Parent and carer experiences of health care professionals' communication about childhood obesity : a qualitative systematic review protocol

OBJECTIVE: The objective of the systematic review is to identify, critically appraise, and synthesize the best available qualitative evidence on parent and carer experiences of health care professionals' communication about childhood obesity. INTRODUCTION: Parents and carers play a key role in a child's environment and healthy development, which is why they can find it confronting to discuss their child's weight. This review will provide an insight into the experiences of parents and carers with health care professionals' communication about their child's overweight or obesity. INCLUSION CRITERIA: This qualitative review will consider participants who are parents and carers with a child with overweight or obesity (birth to 12 years). The phenomenon of interest are parents' and carers' lived experiences of childhood obesity communication from a health care professional, and the context is health care settings. Communication includes verbal or written communication about a child's obesity from health care professionals and received by a parent or a carer. METHODS: The proposed review will systematically search the following databases: MEDLINE (EBSCO), CINAHL (EBSCO), PsycINFO (Ovid), Scopus, LILACS, and the Finnish health sciences database MEDIC. ProQuest Dissertations and Theses (ProQuest) will be searched for unpublished articles. A manual search will be used to supplement the database searches. The quality of included studies will be assessed independently by 2 reviewers, and the qualitative data will be extracted from papers by 2 independent reviewers using the standardized JBI data extraction tool. The recommended JBI approach to critical appraisal, study selection, data extraction, and data synthesis meta-aggregation will be used. SYSTEMATIC REVIEW REGISTRATION NUMBER: PROSPERO CRD42022297709.publishedVersionPeer reviewe

Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students : A quasi-experimental study

Background: Those who mentor nursing students from diverse backgrounds should be educationally prepared to provide safe, culturally appropriate mentoring in clinical learning environments. Objective: To evaluate the effects of an educational intervention on mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement. Design: Nonrandomised, quasi-experimental study. Settings. The study was conducted at two hospitals located in Finland. Participants: Mentors responsible for mentoring nursing students during clinical placements. Methods: The intervention group (n = 49) completed blended learning mentoring education containing a cultural competence component. The control group (n = 62) completed online mentoring education lacking a cultural competence component. Data were collected from both groups at baseline, immediately after education, and at six-months follow-up using the Mentors' Competence Instrument and Mentors' Cultural Competence Instrument. Wilcoxon signed-rank test and Mann-Whitney U test were used to determine differences before and after education. Mixed model for repeated measures was used to compare the differences between the two groups. Results: Pretest-posttest results revealed statistically significant improvements in both groups on general mentoring competences. Both groups evaluated their competence in cultural sensitivity and awareness highly throughout the study period. Following education, competence in cultural interaction and safety and cultural skills increased statistically significantly in the intervention group. The intervention group was statistically significantly more satisfied with mentoring education, and reported that it had statistically significantly higher impact on their ability and willingness to mentor students. Comparison between groups revealed statistically nonsignificant differences in mentors' competence in mentoring culturally and linguistically diverse nursing students following education. Conclusions: The study provides evidence on the development and evaluation of education designed to improve mentors' competence in mentoring, which may help nursing students from diverse backgrounds overcome challenges faced during clinical placements. Reinforcement strategies following education are needed in order to facilitate the maintenance of competence over time.Peer reviewe

Kotihoidossa ikääntyneille toteutetut kuntoutumista edistävän hoitotyön toimintamallit: kartoittava katsaus

  Kartoittavassa katsauksen tarkoituksena oli kuvata, millaisia kuntoutumista edistävän hoitotyön toimintamalleja on toteutettu kotihoidossa ikääntyneille kotihoidon asiakkaille. Tavoitteena oli tuottaa tietoa, jota voidaan hyödyntää kotihoidon asiakkaiden kuntoutumista edistävän hoitotyön suunnittelussa, kehittämisessä ja toteutuksessa. Haku tehtiin Scopus- (Medline), CINAHL-, Medic- ja Web of Science tietokantoihin ilman aikarajausta. Se tuotti 181 viitettä. Aineiston valintaprosessin jälkeen katsauksen aineiston muodostivat 16 kansainvälistä alkuperäistutkimusta, joissa oli kuvattu 14 erilaista toimintamallia, jotka analysoitiin kuvailevalla synteesillä.  Katsauksen tulosten mukaan kuntoutumista edistävän hoitotyön toimintamallit kohdistuvat ikääntyneet kotihoidon asiakkaisiin, joiden toimintakyky on alentunut. Toimintamalleissa keskeistä on kotihoitohenkilöstön täydennyskoulutus toimintamallin mukaiseen hoitotyöhön sekä ikääntyneiden toimintakyvyn tukeminen ja edistäminen.  Kuntoutumista edistävä hoitotyö toteutuu määräaikaisena yksilölliseen arviointiin perustuvana tavoitteellisena toimintana ja sisältää yleisesti lihasvoima, tasapaino, ja IADL (Instrumental Activities of Daily Living) -harjoituksia.   Moniammatillisen kotihoitohenkilöstön toteuttamilla yksilölliseen toimintakyvyn arviointiin, kuntoutustavoitteisiin ja suunnitelmaan perustuvilla kuntoutumista edistävän hoitotyön toimintamalleilla saadaan merkittäviä tuloksia ikääntyneiden henkilöiden alaraajojen toimintakyvyn paranemiseen ja päivittäisistä toimista suoriutumisen helpottumisee

