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Environmental Research Mar 2020Green space is considered a critical environmental factor for sleep quality and quantity. However, no systematic review exploring this relationship exists. The purpose...
Green space is considered a critical environmental factor for sleep quality and quantity. However, no systematic review exploring this relationship exists. The purpose of this systematic review was to 1) explore research related to green space and sleep, and 2) examine the impact of green space exposure on sleep quality and quantity. Papers from eight electronic databases were eligible for inclusion if they met the following criteria: well-designed, any analysis exploring green space and sleep, provided sleep and green space measurement, published in peer-reviewed journals, and written in English. Thirteen eligible studies related to green space and sleep were selected after peer-review procedures. Cross-sectional studies (n = 7) used either a questionnaire or the combination of Geographic Information Systems and remote sensing images for green space measurement, while questionnaires were primarily used to measure both sleep quality and quantity. Intervention studies (n = 5) were categorized into three types: walking program, gardening, and working in a forest. Eleven out of thirteen studies concluded that green space exposure was associated with improvement in both sleep quality and quantity. The findings support the evidence of a positive association between green space exposures and sleep quality and quantity, and also suggest green exercise and therapeutic gardening as possible intervention methods to improve sleep outcomes.
Topics: Cross-Sectional Studies; Environment; Exercise; Geographic Information Systems; Humans; Sleep; Surveys and Questionnaires
PubMed: 31891829
DOI: 10.1016/j.envres.2019.109081 -
Journal of the American Board of Family... 2022There is considerable interest in the association between food insecurity (FIS) and various cardiovascular risk factors such as dyslipidemia. Although the association... (Meta-Analysis)
Meta-Analysis
PURPOSE
There is considerable interest in the association between food insecurity (FIS) and various cardiovascular risk factors such as dyslipidemia. Although the association between FIS and dyslipidemia has been studied across various methodologies and populations, there is no comprehensive systematic review and meta-analysis of these data.
METHODS
A systematic literature search was conducted. Cross-sectional peer-review studies assessing the association between FIS and dyslipidemia were identified. Data extracted included population characteristics, study sizes, covariates explored, and laboratory assessments of dyslipidemia. Effect sizes were extracted or calculated, then synthesized across studies using a random effect model, and the heterogeneity, publication bias, and subgroup dependence for each meta-analysis were assessed.
RESULTS
For adults, meta-analysis demonstrated no significantly elevated odds for FIS individuals to have a concomitant abnormal lipid measurement. Covariate-unadjusted analysis of standardized mean differences showed no significant differences in lipid measurements between food-insecure and food-secure individuals. In contrast to quantitative laboratory results, food-insecure patients were more likely to self-report previous diagnoses of dyslipidemia.
CONCLUSIONS
Although current data do not suggest an association between FIS and dyslipidemia, more longitudinal studies and studies targeting women, children, the elderly, and patients with chronic diseases such as diabetes are needed to further address this issue.
Topics: Adult; Aged; Child; Cross-Sectional Studies; Diabetes Mellitus; Dyslipidemias; Female; Food Insecurity; Humans; Lipids
PubMed: 35896471
DOI: 10.3122/jabfm.2022.04.210413 -
Canadian Medical Education Journal Dec 2020Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key... (Review)
Review
BACKGROUND
Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education.
METHODS
We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review.
RESULTS
We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs.
CONCLUSIONS
Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
PubMed: 33349761
DOI: 10.36834/cmej.68751 -
Nurse Education Today Sep 2022Peer feedback is an effective learning tool for students, improving academic performance and learning satisfaction. In nursing education, it has been widely used in the... (Review)
Review
BACKGROUND
Peer feedback is an effective learning tool for students, improving academic performance and learning satisfaction. In nursing education, it has been widely used in the assimilation of clinical skills. However, the effectiveness of peer feedback as an educational intervention needs to be evaluated holistically beyond intervention research, considering students' perception to garner valuable insights to guide the successful implementation of peer feedback.
OBJECTIVE
This review aimed to consolidate the qualitative evidence exploring perceptions and experiences of nursing students who have used peer feedback as a learning tool.
DESIGN
Qualitative systematic review.
DATA SOURCES
Nine databases were searched from their respective inception dates until December 2021.
REVIEW METHODS
Data were extracted using a modified Joanna Brigg's qualitative data extraction tool, and the Critical Appraisal Skills Programme (CASP) tool was used to appraise the quality of included studies. Meta-synthesis was done using Sandelowski and Barroso's two-step approach.
RESULTS
The review included 14 studies and the synthesis identified an overarching theme: 'feeling lost to finding ways' and four themes: (1) An uncomfortable learning experience; (2) confronting disagreements; (3) greater engagement with learning; and (4) value added beyond learning.
CONCLUSION
The present review summed up the wide range of nursing students' experiences, from feeling inadequate and having little confidence in the usefulness of peer feedback to reaping valuable benefits in terms of teamwork and leadership skills. The nursing curriculum could include peer feedback; however peer students adequate training and support. Future research could focus on developing and evaluating preparatory programs to improve the learning experiences of nursing students using peer feedback.
