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1.  How do community based dementia friendly initiatives work for people with dementia and their caregivers, and why? A rapid realist review.LinkIT
Thijssen M, Daniels R, Lexis M, Jansens R, Peeters J, Chadborn N, Nijhuis-van der Sanden MWG, Kuijer-Siebelink W, Graff M
International journal of geriatric psychiatryInt J Geriatr PsychiatryHow do community based dementia friendly initiatives work for people with dementia and their caregivers, and why? A rapid realist review.10.1002/gps.5662To describe and explain the outcomes of community dementia friendly initiatives (DFIs) for people with dementia and their caregivers to inform the development and tailoring of DFIs.Literature searches on DFIs were performed through two systematic online database searches of PubMed, Embase, ASSIA, CINAHL and Google scholar. Papers were only included if they evaluated outcomes using empirical data from people with dementia or caregivers. Data collection and analysis were guided by the categorization in the DEM-FACT taxonomy and RAMESES guidelines for realist reviews.Of 7154 records identified, 22 papers were included with qualitative, mixed method and quantitative study designs. The synthesis led to a description of programme theories addressing caring, stimulating and activating communities. Outcomes for people with dementia and caregivers included having contact with others, enjoyment and decrease of stress and, lastly, support. This synthesis also indicated how people with dementia participated in a specific role in DFIs, such as patient, team member or active citizen.DFIs generate different outcomes for people with dementia and caregivers, depending on the kind of initiative and the specific role for people with dementia. These findings could be a catalyst for initiation and further development of DFIs in a dementia friendly community (DFC). This draws attention to the multiple aspects of DFCs and supports reflection on their essential principles.¬© 2021 The Authors. International Journal of Geriatric Psychiatry published by John Wiley & Sons Ltd.ThijssenMarjoleinMhttps://orcid.org/0000-0001-6541-523XRadboud Institute for Health Sciences, Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Mmedical Center, Nijmegen, The Netherlands.Radboud Alzheimer Center, Radboud University Medical Center, Nijmegen, The Netherlands.DanielsRamonRAcademy of Occupational Therapy, Research Centre Assistive Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands.LexisMoniqueMAcademy of Occupational Therapy, Research Centre Assistive Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands.JansensRianneRAcademy of Occupational Therapy, Research Centre Assistive Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands.Department of Occupational Science¬†& Occupational Therapy, University College Cork, Cork, Ireland.Department of Health, Education and Technology, University of Technology, Lule√•, Sweden.PeetersJos√©JRadboud Institute for Health Sciences, Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Mmedical Center, Nijmegen, The Netherlands.Faculty of Health and Social Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands.ChadbornNeilNhttps://orcid.org/0000-0003-1368-7983School of Medicine, University of Nottingham, Nottingham, UK.Nijhuis-van der SandenMaria W GMWGRadboud Institute for Health Sciences, Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Mmedical Center, Nijmegen, The Netherlands.Kuijer-SiebelinkWietskeWResearch Department of Public Affairs, HAN University of Applied Sciences, Nijmegen, The Netherlands.Faculty of Health, HAN University of Applied Sciences, Nijmegen, The Netherlands.GraffMaudMRadboud Institute for Health Sciences, Scientific Center for Quality of Healthcare (IQ Healthcare), Radboud University Mmedical Center, Nijmegen, The Netherlands.Radboud Alzheimer Center, Radboud University Medical Center, Nijmegen, The Netherlands.engNetherlands Organization for Health Research and DevelopmentJournal ArticleReview20211206EnglandInt J Geriatr Psychiatry87106290885-6230IMcaregiversdementiadementia friendly communitiesdementia friendly initiativesoutcomesrealist reviewsocial participation20210710202111182021112760202111276020211126845ppublish3482574210.1002/gps.5662REFERENCES, 2022</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>2.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Review: School-based interventions to improve mental health literacy and reduce mental health stigma - a systematic review.