Parent Support Programmes for Families Who are Immigrants: A Scoping Review

Parental support is of paramount importance in the promotion of positive parenting, strengthening parenthood and protecting children from disadvantages due to immigration experiences. The aim was to describe what is known about parent support programmes targeted to families who are immigrants. Electronic databases and the grey literature were systematically and comprehensively searched with no time/language restrictions. JBI approach and PRISMA-ScR were used to guide the review. N = 88 articles were sourced. Interventions were targeted to improve parental practices, skills and family wellbeing, usually through group-based methods. Most interventions included components of positive parenting and family communication. Identifying the needs of the target group and cultural tailoring were reported to be highly important in gaining acceptability, promoting engagement and producing benefits. Parent support programmes for families who are immigrants potentially improve positive parental practices and families' wellbeing. There are many applicable and effective interventions to be exploited

Social, health and rehabilitation sector educators’ competence in evidence-based practice: A cross-sectional study

Aim The purpose of the study was to identify and describe the characteristic profiles of evidence-based practice competence of educators in the social, health and rehabilitation sectors and to establish relevant background factors. Design This study was carried out as a descriptive cross-sectional study. Methods Data were collected from social, health and rehabilitation sector educators working in the 21 Finnish universities of applied sciences and seven vocational colleges (n = 422; N = 2,330). A self-assessment instrument measuring evidence-based practice competence was used. Competence profiles were formed using a K-cluster grouping analysis. Results Three distinct competence profiles were identified and delineated. Most educators feel that they can guide students' critical thinking and are able to seek and produce scientific knowledge. Evidence-based practice competence was explained by background factors such as year of graduation (for higher degree), level of education, job title, current employer and current field of work.publishedVersio

Integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments- an umbrella review

Aims The aim of this umbrella review was to establish recent evidence on integration strategies and models to support transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments. Design Umbrella review conducted according to joanna briggs institute guidelines. Data sources Data were collected from CINAHL, PubMed, Medic, ProQuest and Scopus electronic databases in 2021. Review Methods Two researchers simultaneously screened studies' eligibility by title, abstract and full text. Quality appraisal for the selected studies was assessed according to joanna briggs institute critical appraisal. Data were synthesized by conducting content analysis. Results Twenty-seven reviews were included in the final synthesis. Strategies and models for supporting the transition and adaptation of culturally and linguistically diverse nursing staff into healthcare environments were structured as intra-organizational, sociocultural, and professional development. Intra-organizational strategies and models were unique to a particular organization and included policies and support, diversity, collegial and peer support, employee treatment and workplace environment. Sociocultural strategies and models addressed social, cultural and group dynamics using cultural training, learning and support, social support and friendships, language and communication, and personal skills development. Professional development enhanced nursing competence, ability to practice and workplace professional development. This was supported through licensure and orientation to work, career and competence development, and workplace mentorship and preceptorship. Conclusion There is a need to understand culturally and linguistically diverse nurses' needs and motivation to integrate, which is essential toward developing efficient integrational strategies and models. Strategies and models also need to support cultural and personal competence development of native nurses to aid efficient integration of culturally and linguistically diverse colleagues. Future studies can evaluate nursing workforce shortages and their implications on integration process

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Aims and objectives: To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background: Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods: Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results: In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion: The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.We would like to acknowledge European Commission, Erasmus+, KA2: Strategic partnership for providing funding for the project Quality mentorship for developing competent nursing students (QualMent)

Development of an evidence-based nurse mentor’s competence model

ERASMUS+ KA2: Strategic partnership. RESEARCH AND DEVELOPMENT PROJECT: QUALITY MENTORSHIP FOR DEVELOPING COMPETENT NURSING STUDENTS. "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.