Topics: Education, Nursing; Feedback; Humans; Perception; Qualitative Research; Students, Nursing
PubMed: 35834865
DOI: 10.1016/j.nedt.2022.105469 -
Nurse Education Today Nov 2022The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to... (Meta-Analysis)
Meta-Analysis Review
BACKGROUND
The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to promote active and collaborative learning. Peer teaching is one of the educational strategies.
AIMS
This review aimed to explore and synthesize quantitative evidence to determine the overall effect of peer teaching in enhancing students' theoretical knowledge and practical skills (e.g., procedural skills and resuscitation) in health professions education.
METHODS
PubMed, ScienceDirect, CINAHL, ERIC, ProQuest, reference lists of relevant studies, and reviews were searched till November 2021. Results were pooled using random-effects meta-analysis or narrative synthesis.
RESULTS
A total of 44 RCTs were included. This review showed a significant effect of peer teaching on procedural skills improvement and a comparable effect on theoretical knowledge and resuscitation skills acquisition compared to the conventional teaching method. Near-peer teaching seemed to be the most effective method for skill improvement. Subgroup analysis showed no significant differences between peer teaching and conventional teaching groups (e.g., expert/faculty teaching, self-study or lectures).
CONCLUSIONS
Peer teaching seems to be a promising teaching and learning strategy in health professions education, positively affecting theoretical knowledge and procedural skills. Future research should explore the effect of peer teaching in developing countries to provide a comprehensive picture of peer teaching.
Topics: Faculty; Health Occupations; Humans; Learning; Peer Group; Teaching
PubMed: 35961134
DOI: 10.1016/j.nedt.2022.105499 -
Frontiers in Neuroscience 2019Autonomic dysfunctions may precede the development of cognitive impairment, but the connection between these dimensions is unclear. This systematic review aims to... (Review)
Review
Autonomic dysfunctions may precede the development of cognitive impairment, but the connection between these dimensions is unclear. This systematic review aims to analyze the relationship between heart rate variability (HRV) and cognitive functions. The review process was conducted according to the PRISMA-Statement. Restrictions were made, selecting the studies in English and published in peer-review journals, including at least one cognitive measure and presenting the measurement of HRV. Studies that included participants with medical conditions, dementia, psychiatric disorders, strokes, and traumatic brain injury were excluded. Twenty studies were selected, with a total of 19,431 participants. The results were divided into different cognitive domains determined : global cognitive functioning, attention, processing speed, executive functions, memory, language and visuospatial skills. Both increased sympathetic activity and decreased parasympathetic activity seem to be associated with a worse performance in the cognitive domains considered, in the absence of dementia and severe cardiovascular diseases or other medical and psychiatric diseases. The results highlight the influence of the autonomic nervous system (ANS) in cognitive functioning. However, the marked interest facing toward a specific domain, i.e., the executive functions, and the relatively small number of the studies on this topic do not allow understanding better this relationship. Despite these limits, HRV could be considered a promising early biomarker of cognitive impairment in populations without dementia or stroke. This index should be evaluated within a preventative perspective to minimize the risk of developing cognitive impairment.
PubMed: 31354419
DOI: 10.3389/fnins.2019.00710 -
Child Abuse & Neglect Jul 2022Mentoring, specifically peer mentoring, emerged in the child welfare setting in the early 2000s. Peer parent programs provide child welfare involved families a unique...
BACKGROUND
Mentoring, specifically peer mentoring, emerged in the child welfare setting in the early 2000s. Peer parent programs provide child welfare involved families a unique opportunity to connect with parents that have successfully navigated the child welfare system and who share similar lived experiences. No systematic review has been conducted to summarize findings associated with parental participation in peer parent programs and associated child welfare case outcomes.
OBJECTIVE
This study systematically summarizes the effectiveness of peer parent programs in child welfare on case outcomes, specifically permanency, time-in-care, and re-entry post reunification.
METHODS
Four citations were identified for review from seven academic databases. A data template was utilized to extract the following information from each study: location, target of intervention, research design, setting of intervention, intervention description, peer parent criteria, inclusion and exclusion criteria for participants, sample size, statistical tests, outcomes assessed, and key findings.
RESULTS
Several peer parent programs have been developed to support and empower child welfare involved families with the aim of improving case outcomes. All of the peer parent programs reviewed had a positive impact on reunification rates; that is, parents who participated in a peer mentor program were more likely to reunify with their child(ren) when compared to non-participants. Results regarding time-in-care and re-entry post reunification at 12 and 24 months were mixed.
CONCLUSIONS
Child welfare agencies should consider developing peer parent programs as they appear to be a promising intervention to support parents and increase positive child welfare outcomes.
Topics: Child; Child Protective Services; Child Welfare; Family; Humans; Parents; Peer Group
PubMed: 35640347
DOI: 10.1016/j.chiabu.2022.105682 -
Nurse Education Today Feb 2022This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods... (Review)
Review
OBJECTIVES
This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods (e.g., expert- or self-video feedback). It also synthesized the characteristics of PVF within health professions education to identify its effective elements.
