The included studies do not reflect which intervention is better or which favours the acquisition and retention of knowledge more effectively.¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The included studies do not reflect which intervention is better, or which favours the acquisition and retention of knowledge more effectively, besides which of them is more acceptable for health professionals. → Campos Heidi Hevia 2025

Evidence¶

Campos Heidi Hevia 2025¶

Campos Heidi Hevia, da Silva Cinthia Viana Bandeira, Takahashi Juliana, de Almeida Cardoso Marilia Mastrocolla, Mazzachiodi Lily Ríos, Woo Kevin, de Gouveia Santos Vera Lucia Conceição. (2025). Educational Interventions to Improve Knowledge Among Nurses in the Prevention of Skin Tears in Hospitalised Adults and Older Adults: A Scoping Review. International Wound Journal. https://doi.org/10.1111/iwj.70240

q2 · i? · review · r2

The review states that the results of this scoping review cannot yet be generalised, with few studies included. The included studies do not reflect which intervention is better, or which favours the acquisition and retention of knowledge more effectively.

"The included studies do not reflect which intervention is better, or which favours the acquisition and retention of knowledge more effectively, besides which of them is more acceptable for health professionals."

Discussion¶

Related Claims¶

• Included studies reported improved knowledge levels and reduced skin tear incidence or prevalence. — related
• Nurse-led educational interventions may enhance nursing knowledge and decrease skin tear incidence. — related
• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — reports the opposite
• Virtual reality was particularly effective for procedural skill development and knowledge retention in paediatric undergraduate training — reports the opposite
• Simulation type–outcome alignment: high-fidelity formats favour judgment and decision-making, VR and games favour empathy and reflection — reports the opposite
• The evidence supporting curricular interventions to promote reflection in health professional education remains largely theoretical — related
• Individual active participation in learning interventions promotes the development of relational competence in mental health education of healthcare professionals — related