Campbell Systematic Reviews最新文献

{"title":"Factors Influencing the Implementation of Non-Pharmacological Interventions for Behavioural and Psychological Symptoms of Dementia in Residential Aged-Care Homes: A Systematic Review and Qualitative Evidence Synthesis: A systematic review","authors":"Hunduma Dinsa Ayeno, Gizat M. Kassie, Mustafa Atee, Tuan Nguyen","doi":"10.1002/cl2.70029","DOIUrl":"https://doi.org/10.1002/cl2.70029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Non-pharmacological interventions (NPIs) are the primary approaches to the management of behavioural and psychological symptoms of dementia (BPSD), but studies have indicated that there is a suboptimal implementation. Although there are several studies on the factors influencing NPI implementation for BPSD at residential aged-care homes (RACHs), there has not been a comprehensive qualitative systematic review on the topic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This systematic review aimed to examine the qualitative studies that investigate the factors influencing the implementation of NPIs for managing BPSD in RACHs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Search Methods</h3>\u0000 \u0000 <p>Systematic searches were conducted up until 31 December 2023 using five databases: MEDLINE, EMCARE, EMBASE, CINAHL complete and APA PsycINFO.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Selection Criteria</h3>\u0000 \u0000 <p>This systematic review included qualitative studies and qualitative data from mixed-method studies on the implementation of NPIs for RACH residents with dementia experiencing BPSD. The research question and inclusion criteria for this review included the components of PICo: Population (aged-care residents with dementia), Phenomenon of interest (factors influencing implementation of NPIs) and Context/setting (RACHs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Data Collection and Analysis</h3>\u0000 \u0000 <p>After screening and extracting the data, the methodological limitations were assessed using the Joanna Briggs Institute System for the Unified Management, Assessment, and Review of Information (JBI SUMARI) quality assessment tool. JBI SUMARI meta-aggregative synthesis was used to synthesise the data. The extracted findings were categorised into the 10 Theoretical Domain Framework domains: knowledge, skills, environmental context and resources, social influences, reinforcement, emotions, intentions, beliefs about consequences, social and professional roles and beliefs about capability. Confidence in the output of qualitative research synthesis (CONQual) was used to assess the credibility and dependability of the synthesised findings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Results</h3>\u0000 \u0000 <p>Twenty-four studies were included, from which factors influencing NPI implementation were extracted. Study participants included RACH managers, RACH care staff, families of aged-car","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 2","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143690281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROTOCOL: Bereavement Interventions for Children and Adolescents: An Evidence and Gap Map of Primary Studies and Systematic Reviews","authors":"Leonor Rodriguez,&nbsp;James Lyons,&nbsp;Amy Maloy,&nbsp;Ailsa O'Brien","doi":"10.1002/cl2.70027","DOIUrl":"https://doi.org/10.1002/cl2.70027","url":null,"abstract":"<p>This is the protocol for a Campbell evidence and gap map. The objectives are as follows: (1) To identify and map all existing primary studies and systematic reviews (published and unpublished) on bereavement interventions/programmes for children and adolescents to create a live, searchable and publicly available EGM; (2) Provide a comprehensive descriptive overview of psychosocial outcomes targeted by bereavement interventions for children and adolescents; (3) Determine the characteristics of bereavement interventions targeted at children and adolescents, including age, location, duration, delivery, underlying theories, evaluation and target death.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 2","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROTOCOL: Gender-Responsive Macro-Level Policies and Women's Economic Empowerment in Sub-Saharan Africa: An Evidence and Gap Map","authors":"David Sarfo Ameyaw,&nbsp;Takyiwaa Manuh,&nbsp;Sheila Agyemang Oppong,&nbsp;Clarice Panyin Nyan","doi":"10.1002/cl2.70035","DOIUrl":"https://doi.org/10.1002/cl2.70035","url":null,"abstract":"<p>This Evidence and Gap Map (EGM) protocol aims to identify, map, and provide an overview of the existing evidence and gaps on gender-responsive macro-level policies and women's economic empowerment in sub-Saharan Africa. Specifically, the EGM will: (1) identify which evidence clusters present opportunities for evidence synthesis and (2) identify the evidence gaps that require additional studies, research, and evaluations.