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Background Care staff often lack knowledge, confidence, skills, and competency to provide optimal care for people with dementia. Dementia education can increase staff competency and wellbeing along with the actual care of people with dementia. Several factors can affect the effectiveness of dementia education; however, it is not yet established which factors are most important. Objective The aim of the overview of systematic reviews is to investigate the effectiveness of dementia education for care staff on staff-related outcomes and influencing factors, identify needs for future research, and provide practical recommendations for effective dementia education. Methods Systematic searches were conducted in PubMed, Cinahl, and PsycInfo accompanied by manual citation and reference searches. For inclusion, reviews must report on either effectiveness of one staff-related outcome or on factors influencing the effectiveness of dementia education for care staff. Quality assessments were conducted using AMSTAR2. After data extraction, results on effectiveness were structured according to satisfaction, learning, behavior, and results. Results on contributing factors to effectiveness were categorized into program, personal and organizational factors. All results were qualitatively summarized and reported according to the PRISMA statement. Results Seventeen systematic reviews of low to medium quality were included. Dementia education positively affects knowledge, self-efficacy, and attitudes towards dementia and people with dementia. Care staff experienced improvements in communication and behavior management and reduction in behavioral symptoms of dementia of people with dementia was seen as well. Most reviews found no changes within restraints, medication, staff well-being and job satisfaction. Factors contributing to effectiveness are relevant and directly applicable content, active learning methods, classroom teaching combined with, Background: Care staff often lack knowledge, confidence, skills, and competency to provide optimal care for people with dementia. Dementia education can increase staff competency and wellbeing along with the actual care of people with dementia. Several factors can affect the effectiveness of dementia education; however, it is not yet established which factors are most important. Objective: The aim of the overview of systematic reviews is to investigate the effectiveness of dementia education for care staff on staff-related outcomes and influencing factors, identify needs for future research, and provide practical recommendations for effective dementia education. Methods: Systematic searches were conducted in PubMed, Cinahl, and PsycInfo accompanied by manual citation and reference searches. For inclusion, reviews must report on either effectiveness of one staff-related outcome or on factors influencing the effectiveness of dementia education for care staff. Quality assessments were conducted using AMSTAR2. After data extraction, results on effectiveness were structured according to satisfaction, learning, behavior, and results. Results on contributing factors to effectiveness were categorized into program, personal and organizational factors. All results were qualitatively summarized and reported according to the PRISMA statement. Results: Seventeen systematic reviews of low to medium quality were included. Dementia education positively affects knowledge, self-efficacy, and attitudes towards dementia and people with dementia. Care staff experienced improvements in communication and behavior management and reduction in behavioral symptoms of dementia of people with dementia was seen as well. Most reviews found no changes within restraints, medication, staff well-being and job satisfaction. Factors contributing to effectiveness are relevant and directly applicable content, active learning methods, classroom teaching combined with practical experience, theory-driven

Aims: The benefits associated with being physical active on mental health is well-established, but little is known on how rapid changes in physical activity are associated with mental health. This study investigated the association between changes in physical activity and mental health among Danish university students during the first COVID-19 lockdown. Methods: Online survey data were collected among 2,280 university students at the University of Southern Denmark and University of Copenhagen in May–June 2020 as part the “COVID-19 International Student Well-being Study.” Multiple linear regressions were used to analyze associations between changes in physical activity and mental health (depression and stress scores) adjusted for potential socio-economic confounders. Results: During the first COVID-19 lockdown, 40% decreased their moderate and 44% their vigorous physical activity, while 16% increased their moderate and 13% their vigorous physical activity. Overall, students with a stable physical activity level had the lowest mean depressive and stress scores. Adjusted analyses showed that a decrease in vigorous and moderate physical activity level was significantly associated with a higher depression score (mean difference (vigorous): 1.36, p < 0.001 and mean difference (moderate): 1.55, p < 0.001). A decrease in vigorous physical activity and an increase in moderate physical activity was associated with a 1-point increase in the PSS-4 stress score (p < 0.001). Conclusion: A substantial proportion of students changed their physical activity level during lockdown. Our findings emphasize the importance of staying physically active during COVID-19 lockdown. This knowledge might be important for relevant health authorities to bridle post-pandemic mental health challenges., AimsThe benefits associated with being physical active on mental health is well-established, but little is known on how rapid changes in physical activity are associated with mental health. This study investigated the association between changes in physical activity and mental health among Danish university students during the first COVID-19 lockdown. MethodsOnline survey data were collected among 2,280 university students at the University of Southern Denmark and University of Copenhagen in May-June 2020 as part the "COVID-19 International Student Well-being Study." Multiple linear regressions were used to analyze associations between changes in physical activity and mental health (depression and stress scores) adjusted for potential socio-economic confounders. ResultsDuring the first COVID-19 lockdown, 40% decreased their moderate and 44% their vigorous physical activity, while 16% increased their moderate and 13% their vigorous physical activity. Overall, students with a stable physical activity level had the lowest mean depressive and stress scores. Adjusted analyses showed that a decrease in vigorous and moderate physical activity level was significantly associated with a higher depression score (mean difference (vigorous): 1.36, p < 0.001 and mean difference (moderate): 1.55, p < 0.001). A decrease in vigorous physical activity and an increase in moderate physical activity was associated with a 1-point increase in the PSS-4 stress score (p < 0.001). ConclusionA substantial proportion of students changed their physical activity level during lockdown. Our findings emphasize the importance of staying physically active during COVID-19 lockdown. This knowledge might be important for relevant health authorities to bridle post-pandemic mental health challenges.