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Ma KKY, Anderson JK, Burn AM<br><font color=gray><i>Child and adolescent mental healthChild Adolesc Ment HealthReview: School-based interventions to improve mental health literacy and reduce mental health stigma - a systematic review.10.1111/camh.12543The steadily increasing prevalence of mental disorders in children and adolescents presents itself as a public health challenge, especially given the health, social and economic burden of mental disorders. School-based interventions aimed at improving mental health literacy and reducing mental health stigma have the potential to prevent mental disorders and promote mental well-being, thus reducing the burden of mental disorders. This review identified and synthesised evidence on the effectiveness of school-based interventions designed to improve mental health literacy and reduce mental health stigma.Electronic bibliographic databases including MEDLINE, Embase, PsycINFO, Education Resources Information Center (ERIC), Child Development and Adolescent Studies, British Education Index and Applied Social Sciences Index and Abstracts (ASSIA) were searched. Randomised controlled trials (RCTs) were included if they assessed the effectiveness or cost-effectiveness of school-based intervention aimed at improving mental health literacy and reducing mental health stigma for children and young people aged 4-18?years. Quality of studies was appraised using the EPHPP tool. A numerical summary and a narrative description of the findings in relation to the research questions were synthesised. This systematic review was registered with PROSPERO (CRD42020191265).We identified 21 studies describing 20 unique school-based mental health interventions. Overall, there is moderate evidence suggesting that school-based mental health interventions can be effective in improving mental health literacy and reducing mental health stigma defined as attitudes and beliefs regarding mental disorders. However, there is less evidence for their long-term effectiveness, as most studies did not include follow-ups.Despite exclusively including studies with randomised designs, intervention and methodological heterogeneity poses uncertainties to any conclusions made. Future research should focus on resolving methodological issues concerning how outcomes are assessed and include process evaluations to better inform the design of an intervention in term of its delivery and implementation.¬© 2022 The Authors. Child and Adolescent Mental Health published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.MaKaren Kei YanKKYhttps://orcid.org/0000-0002-9972-0256Faculty of Education, University of Cambridge, Cambridge, UK.AndersonJoanna KJKhttps://orcid.org/0000-0002-0565-3735Department of Psychiatry, University of Cambridge, Cambridge, UK.BurnAnne-MarieAMhttps://orcid.org/0000-0002-0637-2118Department of Psychiatry, University of Cambridge, Cambridge, UK.engJournal ArticleReview20220110EnglandChild Adolesc Ment Health1011421571475-357XIMSchooleducationinterventionmental healthstigma202112022022110944202211160202211160aheadofprint3500583010.1111/camh.12543References, 2022</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>3.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>The uptake and use of a minimum data set (MDS) for older people living and dying in care homes: a realist review.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Musa MK, Akdur G, Brand S, Killett A, Spilsbury K, Peryer G, Burton JK, Gordon AL, Hanratty B, Towers AM, Irvine L, Kelly S, Jones L, Meyer J, Goodman C<br><font color=gray><i>BMC geriatrics, 2022</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>4.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Healthcare Professionals' Own Experiences of Domestic Violence and Abuse: A Meta-Analysis of Prevalence and Systematic Review of Risk Markers and Consequences.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Dheensa S, McLindon E, Spencer C, Pereira S, Shresta S, Emsley E, Gregory A<br><font color=gray><i>Trauma, violence & abuse, 2022</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>5.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Effects of computerised clinical decision support systems (CDSS) on nursing and allied health professional performance and patient outcomes: a systematic review of experimental and observational studies.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Mebrahtu TF, Skyrme S, Randell R, Keenan AM, Bloor K, Yang H, Andre D, Ledward A, King H, Thompson C<br><font color=gray><i>BMJ open, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>6.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Timely community palliative and end-of-life care: a realist synthesis.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Petrova M, Wong G, Kuhn I, Wellwood I, Barclay S<br><font color=gray><i>BMJ supportive & palliative care, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>7.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Which Non-Pharmaceutical Primary Care Interventions Reduce Inequalities in Common Mental Health Disorders? A Protocol for a Systematic Review of Quantitative and Qualitative Studies.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Tanner L, Sowden S, Still M, Thomson K, Bambra C, Wildman J<br><font color=gray><i>International journal of environmental research and public health, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>8.