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 2","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is Realising Evidence-Based X the Future of Evidence Synthesis?","authors":"Gavin Stewart","doi":"10.1002/cl2.70037","DOIUrl":"https://doi.org/10.1002/cl2.70037","url":null,"abstract":"&lt;p&gt;Evidence synthesis (including systematic reviews and meta-analysis) has a long evolution and has had major impacts across the sciences (Shadish and Lecy &lt;span&gt;2015&lt;/span&gt;), underpinning evidence-informed decision-making, particularly in specific health and social science domains. There has also been some penetration into environmental and climate sciences, but it is not [yet] the primary mechanism for science-policy translation outside health and social sciences. Many methodologists have worked across health or social science domains, and there has long been a realisation that methods harmonisation is beneficial, seen in closer working between Cochrane and Campbell, and the formation of the Society for Research Synthesis methods to foster interdisciplinary learning cf (Stewart and Schmid &lt;span&gt;2015&lt;/span&gt;). Concurrently, the scope of applications has widened considerably, perhaps best exemplified by the global SDG synthesis coalition, who envisage robust evidence synthesis underpinning decisions made across all the sustainable development goals, targets and indicators. This would represent the full realisation of evidence-based X, not evidence-based health or social science or environment – but fully developed generic methodologies applicable irrespective of domain (EBX). To those of us who believe in generic methodologies and the need for coherent decision-making across increasingly complex decision space, this evolution of evidence synthesis is long overdue, but it is not without challenges.&lt;/p&gt;&lt;p&gt;Perhaps the three largest barriers to overcome are the plethora of untrustworthy evidence in our publications and databases, lack of coherent whole systems thinking and the difficulties of developing pipelines for methods innovation that maintain rigour.&lt;/p&gt;&lt;p&gt;The unpalatable truth that a large fraction (arguably, even the largest fraction) of scientific publications are somewhere between misleading and downright wrong is horrifying and contested by most scientists who are not research methodologists. Most believe that peer review and our publication procedures are adequate to safeguard scientific integrity. They are quite simply wrong! Doug Altman's seminal paper on the scandal of poor medical research from 1994 could be written today in any domain of applied science (Altman &lt;span&gt;1994&lt;/span&gt;). In 2005, John Ioannidis argued that ‘Most published research findings are false’, particularly in fields with large numbers of researchers exploring small effects (Ioannidis &lt;span&gt;2005&lt;/span&gt;). Richard Horton was scathing about progress in 2015 ‘Much of the scientific literature, perhaps half, may simply be untrue. Afflicted by studies with small sample sizes, tiny effects, invalid exploratory analyses, and flagrant conflicts of interest, together with an obsession for pursuing fashionable trends of dubious importance, science has taken a turn towards darkness’. He warned, ‘poor methods get results’ (Horton &lt;span&gt;2015&lt;/span&gt;). There has been some progress, ","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 2","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: School Absenteeism Among Children and Young People With Disabilities: A Systematic Review","authors":"Lara Stauvermann,&nbsp;Meike Rau,&nbsp;Vivian Meyer,&nbsp;Isabella Sasso,&nbsp;Michael Feldhaus,&nbsp;Karsten Speck","doi":"10.1002/cl2.70033","DOIUrl":"https://doi.org/10.1002/cl2.70033","url":null,"abstract":"<p>The systematic review set out in this protocol aims to identify factors influencing school absenteeism among children and young people with disabilities. The focus is on individual, family, and school-related factors that contribute to absenteeism. The analysis will be based on a qualitative synthesis of the extracted data and findings from the included empirical studies. To achieve this, the review will incorporate qualitative, quantitative, and mixed-methods studies.