DATA SOURCES
Seven databases were systematically searched to identify relevant studies, including CENTRAL, CINAHL, ERIC, Embase, PubMed, PsycINFO, and Scopus.
REVIEW METHODS
This review was conducted based on the PRISMA Statement Guidelines. Reviewers independently extracted data from the included articles and assessed the risk of bias and quality of the studies. The effectiveness of PVF on students' reactions, learning, and quality of peer feedback was summarized.
RESULTS
A total of 22 articles were included. Results showed PVF was a helpful learning tool, and students were satisfied with its overall learning experience. PVF demonstrated its positive effect on skill-based learning. The top concern was its quality (accuracy and content), ascribing to peers' limited knowledge, expertise, or feedback experience.
CONCLUSIONS
This review affirmed the potential effect of PVF on skill-based learning but revealed students' ambivalent feelings towards its quality. Six effective elements were proposed for its best practice. Future studies are needed to investigate further these proposed elements and how they mediate the educational effects of PVF.
Topics: Feedback; Health Occupations; Humans; Learning; Peer Group; Students
PubMed: 35033394
DOI: 10.1016/j.nedt.2021.105203 -
Systematic Reviews Sep 2022The support provided by people with the same condition, including inflammatory bowel diseases (IBD), has the potential to improve a range of psychosocial outcomes by...
BACKGROUND
The support provided by people with the same condition, including inflammatory bowel diseases (IBD), has the potential to improve a range of psychosocial outcomes by allowing people with the disease to receive emotional support as well as to learn coping strategies from more experienced peers. The aim of this systematic review was to summarise the evidence on peer support interventions and their effectiveness on people with IBD.
METHODS
Bibliographic databases, conference proceedings, grey literature, and clinical trial registers were searched from inception to November 2021. Comparative and single-arm studies that evaluated interventions that were solely or contained in part peer support, for people with IBD and/or their carers of any age and in any setting were included. Effectiveness was evaluated using outcomes relating to physical and psychosocial function, disease control and healthcare utilisation. Data for each outcome were tabulated and presented in a narrative synthesis. Study design specific tools were used to assess risk of bias. Study selection and risk of bias assessment were undertaken by two reviewers independently.
RESULTS
Fourteen completed studies and five ongoing studies met the inclusion criteria. Substantial heterogeneity was observed in the studies in relation to the intervention type and peer support was usually part of a wider intervention. All but one study analysed the total effect of the intervention, so it was not possible to fully isolate the effect of the peer support alone. The appropriateness of outcomes and outcome measurement tools for the assessment of effects was a further key issue. As such, overall, no significant evidence of beneficial effects of peer support interventions on quality of life and other psychosocial outcomes was found.
CONCLUSIONS
New randomised controlled trials designed to isolate the effects of peer support are needed to evaluate the (net) effects of peer support only. Agreement on the outcomes to be targeted, and the choice of reliable and validated measurement tools for standalone peer support interventions would provide a focus for further intervention design and evaluation.
SYSTEMATIC REVIEW REGISTRATION
The protocol was accepted in the international prospective register of systematic reviews (PROSPERO CRD42020168817).
Topics: Caregivers; Chronic Disease; Humans; Inflammatory Bowel Diseases; Quality of Life
PubMed: 36096828
DOI: 10.1186/s13643-022-02064-6 -
Journal of Affective Disorders Nov 2020It has been suggested that peer support intervention may offer an alternative approach to prevent or treat perinatal depression, but little is known about its... (Meta-Analysis)
Meta-Analysis Review
BACKGROUND
It has been suggested that peer support intervention may offer an alternative approach to prevent or treat perinatal depression, but little is known about its effectiveness, economics, and satisfaction in the prenatal and postpartum populations. This review summarizes available evidence on the effectiveness, economics, and satisfaction of peer support intervention on perinatal depression.
METHODS
Multiple electronic databases were searched in five English databases (MEDLINE, Embase, Cochrane Library, Psyc INFO, and CINAHL) and three Chinese databases (Wang Fang, China National Knowledge Infrastructure, and Chinese Biomedical Literature Database) from inception to April 2019. Hand searching of references was also performed. Randomized controlled trials reporting peer support intervention targeting on perinatal depression were included. The quality of evidence was assessed using the Cochrane risk of bias tool.
RESULTS
Ten randomized controlled trials met the inclusion criteria and were included in the final analysis. Peer support intervention reduced standardized mean depressive scores (-0.37, 95% CI -0.66 to -0.08) and reduced risk ratio (0.69, 95% CI 0.49-0.96) of depression.
LIMITATIONS
Clinical heterogeneity was observed among the included studies in peer support intervention, suggesting the existence of potential mediators, such as intensity, frequency, or type of peer support intervention.
CONCLUSION
Peer support intervention may have the potential to effectively prevent perinatal depression or reduce the harm of perinatal depression. Future studies with better design/execution and larger sample size are needed to investigate potential mediators associated with the beneficial effects of peer support intervention on perinatal depression.
Topics: China; Depression; Depressive Disorder; Female; Humans; Pregnancy
PubMed: 32738663
DOI: 10.1016/j.jad.2020.06.048