We investigated the association of allergic diseases and epilepsy with risk of brain tumours, in Interphone, a 13-country case–control study. Data were obtained from 2693 glioma cases, 2396 meningioma cases, and 1102 acoustic neuroma cases and their 6321 controls. Conditional logistic regression models were used to estimate pooled odds ratios (ORs) and their respective 95% confidence intervals (CIs), adjusted for education and time at interview. Reduced ORs were observed for glioma in relation to physician-diagnosed asthma (OR = 0.73; CI 0.58–0.92), hay fever (OR 0.72; CI 0.61–0.86), and eczema (OR 0.78, CI 0.64–0.94), but not for meningioma or acoustic neuroma. Previous diagnosis of epilepsy was associated with an increased OR for glioma (2.94; CI 1.87–4.63) and for meningioma (2.12; CI 1.27–3.56), but not for acoustic neuroma. This large-scale case–control study adds to the growing evidence that people with allergies have a lower risk of developing glioma, but not meningioma or acoustic neuroma. It also supports clinical observations of epilepsy prior to the diagnosis of glioma and meningioma.

Despite the proximity of both countries, Danes and Germans differ in the level of trust in their government. This may play a role with respect to the disruptive impact of the COVID-19 pandemic on university students. This study investigated the association between trust in governmental regulations, trust in university regulations, risk perceptions, and academic frustration among Danish and German students. As part of the COVID-19 International Student Well-being Study, an online survey was distributed among university students in participating European and non-European universities. In Denmark, 2945 students and Germany, 8725 students responded to the questionnaire between May and July 2020. Students from both countries reported approximately the same level of academic frustration concerning their progress and quality of education. However, German students perceived a higher risk of contracting SARS-CoV-2 compared to Danish respondents. Danish students showed higher trust in their government's COVID-19 regulations than German students. Lower trust in government and university COVID-19 regulations and higher risk perception were associated with higher academic frustration. These results indicate that the level of trust in COVID-19 regulations might have an impact the overall frustration of students regarding their study conditions.

Background: Communication partner training (CPT) of health professionals (HP) is recommended in several international guidelines for stroke and aphasia. The effectiveness of CPT is well established, but research and evaluation is needed for implementation of CPT in different healthcare settings. The Health Professionals and Aphasia Questionnaire (HPAQ) was developed to make available a valid and reliable outcome measure, which is feasible for use with HP working in practice settings with people with aphasia as well as in research. Aims: The aim was to investigate the test–retest reliability and underlying psychometric properties of the HPAQ when administered four weeks apart to HP in neurorehabilitation. Methods and Procedures: Participants were recruited from a CPT implementation study in Denmark. Health professionals with con- tact with patients with aphasia were assigned to CPT courses and asked to fill the questionnaire four weeks before and on the day of their scheduled course. In all, 270 HP responded to the HPAQ. The internal consistency, test–retest reliability, structural validity, and floor and ceiling effects of the HPAQ questions were investigated using descriptive statistics, intraclass correlation coefficient (ICC), Cronbach’s alpha, and factor analysis. Outcomes and Results: The overall test–retest reliability of HPAQ was excellent (ICC = 0.86); and ICC of the individual questions ranged between 0.80 and 0.48. Minor ceiling or flooring effects in answering questions were present. The factor analysis revealed three underlying factors. The first and strongest was a CPT-related knowledge and skill factor represented in all questions except for question 10. The second component was associated with questions probing environmental factors. Test–retest reliability was excellent for the score developed with variables used in these factors. A third factor was associated with expecting or being prepared for making an extra effort wh, Background: Communication partner training (CPT) of health professionals (HP) is recommended in several international guidelines for stroke and aphasia. The effectiveness of CPT is well established, but research and evaluation is needed for implementation of CPT in different healthcare settings. The Health Professionals and Aphasia Questionnaire (HPAQ) was developed to make available a valid and reliable outcome measure, which is feasible for use with HP working in practice settings with people with aphasia as well as in research. Aims: The aim was to investigate the test–retest reliability and underlying psychometric properties of the HPAQ when administered four weeks apart to HP in neurorehabilitation. Methods and Procedures: Participants were recruited from a CPT implementation study in Denmark. Health professionals with con- tact with patients with aphasia were assigned to CPT courses and asked to fill the questionnaire four weeks before and on the day of their scheduled course. In all, 270 HP responded to the HPAQ. The internal consistency, test–retest reliability, structural validity, and floor and ceiling effects of the HPAQ questions were investigated using descriptive statistics, intraclass correlation coefficient (ICC), Cronbach’s alpha, and factor analysis. Outcomes and Results: The overall test–retest reliability of HPAQ was excellent (ICC = 0.86); and ICC of the individual questions ranged between 0.80 and 0.48. Minor ceiling or flooring effects in answering questions were present. The factor analysis revealed three underlying factors. The first and strongest was a CPT-related knowledge and skill factor represented in all questions except for question 10. The second component was associated with questions probing environmental factors. Test–retest reliability was excellent for the score developed with variables used in these factors. A third factor was associated with expecting or being prepared for making an extra effort when communicating with