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Prevention, Intervention, and Compensation Programs to Tackle School Dropout: An Evidence and Gap Map","authors":"Marta Pellegrini,&nbsp;Carmen Pannone,&nbsp;Daniela Fadda,&nbsp;Laura Francesca Scalas,&nbsp;Giuliano Vivanet,&nbsp;Amanda Neitzel","doi":"10.1002/cl2.70032","DOIUrl":"https://doi.org/10.1002/cl2.70032","url":null,"abstract":"<p>The issue of students dropping out before completing secondary education is a global concern with significant individual and societal consequences. Various terms, such as Early School Leaving (ESL), Early Leaving from Education and Training (ELET), and school dropout, reflect different policy perspectives on this phenomenon. Despite international efforts to address school dropout, a comprehensive review identifying areas with strong evidence and research gaps is lacking. This Evidence and Gap Map (EGM) systematically reviews the evidence on programs aimed at reducing school dropout and improving intermediate outcomes (e.g., educational performance, attendance). Following the 2011 European Council Recommendations, interventions are categorized into three domains: prevention, intervention, and compensation. The EGM will provide school and policy decision-makers, as well as program developers, with an overview of research evidence useful for guiding efforts to reduce school dropout and design effective programs. By pinpointing research gaps, the EGM will help identify critical areas where further investigation is needed to better understand and address the impact of school dropout programs.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Effectiveness of Sexual and Reproductive Health Blended Learning Approaches for Capacity Strengthening of Health Professionals in Low- and Middle-Income Countries: A Systematic Review","authors":"Elizabeth A. Kumah,&nbsp;Florence Mgawadere,&nbsp;Alice Ladur,&nbsp;Zainab Suleiman,&nbsp;Yusupha Sanyang,&nbsp;Sarah A. White,&nbsp;Nicholas Furtado,&nbsp;Uzochukwu Egere,&nbsp;Charles Ameh","doi":"10.1002/cl2.70028","DOIUrl":"https://doi.org/10.1002/cl2.70028","url":null,"abstract":"&lt;p&gt;This is the protocol for a Campbell systematic review. The objectives are as follows. The primary objective of this systematic review is to evaluate and synthesise both published and unpublished literature on the effectiveness of sexual and reproductive health blended learning approaches for capacity strengthening of healthcare practitioners in LMICs. Within this context, sexual and reproductive health interventions refer to any of the following four key interventions or services aimed at improving maternal and newborn health (Starrs et al. 2018): (a) antenatal, childbirth and postnatal care, including emergency obstetric and newborn care, (b) safe abortion services and treatment of the complications of unsafe abortion, (c) prevention and treatment of malaria, tuberculosis, HIV and other sexually transmitted infections in pregnant women and d) family planning. In this systematic review, blended learning is defined as any teaching and learning method that combines face-to-face learning with e-learning or online learning. The component of face-to-face and online learning may include any of the components identified by Alammary (2019): (1) face-to-face instructor-led, where students attend a class and an instructor presents teaching and learning materials, with little engagement from students; (2) face-to-face collaboration, where students work together in class, for example, in discussion groups; (3) online instructor-led, where instruction is delivered online and facilitated by an instructor who sets the pace (e.g., virtual classrooms); (4) online collaboration, where students work together online with their peers, for example, online learning communities; and (5) online self-paced, where students study at their own pace and time, and from their chosen location, for example, watching videos, online reading. Specifically, this systematic review will answer the following research questions: (1) What sexual and reproductive health blended learning approaches have been used in LMICs? (2) Does participating in sexual and reproductive health blended learning interventions alone (i.e., compared with no intervention) improve the effective provision of care among healthcare workers in LMICs? (3) Does participating in sexual and reproductive health blended