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Cureus Nov 2021Interval programs have been developed for multiple sports, allowing athletes to return to sport-specific activity in a graded fashion, minimizing the risk of reinjury.... (Review)
Review
Interval programs have been developed for multiple sports, allowing athletes to return to sport-specific activity in a graded fashion, minimizing the risk of reinjury. However, there currently exists a gap in the literature surrounding the use of interval programs for the rehabilitation of punting and place-kicking athletes. We aim to perform a systematic review of the literature examining the use of interval kicking programs to aid punting and place-kicking athletes following a lower-extremity injury. Following PRISMA guidelines, a review was performed using PubMed and MEDLINE databases to evaluate the literature surrounding interval kicking programs for punting and place-kicking athletes. Search terms were combined using Boolean operators of "AND" and "OR". Articles included in this review met these criteria: 1) included patients with lower-extremity pain/injury, 2) reported a return to sport progressive program, and 3) analyzed the measure's ability to predict a successful return to sport. The initial search returned 115 articles. Seventy-nine of these articles were excluded after initial screening, leaving 36 full-text articles for final review. Of these final articles, there were no studies outlining the use of interval kicking programs by punting or place-kicking athletes. Of the articles reviewed, the most relevant was an interval kicking program developed by Arundale et al. specifically for the soccer athlete. Punting and place-kicking use biomechanically distinct patterns of movement, warranting a specific interval program. This review identified a gap in knowledge surrounding the use of interval programs in the rehabilitation of punting and place-kicking athletes. This review will now describe what is currently known regarding biomechanics of punting and place kicking, the injuries experienced by these athletes, and the benefit an individualized interval program could provide. There currently exists a gap in the literature surrounding the use of interval programs for the rehabilitation of punting and place-kicking athletes. The biomechanics and application of these skills are distinct, and an interval program designed specifically for these athletes is warranted. Future research should be dedicated to the development, implementation, and analysis of an interval kicking program designed for these athletes.
PubMed: 34934588
DOI: 10.7759/cureus.19725 -
Journal of Cancer Education : the... Oct 2023Breast cancer is now the most commonly diagnosed cancer worldwide. Approximately 30% of those who present with early breast cancer later develop advanced breast cancer...
Breast cancer is now the most commonly diagnosed cancer worldwide. Approximately 30% of those who present with early breast cancer later develop advanced breast cancer (ABC). Additionally, approximately 6% have advanced breast cancer at diagnosis. New treatment options result in an extended lifespan dominated by cycles of deterioration and stable disease. Specialist nurse knowledge is key to multidisciplinary care of people with ABC; however, access to education on ABC for nurses is not universally available in Europe. This paper describes the development and implementation of an online bespoke program on ABC care for specialist and generalist nurses in Europe. The project team is affiliated with the European Oncology Nurses Society (EONS) and comprises specialist breast cancer nurses, oncology nurse academics and breast cancer advocates associated with EUROPA DONNA Turkey, an independent non-profit European breast cancer organisation. The program development involved (1) a systematic review of ABC educational resources for cancer nurses; (2) a modified four-round Delphi study to seek agreement on curriculum content and (3) curriculum development, conversion to an interactive online platform and translation into four European languages. The program evaluation will be guided by Kirkpatrick's framework. The phases described in this short report could guide others involved in developing bespoke cancer education programs.
Topics: Humans; Female; Breast Neoplasms; Education, Distance; Clinical Competence; Education, Nursing; Curriculum; Nurses
PubMed: 37336799
DOI: 10.1007/s13187-023-02319-3 -
Health Policy (Amsterdam, Netherlands) Apr 2020Community involvement is an important component of health programme development and implementation, including those focused on chronic condition treatment and... (Review)
Review
Community involvement in the development and implementation of chronic condition programmes across the continuum of care in high- and upper-middle income countries: A systematic review.
BACKGROUND
Community involvement is an important component of health programme development and implementation, including those focused on chronic condition treatment and management. Yet, few studies explore the manifestations of community involvement in chronic care programmes. Our review aims to examine the evidence on how communities are involved in planning and implementing chronic condition programmes in high and upper-middle income countries.