INTRODUCTION: COVID-19 has disrupted normal life and resulted in an online transformation of teaching. Little is known about how these changes affected academic stress in students. This study examined the role of changes of teaching methods on academic stress among university students during the first lockdown in Denmark.METHODS: The cross-sectional survey was part of the international "COVID-19 International Student Well-being Study" and included responses on socio-economic characteristics, infection worries, academic stress, work capacity and satisfaction with teaching from 1,541 Danish health and medical science university students in May-June 2020. Changes in academic stress were analysed using descriptive statistics and multi-variable analyses using stepwise logistic regression.RESULTS: A considerable part (39%) of students reported academic stress due to COVID-19. One third reported that their study workload had increased significantly due to the COVID-19 outbreak and that they were concerned about their ability to complete the academic year. Factors associated with academic stress were female sex, young age, bachelor level, knowing a COVID-19 patient and being worried about becoming infected, whereas immigration background, sufficient financial resources and living arrangements were not.CONCLUSIONS: Our findings suggest that the COVID-19 outbreak has influenced university students' academic stress. It is important to set up structures to support students' mental health and educational trajectory during the pandemic.

Knowledge on compliance with governmental recommendations in combating the spread of COVID-19 in different groups is important to target efforts. This study investigated the adherence to the governmental implemented COVID-19 measures and its predictors in Danish university students, a not-at-risk group for COVID-19 mortality and normally characterized by many social contacts. As part of the COVID-19 International Student Wellbeing Study, a survey on socio-demographic situation, study information, living arrangements, lifestyle behaviors, stress, questions about COVID-19 infection and knowledge and concern about COVID-19 infection was sent via email to relevant university students in Denmark in May, 2020 (n = 2.945). Stepwise multiple linear regression analysis was employed. Our results showed that around 60% of the students were not concerned about COVID-19, while 68% reported that they followed governmental measures. The main facilitators for following the recommendations were older age, concern about COVID-19 and depression, while barriers were living in a student hall, being physical active or reporting mental stress. Only 9% of the variation in adhering to governmental recommendations could be explained by the analyzed predictors. Results may inform health communication. Emotionally appealing information rather than knowledge-based information may be more effective in motivating students to follow COVID-19 measures.

BACKGROUND: Activity trackers such as the Fitbit Charge 2 enable users and researchers to monitor physical activity in daily life, which could be beneficial for changing behaviour. However, the accuracy of the Fitbit Charge 2 in a free-living environment is largely unknown. OBJECTIVE: To investigate the agreement between Fitbit Charge 2 and ActiGraph GT3X for the estimation of steps, energy expenditure, time in sedentary behaviour, and light and moderate-to-vigorous physical activity under free-living conditions, and further examine to what extent placing the ActiGraph on the wrist as opposed to the hip would affect the findings. METHODS: 41 adults (n = 10 males, n = 31 females) were asked to wear a Fitbit Charge 2 device and two ActiGraph GT3X devices (one on the hip and one on the wrist) for seven consecutive days and fill out a log of wear times. Agreement was assessed through Bland-Altman plots combined with multilevel analysis. RESULTS: The Fitbit measured 1,492 steps/day more than the hip-worn ActiGraph (limits of agreement [LoA] = -2,250; 5,234), while for sedentary time, it measured 25 min/day less (LoA = -137; 87). Both Bland-Altman plots showed fixed bias. For time in light physical activity, the Fitbit measured 59 min/day more (LoA = -52;169). For time in moderate-to-vigorous physical activity, the Fitbit measured 31 min/day less (LoA = -132; 71) and for activity energy expenditure it measured 408 kcal/day more than the hip-worn ActiGraph (LoA = -385; 1,200). For the two latter outputs, the plots indicated proportional bias. Similar or more pronounced discrepancies, mostly in opposite direction, appeared when comparing to the wrist-worn ActiGraph. CONCLUSION: Moderate to substantial differences between devices were found for most outputs, which could be due to differences in algorithms. Caution should be taken if replacing one device with another and when comparing results.