learning interventions compared with non-blended learning approaches (such as conventional face-to-face learning or pure e-learning) facilitate the effective provision of care among healthcare workers in LMICs (measured by, e.g., self-reports of effective maternal and neonatal care)? (4) What is the cost-effectiveness of sexual and reproductive health blended learning compared with non-blended learning approaches (i.e., face-to-face learning or e-learning)? (5) What factors affect the effectiveness of sexual and reproductive health blended learning interventions (e.g., characteristics of participants, type of intervention, course content, setting and mode of delivery)? (6) Do sexual and reproductive he","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Campbell Title Registrations to Date – February 2025, and Discontinued Protocols","authors":"","doi":"10.1002/cl2.70034","DOIUrl":"https://doi.org/10.1002/cl2.70034","url":null,"abstract":"&lt;p&gt;Details of new titles for systematic reviews or evidence and gap maps that have been accepted by the Editor of a Campbell Coordinating Group are published in each issue of the journal. If you would like to receive a copy of the approved title registration form, please &lt;i&gt;send an email&lt;/i&gt; to the Managing Editor of the relevant Coordinating Group.&lt;/p&gt;&lt;p&gt;A list of discontinued protocols appears below these new titles. If you are interested in continuing a project, please get in touch with the Managing Editor of the relevant Coordinating Group or email &lt;span&gt;[email protected]&lt;/span&gt;.&lt;/p&gt;&lt;p&gt;Experiences of informal caregivers of dependent older people on interventions to reduce care burden and promote their biopsychosocial well-being&lt;/p&gt;&lt;p&gt;Mariana Loezar-Hernández, Alejandra Ximena Araya, Claudia Miranda-Castillo, Carolina Climent-Sanz&lt;/p&gt;&lt;p&gt;11 February 2025&lt;/p&gt;&lt;p&gt;Interventions for age-friendly environments: A mega-map&lt;/p&gt;&lt;p&gt;Thiago Sa, Amanda Fernandes, Louise Lafortune, Promise Nduku&lt;/p&gt;&lt;p&gt;11 February 2025&lt;/p&gt;&lt;p&gt;Do pay transparency policies advance pay equity goals? A systematic review&lt;/p&gt;&lt;p&gt;Constance Bygrave, Heidi Weigand, Wendy Carroll, Alison Manley&lt;/p&gt;&lt;p&gt;31 January 2025&lt;/p&gt;&lt;p&gt;The impact of abusive supervision on employee silence: A systematic review&lt;/p&gt;&lt;p&gt;Wendy Carroll, Camilla Holmvall, Alison Manley&lt;/p&gt;&lt;p&gt;24 January 2025&lt;/p&gt;&lt;p&gt;Characteristics of sustainable vocational placement youth not in employment, education, or training (NEET): A scoping review&lt;/p&gt;&lt;p&gt;Luther Monareng, Nomusa F. Mngoma&lt;/p&gt;&lt;p&gt;20 January 2025&lt;/p&gt;&lt;p&gt;Thresholds for placing children in foster care: A scoping review&lt;/p&gt;&lt;p&gt;Nella Hrda, Milon Potmesil, Petra Potmesilova&lt;/p&gt;&lt;p&gt;29 January 2025&lt;/p&gt;&lt;p&gt;Primary interventions for cognitive and behavioral radicalization: An evidence and gap map&lt;/p&gt;&lt;p&gt;Kieren Aris, Meriem Rebbani, Joshua Freilich&lt;/p&gt;&lt;p&gt;6 January 2025&lt;/p&gt;&lt;p&gt;Radicalisation and extremism amongst adolescents and adults: A systematic review of measurement properties&lt;/p&gt;&lt;p&gt;Sarah Carthy, Graig Klein, Tommy van Steen, Joana Cook&lt;/p&gt;&lt;p&gt;8 December 2024&lt;/p&gt;&lt;p&gt;Peoples' lived experiences of working with osteoarthritis: A qualitative meta-synthesis protocol&lt;/p&gt;&lt;p&gt;Rory Christopherson, Ricky Bell, Nicola Kayes, J. Haxby Abbott&lt;/p&gt;&lt;p&gt;6 February 2025&lt;/p&gt;&lt;p&gt;Mitigating the risk of large language models on academic integrity of higher education assessment: A systematic review&lt;/p&gt;&lt;p&gt;David Oyebisi&lt;/p&gt;&lt;p&gt;19 December 2024&lt;/p&gt;&lt;p&gt;The effects of land management policies on the environment and people in low- and middle-income countries: A systematic review&lt;/p&gt;&lt;p&gt;Pierre Marion, Ingunn Storhaug, Sanghwa Lee, Claudia Romero, Constanza Gonzalez, Birte Snilstveit&lt;/p&gt;&lt;p&gt;20 December 2025&lt;/p&gt;&lt;p&gt;Life skills education and psychosocial interventions for reducing anxiety and depression in forcibly displaced persons in LMICs: A systematic review&lt;/p&gt;&lt;p&gt;Andem Duke&lt;/p&gt;&lt;p&gt;12 February 2025&lt;/p&gt;&lt;p&gt;Interventions to prevent or reduce the effects of climate change on the well-being of socially vulnerable populations in low-","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence and Gap Map of Whole-School Interventions Promoting Mental Health