sDHTs were ambient tools. The majority of studies (55/83, 66%) reported summative evaluations of final-design sDHTs. Almost all studies (82/83, 99%) captured data from targeted end users, but only 18 (22%) out of 83 studies captured data from additional users such as care partners or clinicians. User satisfaction and ease of use were evaluated for 83% (136/164) and 91% (150/164) of sDHTs, respectively; however, learnability, efficiency, and memorability were reported for only 11 (7%), 4 (2%), and 2 (1%) out of 164 sDHTs, respectively. A total of 14 (9%) out of 164 sDHTs were evaluated according to the extent to which users were able to understand the clinical data or other information presented to them (understandability) or the actions or tasks they should complete in response (actionability). Notable gaps in reporting included the absence of a sample size rationale (reported for 21/83, 25% of all studies and 17/55, 31% of summative studies) and incomplete sociodemographic descriptive data (complete age, sex/gender, and race/ethnicity reported for 14/83, 17% of studies)., Conclusions: Based on our findings, we suggest four actionable recommendations for future studies that will help to advance the implementation of sDHTs: (1) consider an in-depth assessment of technology usability beyond user satisfaction and ease of use, (2) expand recruitment to include important user groups such as clinicians and care partners, (3) report the rationale for key study design considerations including the sample size, and (4) provide rich descriptive statistics regarding the study sample to allow a complete understanding of generalizability to other patient populations and contexts of use., (©Animesh Tandon, Bryan Cobb, Jacob Centra, Elena Izmailova, Nikolay V Manyakov, Samantha McClenahan, Smit Patel, Emre Sezgin, Srinivasan Vairavan, Bernard Vrijens, Jessie P Bakker, Digital Health Measurement Collaborative Community (DATAcc) hosted by DiMe. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 15.11.2024.)

Polycystic ovarian syndrome (PCOS) impacts the health of women worldwide. It is a condition consisting of dysfunctional cystic ovaries resulting in hormonal imbalance. Many women have symptoms such as infertility, increased production of androgens, and insulin resistance. Barriers to effective treatment of PCOS include issues such as delays in diagnosis and inconsistencies in treatment plans among physicians. Despite the current use of available medications to decrease symptomatology, women with PCOS continue to report a decreased quality of life. Using the electronic databases PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and ScienceDirect, a scoping review was conducted on the globally available treatments for PCOS. After applying pre-determined inclusion criteria, 41 studies were included in this scoping review. The literature on the available treatments for PCOS revealed a wide range of therapeutics with evidence of reduction of symptoms and/or improvement in fertility status and pathological processes such as insulin resistance, hormone imbalance, obesity, inflammation, and infertility. Dozens of treatment options for PCOS have been identified, including new medications and modifications to existing treatment regimens. The hormonal drug Fezolinetant demonstrated effective suppression of hyperandrogenism. Drugs used to treat diabetes, such as Liraglutide, were found effective for weight loss. Green cardamom, cinnamon, and other supplements proved effective in treating metabolic dysfunction. Alternative approaches, such as osteopathic manipulative therapy and acupuncture, decreased sympathetic tone and androgen levels. This review provides a succinct overview of PCOS therapies that can be used by those with PCOS and their physicians everywhere. With a better understanding of their options, women with PCOS can become more involved in the decision-making process to improve their health. More research is needed on novel therapies that aim to reduce the primary pathogenesis of PCOS., Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Cochran et al.)

Rapid development in deep learning for image analysis inspired studies to focus on predicting cardiovascular risk using retinal fundus images. This scoping review aimed to identify and describe studies using retinal fundus images and deep learning to predict cardiovascular risk markers and diseases. We searched MEDLINE and Embase on 17 November 2023. Abstracts and relevant full-text articles were independently screened by two reviewers. We included studies that used deep learning for the analysis of retinal fundus images to predict cardiovascular risk markers or cardiovascular diseases (CVDs) and excluded studies only using predefined characteristics of retinal fundus images. Study characteristics were presented using descriptive statistics. We included 24 articles published between 2018 and 2023. Among these, 23 (96%) were cross-sectional studies and eight (33%) were follow-up studies with clinical CVD outcomes. Seven studies included a combination of both designs. Most studies (96%) used convolutional neural networks to process images. We found nine (38%) studies that incorporated clinical risk factors in the prediction and four (17%) that compared the results to commonly used clinical risk scores in a prospective setting. Three of these reported improved discriminative performance. External validation of models was rare (21%). There is increasing interest in using retinal fundus images in cardiovascular risk assessment with some studies demonstrating some improvements in prediction. However, more prospective studies, comparisons of results to clinical risk scores, and models augmented with traditional risk factors can strengthen further research in the field., Competing Interests: Conflict of interest: none declared., (© The Author(s) 2024. Published by Oxford University Press on behalf of the European Society of Cardiology.)