METHODS
Eligible studies included those that involved the community in the planning, implementation, monitoring and evaluation of health services, policy or health interventions. We searched Medline, Embase, Global Health, Scopus, and LILACs from 2000 to 2016, independently screened articles for inclusion, conducted data extraction, and assessed studies for risk of bias.
RESULTS
27,232 records were identified and after screening, 32 met inclusion criteria. We conducted a narrative synthesis to report on the forms and processes of community involvement used across mental health programmes and contrast this with the paucity of evidence on comparable programmes addressing other chronic conditions. Challenges reported included user factors, organisational factors, and social challenges such as stigma.
CONCLUSION
Our review adds to the evidence supporting community involvement in chronic condition management and the processes that contribute to successful and sustainable involvement. We report on a model, derived from inductive analysis, that considers social and cultural components, organisational factors and stakeholder relationships as underpinning the development of community interventions across the care continuum.
Topics: Chronic Disease; Community Participation; Continuity of Patient Care; Developing Countries; Health Promotion; Humans
PubMed: 31837832
DOI: 10.1016/j.healthpol.2019.11.012 -
Nutrients Dec 2023As one of the most cost-effective investments for improving child nutrition, micronutrient powder (MNP) has been widely used in many countries to underpin the... (Review)
Review
Barriers to and Facilitators of the Implementation of a Micronutrient Powder Program for Children: A Systematic Review Based on the Consolidated Framework for Implementation Research.
BACKGROUND
As one of the most cost-effective investments for improving child nutrition, micronutrient powder (MNP) has been widely used in many countries to underpin the Sustainable Development Goals, yet challenges remain regarding its implementation on a large scale. However, few studies have explored the factors that facilitate or impede the implementation process using implementation science theories and frameworks. To address this gap, we adopted the Consolidated Framework of Implementation Research (CFIR) and conducted a systematic review of studies on the implementation barriers to and facilitators of MNP interventions.
METHOD
Five publication databases, including EMBASE, Medline, PubMed, Web of Science, and Scopus, were searched for studies on the influencing factors of MNP interventions. Based on the CFIR framework, the facilitators and barriers for the MNP program implementation reported in the included studies were extracted and synthesized by five domains: intervention characteristics, outer setting, inner setting, individual characteristics, and process.
RESULTS
A total of 50 articles were eligible for synthesis. The majority of the studies were conducted in lower-middle-income countries (52%) through the free delivery model (78%). The inner setting construct was the most prominently reported factor influencing implementation, specifically including available resources (e.g., irregular or insufficient MNP supply), structural characteristics (e.g., public-driven community-based approach), and access to information and knowledge (e.g., lack of training for primary-level workers). The facilitators of the engagement of private sectors, external guidelines, and regular program monitoring were also highlighted. On the contrary, monotonous tastes and occasional side effects impede intervention implementation. Additionally, we found that the inner setting had an interrelation with other contributing factors in the MNP program implementation.
CONCLUSION
Our results suggest that MNP program implementation was prominently influenced by the available resources, organizational structure, and knowledge of both providers and users. Mobilizing local MNP suppliers, engaging public-driven free models in conjunction with market-based channels, and strengthening the training for primary-level health workers could facilitate MNP interventions.
Topics: Child; Humans; Micronutrients; Powders; Trace Elements; Health Personnel
PubMed: 38140331
DOI: 10.3390/nu15245073 -
Nurse Education Today Jul 2018Several studies have been conducted to evaluate the implementation of interprofessional education (IPE) across the globe. By looking at the timeline of each previous... (Review)
Review
Several studies have been conducted to evaluate the implementation of interprofessional education (IPE) across the globe. By looking at the timeline of each previous study, it can be inferred that the implementation of IPE has been improving continuously. However, the effectiveness of IPE still cannot be easily generalized due to misconceptions regarding how interprofessional collaboration capabilities should be evaluated. This study aims to generalize the learning outcomes that were produced by IPE in a global context and analyse the contributing factors. A systematic review was conducted within seven online databases as well as paperback periodical publications to search for the intended articles. A set of four criterions were assigned prior to the study using the standard Population-Intervention-Context-Outcome (PICO) model to ensure the included articles matched the study objectives. The quality of studies were appraised using the Medical Education Research Study Quality Improvement (MERSQI). Each included article was analysed using the narrative method to obtain the relevant information. Sixteen articles included in this study showed that IPE improved interprofessional collaborative knowledge, skills, and behaviour based on objective measurements. Complexity of the learning material, appropriateness of the program design, and referral to a specific standard of competence were assumed to play significant role towards the effectiveness of interprofessional education. This study results in several recommendation for future development of IPE, including a specific suggestion for its development in Asia region.