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Ethnic Inequalities in Healthcare Use and Care Quality among People with Multiple Long-Term Health Conditions Living in the United Kingdom: A Systematic Review and Narrative Synthesis.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Hayanga B, Stafford M, B√©cares L<br><font color=gray><i>International journal of environmental research and public health, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>9.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>Mixed methods systematic review: Factors influencing research activity among nurses in clinical practice.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Morrison L, Johnston B, Cooper M<br><font color=gray><i>Journal of clinical nursingJ Clin NursMixed methods systematic review: Factors influencing research activity among nurses in clinical practice.10.1111/jocn.16133This study aimed to identify, evaluate and summarise current evidence in relation to the factors that influence the conducting of research by nurses in clinical practice.This study used mixed methods systematic review.CINAHL, EMBASE, MEDLINE, Scopus and ASSIA, with dates limited from 2015 to 2020, were used to conduct a systematic search of the literature.The Joanna Briggs Institute approach was followed, with results reported according to the Preferred Reporting System for Systematic Reviews and Meta-Analyses. The associated checklist for systematic reviews was also used. A standardised data extraction tool was then used, with quality appraisal guided by the Mixed Methods Appraisal Tool, with a subsequent convergent qualitative synthesis.Sixteen papers were identified for inclusion, nine quantitative, six qualitative and one mixed methods. Four themes were identified: research competence and culture, proactive research mentorship, research resources and making a difference. These were critically discussed in relation to barriers and enablers to the conduct of research by nurses in clinical practice. Commonly cited barriers included a lack of research knowledge, confidence and access to resources, particularly protected time, while enablers such as educational partnerships, identifying research-motivated clinical nurses and access to research role models were also apparent in the literature.Globally, nurses in clinical practice are clearly motivated to engage in the research process despite apparent barriers that have a significant impact on productivity. Nevertheless, there are also enablers to building research capacity apparent that offer methodological and structural approaches to empower this group to conduct research.¬© 2021 John Wiley & Sons Ltd.MorrisonLindyLhttps://orcid.org/0000-0002-2651-8284University of Glasgow/NHS Greater Glasgow & Clyde, Glasgow, UK.JohnstonBridgetBhttps://orcid.org/0000-0003-4051-3436NHS Greater Glasgow & Clyde/University of Glasgow, Glasgow, UK.CooperMarkMhttps://orcid.org/0000-0003-4341-2921University of Glasgow, Nursing and Health Care School, Glasgow, UK.engJournal ArticleReview20211124EnglandJ Clin Nurs92073020962-1067barriers and enablersconducting researchmixed methods appraisal toolmixed methods systematic reviewnurses in clinical practice2021102720210708202111022021112660202111266020211125659aheadofprint3482093210.1111/jocn.16133REFERENCES, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br>10.  <a href=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0 class=title>The impact of transition programmes on workplace bullying, violence, stress and resilience for students and new graduate nurses: A scoping review.</a><a href=http://ubio.org/tools/linkit.php?map%5B%5D=all&link_type=2&url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0><img src=linkit.png border=0 title='LinkIT' alt='LinkIT'></a> <br><span class=j>Alshawush K, Hallett N, Bradbury-Jones C<br><font color=gray><i>Journal of clinical nursingJ Clin NursThe impact of transition programmes on workplace bullying, violence, stress and resilience for students and new graduate nurses: A scoping review.10.1111/jocn.16124This scoping review aims to identify whether transition programmes support new graduate nurses and nursing students in terms of dealing with workplace violence, bullying and stress and enhance new graduate nurses' resilience during the transition from education to clinical practice.Many new graduate nurses in their first year of employment experience issues at work such as violence, bullying and stress, which forces them to leave their jobs. Nursing students also experienced these issues during their clinical rotation. However, some hospitals and universities have developed transition programmes to help nursing students and new graduate nurses and ease their transition from education to clinical practice. Although transition programmes have been successful in increasing the retention rate for new graduate nurses, their impact on supporting new graduate nurses and nursing