• Hospital IT failures can significantly impact acute patient care. • The main cause of these events is hospital software failure. • IT failures are increasingly associated with acute care disruption. • Securing IT continuity in today's hospitals is essential. Healthcare organizations are becoming increasingly dependent on Information technology (IT) for the provision of routine services. IT failures within hospital systems can impact acute patient care, including emergency department (ED) closure operating room (OR) stops.. The aim of this study is to gain insight into the impact of hospital IT failures in the Netherlands on acute care delivery and to provide recommendations for improved IT failure preparedness and hospital resilience during such an event. This is a systematic scoping review of major acute care disruptions in Dutch hospitals between 2000 and 2020. Incidence of etiology, duration, ED diversion, and closure of multiple locations was evaluated. IT failures were included when associated with the closure of hospital departments and/or evacuations. Thirty-nine IT failures resulting in acute care disruption were identified. The majority occurred between 2010 and 2020 (n = 37, 95 %). Of the 39 events, 33 (85 %) were primary IT failures and were mainly caused by computer network and/or hospital software failure. Secondary events predominantly resulted from power failure. Most events (n = 36, 92 %) were resolved within minutes to hours. All events were associated with an ED closure, 27 (69 %) with an operating room (OR) stop and two (5 %) with external hospital evacuation of one or more patients. Furthermore, 17 incidents (44 %) involved multiple hospital locations, and seven (41 %) of these involved closure of multiple locations with an ED. The impact of IT failures on acute care disruptions in the Netherlands has considerably increased since 2010. This stresses the urge to improve IT security and business continuity in today's hospitals. [ABSTRACT FROM AUTHOR]

Understanding the three-dimensional anatomy of the talar neck is essential in assessing the accuracy of reduction in talar neck fractures as well as for planning surgical correction for talar malunions. However, the geometrical parameters that describe this anatomy are sparsely reported in the orthopedics literature. We aimed to identify from the existing literature, geometrical parameters that describe the anatomy of the talar neck, determine how these are measured, and their normative values. A scoping literature review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews (PRISMA-ScR) guidelines. The primary searches were conducted on the PubMed, Embase, and Scopus databases. Any original research study looking at the human talus neck geometry was included. Parameters that described the anatomy of the talar neck were identified, and pooled estimates were determined by the random-effects meta-analysis model. Heterogeneity was assessed by the I 2 test and leave-one-out meta-analysis. Subgroup analysis was done to compare the values of parameters between the Asian and Non-Asian populations. The risk of bias was assessed by the National Institutes of Health (NIH) Case Series Tool. The combined searches yielded 6326 results, of which 21 studies were included in the review and 15 in six different sets of metanalysis. The majority of the studies (n=19, 90.5%) evaluated adult tali, and only two (9.5%) evaluated pediatric tali. In most of the studies (n=13, 61.9%), talus neck geometry was evaluated on dry bones or anatomical specimens; evaluation by imaging techniques (radiographs, CT, MRI, and radiostereometric analysis) was used in eight studies, (39.1%). A total of eight different geometrical parameters (neck length, height, width, declination angle, inclination angle, torsion angle, circumference, and cross-sectional area) were identified. Except for talar torsion, variability was noted in methods of measurement of all other parameters. Subgroup analysis revealed that Asians had a higher neck height as compared to non-Asians; other parameters were not significantly different. Although the literature reports geometrical parameters to assess the talar geometry, the methods of measurement of these parameters are variable. Most of the available literature describes measurement techniques on cadaveric tali, and there is no literature on how these parameters should be measured on conventional CT or MRI slices. Further research needs to focus on the standardization of measurement techniques for these parameters on conventional CT and/or MRI scans., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2024, Sharma et al.)

Daily, the number of women who die around the world reaches an average of 800; these deaths are a result of obstetric complications in pregnancy and childbirth, and 99% of these deaths occur in low- and middle-income countries. This review probes the use of antenatal care (ANC) and skilled birth delivery (SBD) services in sub-Saharan Africa (SSA) and highlights research gaps using Arksey and O'Malley's methodological approach. The screening of abstracts and full text was carried out by two independent authors who ensured the eligibility of data extraction from the included articles. An exploration of the data was undertaken with descriptive analyses. In total, 350 potentially eligible articles were screened, and 137 studies were included for data extraction and analysis. From the 137 included studies, the majority were from Ethiopia ( n = 40, 29.2%), followed by Nigeria ( n = 30, 21.9%). Most of the studies were published between 2019 and 2023 ( n = 84, 61%). Significant trends and challenges with ANC and SBD services emerged from the studies. It is revealed that there are wide gaps in the utilization of ANC and SBD services. Policy attention, intervention strategies to improve access, resources, rural-urban disparity, and women's literacy are recommended to improve the utilization of ANC and SBD services in SSA countries.