Topics: Attitude of Health Personnel; Cooperative Behavior; Education, Medical; Educational Measurement; Health Knowledge, Attitudes, Practice; Health Occupations; Health Personnel; Humans; Interprofessional Relations; Learning
PubMed: 29684835
DOI: 10.1016/j.nedt.2018.04.014 -
International Journal of Preventive... 2023The family physician program (FPP) is one of the most significant health care reforms in Iran; however, many studies showed that this program has not been able to... (Review)
Review
The family physician program (FPP) is one of the most significant health care reforms in Iran; however, many studies showed that this program has not been able to achieve its intended objectives because of a variety of challenges. This program, despite the existing challenges, is going to be expanded across the country. To improve the likelihood of its success, identification of the structural and infrastructural challenges is necessary. This systematic review was conducted to assess the structural and infrastructural challenges of FPP in Iran. This systematic review of the literature was conducted in order to investigate the infrastructure and structure needs of the current program in Iran. All published articles related to the FPP in Iran were the subject of this study. The eligibility criteria included original articles, reviews, or case studies published in English or Persian during 2011-2021 related to the challenges in the referral system of FPP in Iran. Data were extracted based on Sample, Phenomenon of Interest, Design, Evaluation, Research type technique and were reported based on the structure of Preferred Reporting Items for Systematic Reviews and Meta-Analyses. International credible scholarly databases were searched. The search strategy was defined based on keywords and the search syntax. This study identified different challenges of the referral system in the areas associated with legal structure, administration, and social structure. The identified challenges in this program should be addressed in order to ensure that this program will lead to improved quality of care and equity in Iran health care system.
PubMed: 37351027
DOI: 10.4103/ijpvm.ijpvm_234_22 -
International Review of Psychiatry... 2023This systematic review characterizes the published literature on arts and humanities curricula for psychiatry learners that include any form of program evaluation.... (Review)
Review
This systematic review characterizes the published literature on arts and humanities curricula for psychiatry learners that include any form of program evaluation. Authors searched three databases (Medline ALL, Embase.com, and PsycINFO) to identify articles on arts and humanities in psychiatry education. Criteria for the review included articles reporting outcome measures for arts and humanities learning activities in psychiatry learners. For those articles meeting inclusion criteria, a descriptive analysis was performed as well as an assessment of the level of program evaluation using the Kirkpatrick framework. Of 1,287 articles identified, 35 met inclusion criteria. About half of the programs included medical students (n = 17, 49%). Film and television was the most frequent arts and humanities subject (n = 16, 46%). Most studies incorporated a non-randomized, non-controlled design (n = 30, 86%). Twenty-two (63%) achieved a Kirkpatrick Level 1 designation, 12 achieved Level 2 (34%), and one study achieved Level 3 (3%). Arts and humanities programs have a promising role in psychiatry education. At present, significant heterogeneity in the extant literature makes it difficult to draw general conclusions that could guide future program development. This review underscores the need for rigorous evaluative methods of arts and humanities programs for psychiatry learners.
Topics: Humans; Humanities; Curriculum; Learning; Education, Medical, Undergraduate; Education, Medical
PubMed: 38461397
DOI: 10.1080/09540261.2023.2278718 -
Canadian Family Physician Medecin de... Feb 2016Rural and remote family physicians (RRFPs) face greater barriers to research engagement than their urban colleagues and have access to fewer faculty development programs... (Review)
Review
PROBLEM ADDRESSED
Rural and remote family physicians (RRFPs) face greater barriers to research engagement than their urban colleagues and have access to fewer faculty development programs (FDPs) to foster their research skills.
OBJECTIVE OF PROGRAM
To identify and prioritize skills and services that RRFPs need to engage in research.