students in dealing with workplace violence, bullying and stress and in enhancing their resilience is unknown.A scoping review of the current literature (with no date limit) using the PRISMA-ScR checklist for reporting scoping reviews was utilised.Following the scoping review framework of Arksey and O'Malley, a broad search (with no date limit) was performed in CINAHL, Scopus, Medline, Web of Science, ASSIA, PsycINFO, Embase, PROSPERO and ProQuest Dissertation databases. Reference lists of the included studies were searched.This review found that most transition programmes provide support for new graduate nurses when dealing with workplace violence, bullying and stress. Transition programmes varied in length, content and implementation. Preceptors' support, educational sessions and safe work environments are the most beneficial elements of transition programmes for supporting new graduate nurses. Education sessions about resilience provide new graduate nurses with knowledge about how to deal and cope with stressful situations in the work environment. We found no studies that focused on nursing students.The paucity of research on transition programmes' impact on workplace violence and bullying means that further research is recommended. This to determine which strategies support nursing students and new graduate nurses in clinical practice and to explore the effect of these programmes on experiences of workplace violence and bullying.Evidence indicates that there is a worldwide gap in how universities and colleges prepare nursing students for transitioning from the education system to clinical practice. New graduate nurses and nurse managers regularly report that their education did not fully provide them with the skills required for their transition to clinical practice. Transition programmes support new graduate nurses to deal with workplace violence and bullying and need to have structured implementation. Ongoing evaluation is required to ensure that the programmes meet the needs of nursing students and new graduate nurses and health organisations, improve new graduate nurses' transition to clinical practice safely, enhance their resilience to overcome issues in the workplace (such as violence, bullying and stress) and reduce their turnover.¬© 2021 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.AlshawushKhadijahKhttps://orcid.org/0000-0003-1692-4112Institute of Clinical Sciences, College of Medical and Dental Sciences, King Abdul-Aziz University, University of Birmingham, Birmingham, UK.HallettNutmegNhttps://orcid.org/0000-0003-3115-8831Institute of Clinical Sciences, School of Nursing, The Medical School, University of Birmingham, Birmingham, UK.Bradbury-JonesCarolineChttps://orcid.org/0000-0002-5237-6777Institute of Clinical Sciences, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK.engJournal ArticleReview20211122EnglandJ Clin Nurs92073020962-1067new graduate nursesnurse residency programmesnursing studentsstresstransition programmesworkplace bullyingworkplace violence2021102620210430202111012021112365020211124602021112460aheadofprint3481182610.1111/jocn.16124REFERENCES, 2021</i></font><br><font color=#008000>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=0<br></font></span><br><br><br><table cellspacing=0 cellpadding=0 align=center><tr valign=bottom><td align=center><img src=p.png border=0></td><td align=center><img src=o_red.png border=0></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=2><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=3><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=4><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=5><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=6><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=7><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=8><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=9><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=10><img src=o_yellow.png border=0></a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=2><img src=rtal.png border=0></a></td></tr><td align=center></td><td align=center>1</td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=2>2</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=3>3</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=4>4</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=5>5</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=6>6</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=7>7</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=8>8</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=9>9</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=10>10</a></td><td align=center><a href=http://ubio.org/portal/index.php?search=Assia&category=l&client=pubmed&startPage=2>¬Ľ</a></td></tr></table></table></tr></table></td><script src="http://www.google-analytics.com/urchin.js" type="text/javascript"> </script> <script type="text/javascript"> _uacct = "UA-634822-1"; urchinTracker(); </script> </BODY> </HTML>