and Preventing Risk Behaviours in Adolescence: Programme Component Mapping Within the Health-Promoting Schools Framework: An evidence and gap map","authors":"Roshini Balasooriya Lekamge,&nbsp;Ria Jain,&nbsp;Jenny Sheen,&nbsp;Pravik Solanki,&nbsp;Yida Zhou,&nbsp;Lorena Romero,&nbsp;Margaret M. Barry,&nbsp;Leo Chen,&nbsp;Md Nazmul Karim,&nbsp;Dragan Ilic","doi":"10.1002/cl2.70024","DOIUrl":"https://doi.org/10.1002/cl2.70024","url":null,"abstract":"&lt;p&gt;Adolescence is a vulnerable period for the onset of mental disorders and risk behaviours. Whole-school interventions hold vast potential in improving mental health and preventing risk behaviours in this developmentally-sensitive cohort. Modelled on the World Health Organisation's Health-Promoting Schools Framework, whole-school interventions aspire for change across eight domains: (i) school curriculum, (ii) school social-emotional environment, (iii) school physical environment, (iv) school governance and leadership, (v) school policies and resources, (vi) school and community partnerships, (vii) school health services and (viii) government policies and resources. Through embodying a systems-based approach and involving the key stakeholders in an adolescent's life, including their peers, parents and teachers, whole-school interventions are theoretically more likely than other forms of school-based approaches to improve adolescent mental health and prevent risk behaviours. However, vague operationalisation of what is to be implemented, how and by whom presents challenges for stakeholders in identifying concrete actions for the eight domains and thus in realising the potential of the Framework. Mapping how whole-school interventions operationalise the eight domains enables appraisal of current practice against the recommendations of the Health-Promoting Schools Framework. This facilitates identification of critical evidence gaps in need of research, with the aim of fostering optimal translation of the Framework into practice to promote mental health and prevent risk behaviours in adolescence. Our EGM's objective was to map how randomised controlled trials of whole-school interventions promoting mental health and preventing risk behaviours in adolescence addressed the eight domains of a whole-school approach. Our EGM was conducted in accordance with a pre-registered protocol (PROSPERO ID: CRD42023491619). Eight scientific databases were searched: Ovid MEDLINE, Ovid Embase, Ovid PsycINFO, Ovid Emcare, CINAHL, ERIC, CENTRAL and Scopus. Expert-recommended sources of the grey literature were also searched, including the Blueprints for Healthy Youth Development registry of evidence-based positive youth development programmes and the SAMHSA Evidence-Based Practice Resource Centre. To be included in our EGM, studies had to involve randomised controlled trials or cluster randomised controlled trials comprising students aged 12 to 18. Interventions had to demonstrate a whole-school approach promoting mental health and/or preventing risk behaviours, including at least one program component addressing each of the curriculum-, ethos and environment-, and community-levels of a whole-school approach. Studies had to include an active or inactive comparator. Studies had to report on at least one of the mental health and/or risk behaviour outcomes detailed in the WHO-UNICEF Helping Adolescents Thrive Initiative, which includes positive mental health, mental disor","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Protocol: Food Environment, Food Choice, Diets, and Nutrition Outcomes of Pastoralists in Africa: Scoping Review Protocol","authors":"Esther Omosa,&nbsp;Francoise Cattaneo,&nbsp;Matthew Kibbee,&nbsp;Paula Dominguez-Salas,&nbsp;Natasha Bishop,&nbsp;Inge D. Brouwer","doi":"10.1002/cl2.70030","DOIUrl":"https://doi.org/10.1002/cl2.70030","url":null,"abstract":"<p>This is the Campbell scoping review. The objectives are as follows: (i) To define and characterize the food environment of pastoralists in Africa; (ii) To identify the domains of the food environment that have been studied in pastoralist settings in Africa; (iii) To assess the relationship between the food environment and food choice, dietary intake, and nutrition outcomes among pastoralists in Africa; and (iv) To map the study designs, methods, and geographical coverage of the studies.</p>","PeriodicalId":36698,"journal":{"name":"Campbell Systematic Reviews","volume":"21 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cl2.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}