PROGRAM DESCRIPTION
Memorial University of Newfoundland in St John's used a needs assessment as the foundation for developing an FDP for RRFPs. The assessment comprised a systematic literature review and environmental scan, key informant interviews (n = 10), a focus group with RRFPs (n = 15), expert group meetings (n = 2), and needs assessment surveys (n = 19).
CONCLUSION
The assessment identified barriers to RRFPs engaging in research, priority considerations for the development of a research FDP for RRFPs, and research areas to be included in the program curriculum. This information was used to inform phases 2 and 3 of program development, which are further discussed in a companion article.
Topics: Clinical Competence; Curriculum; Focus Groups; Health Services Research; Humans; Needs Assessment; Physicians, Family; Program Development; Program Evaluation; Research; Rural Health Services; Rural Population; Surveys and Questionnaires
PubMed: 27331223
DOI: No ID Found -
Nurse Education Today Jan 2022This review aimed to examine the changes of knowledge, attitude and working intention in nursing students after an undergraduate geriatric nursing education. (Review)
Review
OBJECTIVE
This review aimed to examine the changes of knowledge, attitude and working intention in nursing students after an undergraduate geriatric nursing education.
DESIGN
A systematic review of the literature.
DATA SOURCES
Five databases which included CINAHL, MEDLINE, PubMed, Scopus and Web of Science were searched for this literature review from January 2010 to October 2020.
REVIEW METHODS
The review was registered in PROSPERO registry with registration number CRD42020215703. The review examined undergraduate nursing education programs in terms of knowledge, attitude and working intention towards geriatric care among undergraduate nursing students as outcomes. We used JBI critical appraisal tools and Mixed Methods Appraisal Tool to evaluate and assess the quality of the retrieved research papers.
RESULTS
The search yielded 19 studies included in the final review, 14 of which were quantitative studies and five were qualitative studies. Four types of education programs were identified. These were type 1, a four-year undergraduate gerontology program consisting of geriatric theory and geriatric care clinical placement; type 2, stand-alone geriatric subject and geriatric clinical placement program; type 3, integrated geriatric subject and geriatric clinical placement program; type 4, solely geriatric clinical placement program. The review found that the type 2 program demonstrated the best educational outcomes in undergraduate students.
CONCLUSIONS
This review provided the most recent literature evidence pertaining to undergraduate geriatric education program and its educational outcomes. Future research should focus on the evaluating the content of each type of geriatric education program to inform the development of undergraduate geriatric nursing education.
Topics: Aged; Education, Nursing, Baccalaureate; Geriatric Nursing; Health Knowledge, Attitudes, Practice; Humans; Intention; Students, Nursing
PubMed: 34649069
DOI: 10.1016/j.nedt.2021.105161 -
Advances in Nutrition (Bethesda, Md.) Mar 2019Many nutrition programs include classroom-based education. Schoolteachers are relied upon to deliver these programs despite gaps in nutrition education motivation,...
Many nutrition programs include classroom-based education. Schoolteachers are relied upon to deliver these programs despite gaps in nutrition education motivation, knowledge, and self-efficacy. Teacher professional development (PD) for these nutrition education programs has been identified as a strategy for improving program effectiveness, yet many interventions do not include a PD component and still fewer describe it. A literature search was conducted between January and February 2017; articles were collected from PubMed, ERIC, and EBSCOhost. Article inclusion criteria were as follows: 1) published in an English-language peer-reviewed or scholarly journal, 2) published after 2000, 3) empirical research, 4) research conducted in a K-12 classroom, 5) research included nutrition education component, and 6) program delivered by a classroom teacher. Twenty-seven interventions were identified. A team of 2 researchers performed content analysis based on an evidence-based set of 7 PD components to assess if and how these components were incorporated before, during, or after program implementation. Little information was provided that described the role of teacher PD in the course of delivering nutrition education in classroom-based programs. The most common elements of PD described in the literature were the time spent in PD and follow-up with instructors during or after program implementation. There was a notable lack of methodologic description of teacher PD, and this limited reporting may decrease researchers' ability to work with teachers in a consistent and effective manner.
Topics: Health Education; Humans; Nutritional Sciences; Program Evaluation; School Health Services; School Teachers; Staff Development; Teacher Training
PubMed: 30668616
DOI: 10.1093/advances/nmy075